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Srl institute June 21 2013

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SRL Institute at UBC was a great success. Over 230 educators, researchers, and leaders shared ideas for supporting self-regulation in BC classrooms

SRL Institute at UBC was a great success. Over 230 educators, researchers, and leaders shared ideas for supporting self-regulation in BC classrooms

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  • Welcome/blessing from JewelComments from Bill
  • Foreshadow Table Activity 2
  • And thank participants

Transcript

  • 1. Welcome!
  • 2. SRL Canada Consortium Western Contingent … • Deborah Butler, UBC • Allyson Hadwin, Univeristiy of Victoria • Nancy Perry, UBC • Leyton Schnellert, UBC-O • Philip Winne, SFU
  • 3. Thank you! • Professional Development and Community Engagement Office, UBC • Mark Edwards • Jo-Anne Chilton • Heather McGregor • Jenny Enckevort • Shapoor Marfatia
  • 4. Thank you! • Students/Volunteers • Charlotte Brenner (UBC, SD36 Surrey) • Celia Browning (SD39 Vancouver) • Rebecca Collie (UBC) • Alissa Ehrenkranz (SFU) • Gigi Hofer (UBC) • Elina Määttä (University of Oulu, Finland) • Silvia Mazabel Ortega • Kimerly McNeil (UBC) • Shelley Moore (UBC, SD38 Richmond) • Nikki Yee (UBC)
  • 5. Shape of the Day 8:30 Registration, coffee, etc. 9:00 Welcome! 9:15 Keynote address: Dr. David Whitebread 10:30 COFFEE BREAK 10:45 Panel 1 Table Activity 1 12:00 LUNCH (not catered) 13:00 Table Activity 1 (debrief) 13:20 Panel 2 Table Activity 2 14:40 What’s Next? 15:00 Networking Reception
  • 6. FYI •Materials on Tables •KW Sheets •Question Boxes •Twitter Feed: #srlcanada •Displays
  • 7. dgw1004@cam.ac.uk David Whitebread Senior Lecturer in Psychology & Education at the University of Cambridge. Developmental psychologist and early years specialist Taught in early years and primary schools for 12 years, mainly in Leicestershire, England. Research interests: • Metacognition and self-regulation in young children's learning • Play and learning Publications: • Teaching and Learning in the Early Years (3rd Ed, 2008, Routledge) • Developmental Psychology & Early Childhood Education (2011, Sage).
  • 8. Panel 1: SRL Foundations
  • 9. marilyn.chapman@ubc.ca Marilyn Chapman Professor in Language and Literacy Education at UBC and Director of the Institute for Early Childhood Education and Research • Marilyn has been an active participant in BC Ministry of Education curriculum since the mid-1980s. • She was an active member of the Primary Program teams that produced the Primary Program versions in 1989, 1990, and 2000 (Lead Writer). • She is the lead writer of the BC Full Day Kindergarten Guide (2010) and prepared drafts for the Primary Program 2010 Edition. • Her work on that document emphasized the important role self- regulation plays in young children’s development and learning. • Marilyn’s research interests are related to socio-cognitive dimensions of young children’s learning across all areas of development • particularly in relation to play, engagement, literacies, and contexts that support children’s learning and development.
  • 10. nancy.perry@ubc.ca Nancy Perry Professor in Educational and Counselling Psychology, and Special Education at UBC Research Goals: To understand … • how features of classroom contexts, including tasks, instructional practices, and interpersonal relationships, support SRL • how teachers can be helped to design tasks and interact with students in ways that support SRL Guiding Principles • Study young (elementary age) children as well as students in the intermediate grades and beyond • Conduct research in classrooms • Relate to social views of learning Current Projects • Longitudinal study of children’s developing SRL • Teacher motivation study • Youth study
  • 11. deborah.butler@ubc.ca Deborah Butler Professor in Educational and Counselling Psychology, and Special Education at UBC Interest since the mid-1980's in supporting "strategic" learning and "empowering" learners Over twenty years of collaborative research/practice with educators • intermediate, secondary, post-secondary contexts • inclusive classrooms and support settings Research interests • What is strategic, self-regulated learning? what does it look like in classrooms? • How can we support development of self-regulating learners in the context of meaningful activities (i.e., school work) • What are the benefits of supporting self-regulation, particularly in meeting the needs of diverse learners? • How can we support teachers' professional learning and inquiry processes, particularly in bridging theory/research & practice?
  • 12. mdockendorf@sd43.bc.ca Maureen Dockendorf Superintendent of Reading for British Columbia’s Ministry of Education Background: • elementary classroom teacher; principal, SD #43 assistant superintendent • recently seconded to the Ministry of Education to lead the Changing Results for Young Readers project and to support transformational change within BC education system 2012-2013 Changing Results for Young Readers Project: • goal of the ongoing project: to increase the number of engaged successful readers who choose to read, not just readers who are able to read • involving over 9000 students in K-3 classrooms, 650 educators, 66 educator inquiry teams & 457 case studies focused on vulnerable readers • educators met in collaborative inquiry teams, forming personal questions focused on research-based reading instruction, self-regulated learning, social-emotional learning and embedding Indigenous principles of learning into daily classroom practice
