SD36 Surrey - Inquiry teams Oct.2010 Presentation Transcript
Developing Readers Inquiry into Student Learning Teams 2010-2011 Welcome School Teams! October 1, 2010 SD 36 (Surrey)
Welcome, Introductions and Smarty Pants
Anchoring our Work
Developing Readers : Past and Present
And the research says…
Inquiry into Student Learning
Moving from Questions into Action
Establishing School-based Inquiry Groups
Inquiry Group Action Plans/School Team planning
Smarty Pants! What do you hope to gain from being here today? When you think about your students’ learning, what are you wondering about? What’s puzzling? What kinds of classroom assessment are you thinking of using this year? Describe your students (their learning styles, their strengths, their areas of need).
If students are not told where they are going, it is unlikely that they will arrive.
S. Clarke (2005)
I understand what inquiry in the context of my work with DR will look like;
I can craft a meaningful, manageable inquiry question that reflects my students and my classroom context;
I can explain how my question is intended to impact student learning in my class;
I can connect my inquiry question to one of the bones on the fish (research).
Structures don’t create learning…
they support it.
Collaborative RAD marking
School Team sessions
School Network meetings
Planning/debriefs with helping teachers
Collaborative lesson planning
“ Opening Doors” to observe student learning
Lesson Study model of inquiry
DR Structure for 2010-2011
I N Q U I R Y
DR: Guiding Principles
Assessment needs to inform instruction
Teachers need to engage students in direct, explicit instruction
Instruction must focus on how to engage and support all learners
Proficient readers know how to construct meaning
Meaningful social interactions lead to construction of knowledge
Teachers – not programs – make the difference for students’ learning
In your school teams, take five minutes to reflect on your past learning, your work with your students, and the structures that helped support your work.