What would it be important to have a mental model?
McKinsey Report, 2007 • The top-‐performing school systems recognise that the only way to improve outcomes is to improve instrucDon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacDon.
How the world’s most improved school systems keep geUng beVer – McKinsey, 2010 Three changes collaboraDve pracDce brought about: 1. Teachers moved from being private emperors to making their pracDce public and the enDre teaching populaDon sharing responsibility for student learning. 2. Focus shiXed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucDon’ and teachers became custodians of the model. (p. 79-‐81)
Engage your students! Help them to… • see how subjects are interconnected, • learn from and with each other and people in their community, • feel they make a diﬀerence in the world, engage with knowledge that maVers to them, • connect with experts and experDse, • have more opportuniDes for dialogue and conversaDon about their learning. (Wilms et. al, 2009)
What do you noDce/wonder about the slides? • How might this persons life be aﬀected by their nutriDon?
What’s important and why. • Choose 1 of 6 arDcles( max 4 per group) on nutriDon. Each read and then discuss what is important to know about this arDcle and why… • Be prepared to share your knowledge
What can we do to make our lives more healthy? • 1. How does our nutriDon aﬀect our lives? • 2. What is important to know about nutriDon?
DocumenDng: -‐sharing with others -‐reﬂecDng • Learn from and with each other and the community • Have more opportuniDes for dialogue and conversaDon about learning
Learning Stories based on the work of Margaret Carr & Wendy Lee, New Zealand Megan Fraser & Giovanni Thiessen, Burnaby • A story • DocumentaDon • Makes the ordinary signiﬁcant • IniDated by the child • Only the ‘good’ reported • Supported with pictures
Learning Stories • IniDaDve • Engagement • IntenDonality • RelaDonship with others • DisposiDons and approaches in learning • RepresentaDon in other forms • Sharing with others • ReﬂecDon
Teacher: Megan Fraser A Learning Story!Date: January 15, 2011!!Observation FocusEXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language,gesture, music, art, writing, using numbers and patterns, telling stories.!! ! The story… Karma, today you were taking the ‘hospital project’ to an entirely different place… you began to represent what you were learning about through play, stories and conversations with a new medium: paint. This idea came to you entirely independently, rather than in response to another students’ idea or an invitation from me. You were entirely focussed as you created with black and red paint, paper and brush. I asked what you were working on and you told me, “It’s a heart, but not the shape kind; it’s the real kind and that black stuff, it’s disease.”What’s happening… What’s next…Karma, you engage with the world through your Karma, I understand that a strength for you is thatsenses… you do not always internalize the ideas you have an ability to understand things on aof others, but rather prefer to touch, taste, smell, deeper level when you have physically engagedlisten, and smell for yourself. with them. I need to remember to provide you with opportunities to learn things in this way. ForYou represent this engagement in an equally example, how can I engage your body andunique way (through images and movement), senses to help you develop literacy andand as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?that conversation with ideas using your whole Scented play doh? Water on chalkboards?body!!
Learning Story Evi Kurina, Riga, Latvia • Chem 9 • Summary lesson before the test • Coaching • New to working in groups • New to working with Learning IntenDons • Learning story: 1)teachers 2)students – What’s the story? What should we noDce about you as a learner?
Learning Stories • IniDaDve (assigned) • Engagement • IntenDonality (connecDon to LI) • RelaDonship with others • DisposiDons and approaches in learning • RepresentaDon in other forms (story behind the picture) • Sharing with others (group presentaDons) • ReﬂecDon (group presentaDons)
What worked? • ParDcipaDon in the small groups • Inclusion of all members • Quiet voices • Engagement and interest • Learning intenDons
What didn’t? • Task too complex for the alloVed Dme • Students needed support with how to read the labels
What’s Next? • Feedback on what made the groups work well • Explicit lesson on how to read labels