  • 13. What is self-regulated learning (SRL)?
  • 14. Why is SRL important at all grade levels and for all learners?
  • 15. What can we do in classrooms/schools to support SRL?
  • 16. How can we tell if students are successfully regulating learning?
  • 17. •What are key considerations for supporting SRL in schools? •How can teachers work together, and with researchers, to support SRL? •How can teachers be supported to support SRL?
  • 18. Table Activity 1 • From what you’ve heard this morning … • Work with the people at your table • Generate a visual representation/metaphor of what SRL means to you • Use … • Computers • Paper and pens • Create… • Pictures • Diagrams • Poems
  • 19. Panel 2: Digging Deeper
  • 20. email@email.com.ca Dean Goodman Lead for Strategic Educational Transformation in British Columbia’s Ministry of Education Long-term interests/areas of practice: • strategies, practices, and policies that support student learning • assessment (as, of, and for learning) • meaningful communication of student learning • self-regulated learning, metacognition, motivation, flow • making connections (amongst people, practices, policies) • fostering continuous improvement efforts for the benefit of kids Current areas of inquiry: • How can we better support and engage each student in their learning (early years through to graduation and beyond)? • How can we better personalize each student’s learning experience in British Columbia’s K-12 system? • How can our policies, practices, and structures be improved to enable the above?
  • 21. leschnel@exchange.ubc.ca Leyton Schnellert Assistant Professor & Coordinator of the PD Program in the Faculty of Education at University of British Columbia’s Okanagan Campus Background: • middle & secondary classroom teacher; learning resource teacher K–12 • twenty years experience as a school- and district-based resource teacher Projects/studies related to SRL • intermediate SCL project with Deborah Butler • secondary learning through reading study with Butler & Cartier • student and teacher SRL within a district-wide K-8 learning community (writing, inclusion) • teacher professional development, collaboration and SRL Research interests • Inclusive education • Literacy learning and instruction • Teacher professional development • Teaching and learning in the middle years • Formative assessment • Pedagogical approaches and environments that foster SRL
  • 22. winne@sfu.ca Phil Winne Professor & Canada Research Chair, Faculty of Education, Simon Fraser University Fields of research: • cognition • metacognition • motivation • self-regulated learning • software technologies that support learning Specializations: • strategies for effective studying • designing software tools for researching & scaffolding studying & self- regulated learning • assessing self-regulated learning • research methodologies keyed to studies of real-time, online learning Latest Kick: • mobilizing knowledge developed in the learning sciences
  • 23. hadwin@uvic.ca Allyson Hadwin Associate Professor & TIE Lab Co-Director in the Faculty of Education at the University of Victoria Research Interests: • Promoting and researching adaptive self-regulation • Prompting and researching collaborative learning • Aspects of self-regulation including: metacognition, cognitive strategies, motivation & procrastination, and emotion regulation • Designing classroom tasks, environments and technologies for enhancing learning, motivation and self-regulated learning? • Learning to succeed in the face of learning, motivational and emotional challenges • Student engagement, retention, and transitions Passionate Teacher: • ED-D101: Learning strategies for university success • Recipient of the 2010-2011 Teaching Excellence Award
  • 24. How is SRL implicated in new ministry initiatives?
  • 25. Curriculum Assessment Graduation Requirements Communicating Student Learning Trades/Skills Reading Student Supports Aboriginal Education CompetenciesEducated Citizen Curriculum Assessment Graduation Requirements CompetenciesEducated Citizen Communicating Student Learning Trades/Skills Reading Student Supports Aboriginal Education
  • 26. What opportunities and challenges are present in the current uptake of self-regulation in BC?
  • 27. How can we design assessments FOR SRL?
  • 28. How can we take advantage of SRL to accommodate diversity?
  • 29. Learning is seldom a solo event. How do learners regulate their own and others’ learning is social/collaborative situations?
  • 30. Table Activity 2 •From what you’ve heard today … • What should we be doing in … • Classrooms • Schools • Districts • The Ministry … to connect SRL to learning? • What do we need to make this happen? • How will we know if it’s happening?
  • 31. Networking Activity • We want your graffiti on the wall charts at the back of the room. • Present your ideas from Table Activity 2 • In pictures • Words • Leave contact information • Leave requests for support • Follow up on good ideas on the charts or in person
  • 32. Thank you! • David Whitebread • Marilyn Chapman • Maureen Dockendorf • Dean Goodman
  • 33. Resources
  • 34. http://srlcanada.ca http://srlcanada.ca
  • 35. http://bctf.ca/publications/NewsmagArticle.aspx?id=29340
  • 36. http://changingresultsforyoungreaders.bclibraries.ca