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Oct 22 pd day Growing Success

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For Ontario educators interested in the ppt that Janice and I did at our Oct 22 PA Day regarding Growing Success, feel free to adapt this presentation for your purposes....

For Ontario educators interested in the ppt that Janice and I did at our Oct 22 PA Day regarding Growing Success, feel free to adapt this presentation for your purposes.

The workshop provided hands-on team writing time to create constructive, parent-friendly Learning Skills and Academic comments for the NEW upcoming Elementary Progress Report.

Let me know if this is helpful!
@taniasterling

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  • As you already know, the learning skills section of the new Ontario Report Card will play a more prominent role in reporting beginning next year. For our purposes today we would like everyone to focus on the starred skill. Will explain how we as a presentation team arrived at this one.
  • The SEAL Continuum can be used to support social emotional and academic development in so many areas of our practice. Today we will be focusing on one....Assessing Report Card Learning Skills (Depending on time maybe give participants an opportunity to examine the slide and with an elbow partner discuss how in one of the areas on the slide.)

Oct 22 pd day Growing Success Oct 22 pd day Growing Success Presentation Transcript

  • October 22, 2010 NEW
    • Raise awareness regarding decision to revise the Elementary Reporting Cycle
    • Practise writing comments for NEW Learning Skills for November 2010 Progress Report
    • Practise writing comments for Academic Progress for November 2010 Progress Report
  • Partner Pair-Up Excellent Janice Good __________________ Satisfactory ______________ Needs Improvement __________________ Excellent Tania Good __________________ Satisfactory ______________ Needs Improvement __________________
    • There is broad agreement among educators, researchers and international organizations that learning skills and work habits contribute substantially to student success.
    • Development of learning skills and work habits needed to succeed in school and in life begins early in a child’s schooling.
    • Students benefit when teachers discuss and model these skills and when teachers and parents work with students to help them develop these skills
    WHY ?
    • New progress report
    • No letter or number grades
    • Focus on assessment FOR learning (formative)
    • Fewer learning skills; more comprehensive
  • Handout
    • The NEW learning skills are what we have been focusing on to set up our classroom climates since September
    • Think about:
        • How did you establish classroom routines and norms?
    • Find your EXCELLENT partner and discuss
    • Debrief as a whole group
    Milling to Music (5 minutes) EXCELLENT
  • Participation Listening Appreciations Mutual Respect
  • Handout
  •  
    • Alan November
    • http://newlearninginstitute.org/21stcenturyeducation/index.html
    Click here to view video
    • In your table groups, compare the Process of Tribes TM with the Sample Behaviours listed in the Learning Skills of the Report Card
    • Highlight and code similarities on your charts
    • Find and share with your partner
    GOOD
  • Learning Skill (Sample Behaviour) Tribes TM Processes
    • Collaboration
      • Responds positively to the ideas, opinions, values, and traditions of others
    • APPRECIATIONS-NO PUT DOWNS
    • Autonomy & Independence
      • Self-Esteem:
        • Values respect for diversity
    • Problem-Solving
      • Collaboration:
        • Practices democratic values, fairness ,and equity
    • In your table groups, compare the Process of Tribes TM with the Sample Behaviours listed in the Learning Skills of the Report Card
    • Highlight and code similarities on your charts
    • Find and share with your partner
    GOOD
    • What do,
    • really mean?
    E  G  S  NI Excellent Good Satisfactory Needs Improvement
    • “ E” Responsibility & Organization
    • XXX is off to a very good start this year by following classroom rules and completing school work on time . He manages time effectively and uses our school agenda to stay on top of upcoming deadlines.
    • “ G” Responsibility & Organization
    • XXX understands our grade X routines, and accepts his roles and responsibilities in our classroom by following the Four Agreements .
    • “ S” Organization
    • XXX brings his agenda to class everyday, however he sometimes runs out of time to copy down the homework before the end of the day. We will continue to practise time management skills by breaking down tasks, and more closely monitoring how long it takes him to complete in-class work.
    • “ NI” Organization
    • During independent work time, XXX has difficulty focusing and taking out his learning materials to begin work. He often needs instructions repeated. In class, we will continue to practice keeping our workspace organized . XXX is encouraged to practice daily routines and organizational skills at home to maximize the amount of time he has to complete a task.
  • “ E” Responsibility & Organization XXX is off to a very good start this year by following classroom rules and completing school work on time . He manages time effectively and uses our school agenda to stay on top of upcoming deadlines. “ G” Responsibility & Organization XXX understands our grade X routines, and accepts his roles and responsibilities in our classroom by following the Four Agreements . “ S” Organization XXX brings his agenda to class everyday, however he sometimes runs out of time to copy down the homework before the end of the day. We will continue to practise time management skills by breaking down tasks, and more closely monitoring how long it takes him to complete in-class work. “ NI” Organization During independent work time, XXX has difficulty focusing and taking out his learning materials to begin work. He often needs instructions repeated. In class, we will continue to practice keeping our workspace organized . XXX is encouraged to practice daily routines and organizational skills at home to maximize the amount of time he has to complete a task. Parents can infer that you’ve worked with students to instil this routine This is the most neutral comment-on the right track to success This indicates that you as the teacher will make this a focus of your instruction. Parents can expect follow-up on the first academic report card in Feb 2011
  • Steps Think about a student in your classroom What has been a LS of focus for this particular learner ? Describe his behaviour wrt that particular LS How would he ‘rank’ on the scale of E  G  S  NI? What does he need to do to improve? What can you/parents do to help? Compose your comment Working Towards a Learning Skill Comment Joey Collaboration -working with others to resolve conflict and build consensus to achieve group goals He always wants to take over in a group; has difficulty sharing the leader role with peers; bosses around other students S or NI He: Show mutual respect for the variety of roles needed to achieve a task; allow others to lead; reflect on what it means to be a good group member Me: revisit class norms and role play cooperative learning Joey has difficulty working in small group situations. He often dominants and does not allow others to have a chance to lead. In the coming months, we will revisit our class norms, and role play effective behaviours for cooperative learning .
    • Find your partner
    • Select one other LS that has been a focus for you thus far
    • Create a comment following the 6 steps
    • Share your comments with peers
    SATISFACTORY
  •  
    • Rate the child’s academic progress in all areas taught thus far
    • Provide a general progress update on performance in Language and Mathematics
    • Only add additional comments for other areas where the child is Progressing With Difficulty
  • Steps Think about a particular student in your class Think about the content/strands of a particular subject that you have taught How has the student performed wrt the content/strands that you have taught thus far? Where does the student’s academic performance rank on the scale? What does he need to do to improve? What can you/parents do to help? Building Towards an Academic Comment Gabriella Language (Reading, Writing, Oral, didn’t quite get to Media yet) She is strong in oral (PW), but has difficulty generating her ideas about what she has read on paper (PWD). Her writing is also very basic-she does not use new vocabulary to support her answers (PWD) PWD She: Use post-it notes as she reads to track her thinking; use class anchor charts to apply comprehension strategies while reading; use the class word wall when writing about themes we’ve discussed in class Me: model how to use post-it notes during think alouds; explicitly use vocabulary during modelled writing; provide GO to plan written responses. Home: practice retelling what she did at school orally and in writing
    • Gabriella has strong oral language skills and offers interesting ideas during class discussions . In reading, she has difficulty generating idea s on paper about what she has read. In the coming months at school, we will practise how to use post-it notes to track her ideas as she reads . At home, she is encouraged to practise retelling what she did at school orally and in writing using specific detail and vocabulary .
    This is where parents can help at home This becomes our teaching focus from November-February
    • Think about what you have taught thus far in the other content areas
    • Brainstorm academic performance comments for PVW, PW, PWD with your grade lev el partner
    • Exchange ideas with other grade level colleagues
    NEEDS IMPROVEMENT
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  • http://www.youtube.com/watch?v=Ybmo58bTRj0