Saltspring.personalized learning


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K-12 presentation with Carole Fullerton on April 15, 2011
What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?

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Saltspring.personalized learning

  1. 1. Personalized Learning: Competencies Practice 3 R’s Saltspring April  15,  2011   Faye Brownlie & Carole Fullerton
  2. 2. Why this focus?
  3. 3. How the world’s best performing school systems come out on top – Sept. 2007 McKinsey & Co.   ,1.  Ge%ng  the  right  people  to  become  teachers  2.  Developing  them  into  effec9ve  instructors  3.  Ensuring  that  the  system  is  able  to  deliver   the  best  possible  instruc9on  for  every  child  
  4. 4. McKinsey Report, 2007The  top-­‐performing  school  systems  recognize  that  the  only  way  to  improve  outcomes  is  to  improve  instruc9on:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interac9on.  
  5. 5. •  Coaching  classroom  prac9ce  •  Moving  teacher  training  to  the  classroom  •  Developing  stronger  school  leaders  •  Enabling  teachers  to  learn  from  each  other  
  6. 6. Making Connections  •  Improving teaching versus improving teachers...•  To really improve teaching we must invest far more than we do now in generating and sharing knowledge about teaching.
  7. 7. How the world’s most improvedschool systems keep gettingbetter- McKinsey & Co., 2010Mourshed,  Chijioke,  Barber    
  8. 8. Good to Great Systems•  Focus  on  the  professionalism  of  teachers  •  The  values  and  behaviors  of  the  educators   propel  the  system  forward  (not  centrally   controlled)  •  Develop  common  language  about  the  craL  of   teaching  •  Teacher  and  administrator  coaches  
  9. 9. Great to Excellent Systems•  Learning  communi9es:    peer-­‐led  support  &   accountability  •  Focus  on  student  learning  •  Open  up  classroom  prac9ce  –  de-­‐priva9ze  •  Ac9on  research  •  Collabora9ve  prac9ce  among  educators  •  Encourage  innova9on  in  teaching  
  10. 10. Lesson Study – A vehicle for change  •  A collaborative process for co-designing, field testing and refining lesson sequences in math•  Lesson study shifts our focus from teachers to teaching - a necessary shift if teaching is ever to become a knowledge- based profession.
  11. 11. Teaching and Learning in the 21 st CenturyThe  future’s  already  here  –  it’s  just  unevenly  distributed.  William  Gibson  
  12. 12. BC Ministry of Education’s context for 21st Century Learning •  Cri9cal  thinking  and  problem  solving   •  Collabora9on,  teamwork,  leadership   •  Cross-­‐cultural  understanding   •  Communica9on/compu9ng  ITC  literacy   •  Career  and  learning  self-­‐reliance   •  Crea9vity  and  innova9on     •  Caring  for  personal  health  and  planet  earth  
  13. 13. The teeter totter kids curriculumkids
  14. 14. This  is  a  learner’s  world  –  it  is  not  about  more  schooling  –  it  is  about  more  learning.  Valerie  Hannon:    The  InnovaCon  Unit,  England  
  15. 15. BC MoE context for 21st Century Learning The 7 Competencies •  Cri9cal  thinking  and  problem  solving   •  Crea9vity  and  innova9on     •  Communica9on/compu9ng  ITC  literacy   •  Collabora9on,  teamwork,  leadership   •  Cross-­‐cultural  understanding   •  Career  and  learning  self-­‐reliance   •  Caring  for  personal  health  and  planet  earth  
  16. 16. Critical thinking & Problem-Solving•  “Think  different”  •  Applica9on  of  skills  to   new  situa9ons  •  The  capacity  to  reason   –  Depends  on  good   ques9ons  
  17. 17. Critical thinking & Problem-Solving•  How  much  forest  must   be  removed  to  create  a   4-­‐lane  highway  15  km   long?  •  How  can  you  figure  it   out?  
  18. 18. Creativity and innovation•  Flexibility  in  approaching   problems  •  Ques9ons  count…   –  How  can  you…?   –  How  many  ways  can  you  find?   –  What  might  it  be?  
  19. 19. Creativity and innovation•  How  can  you  find   the  sum  of  36  +  48?  •  How  many  ways   can  you  find?  
  20. 20. Collaboration, teamwork & leadership•  Working  together,   smarter  together  •  Talk  and  learning  –  in   math  •  Nego9a9ng  meaning   through  language  and   shared  experience  
  21. 21. Cross-cultural understanding •  Choosing  text  which  represents  different   points  of  view  (literature  circles,  picture  books)   •  Considering  whose  voice  is  NOT  being   represented   •  Working  with  the  social  responsibility  rubric   across  the  curriculum  
  22. 22. •  We  are  the  children  of  Korphe.  •  We  live  in  a  village  in  the  mountains  of   Pakistan.  •  Our  families  grow  and  gather  the  food  we  eat.  •  Our  mothers  eave  and  sew  the  clothes  we   wear.  •  We  make  up  our  own  games,  and  we  make   our  own  toys....  
  23. 23. •  That  was  before  a  stranger  stumbled  into  our   village.  •  He  was  cold,  hungry,  and  sick.  •  We  gave  him  tea  and  food  and  a  bed  near  the   fire.  •  He  told  us  his  name  was  Greg  Mortenson  and   that  he  was  a  nurse.  •  …  
  24. 24. How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking
  25. 25. Essential Questions W hat stories do these data or this chart, graph, or map tell? Whose stories are they? W hat data are the most revealing and representative of the quality of life?Catriona Misfeldt, It’s All aboutThinking
  26. 26. Communication & media literacy•  Interpre9ng  media  and  using  technology   –  Picking  the  right  tool  for  the  job  •  Involvement  in  a  par9cipatory  culture  –   meaning-­‐making  beyond  the  classroom  
  27. 27. Communication & media literacy
  28. 28. Career and self-reliance•  Autonomy,   independence  and   accountability  •  Taking  responsibility   for  the  learning  •  Being  ac9ve  in  the  act   of  learning  
  29. 29. Dan Meyer says…“Create patient problem-solvers”“Let the students ask the questions.”“Be less helpful”
  30. 30. Curiosity•  A  produc9ve  a%tude  towards  learning…     Engagement  in  the  act  of  learning  
  31. 31. Career and learning self-reliance Gradual  Release:    modeling    guided  prac9ce    independent  prac9ce    independent  applica9on   Do  your  students  leave  you  more  independent   than  when  they  arrived?  
  32. 32. •  Learning  intenCons  •  DescripCve  feedback  quesCons:   –  What’s  working?   –  What’s  not?   –  What’s  next?  
  33. 33. KinemaCcs  –  Jacob  Martens,   Vancouver  •  The  future  locaCon  and  moCon  of   objects  can  be  predicted  based  on   their  past  locaCon  and  moCon.    
  34. 34. B    D    A   Learning  Inten9ons  -­‐  Knowing   I  can  define  and  relate  the  terms:    clock  reading,  posi9on  and  event.   I  can  differenCate  between  a  clock  reading  and  a  9me  interval.   I  can  define  and  relate  distance  and  average  speed.   I  can  define  and  relate  displacement  and  average  velocity.   I  can  differenCate  between  scalars  and  vectors.   I  can  define  instantaneous  velocity  and  instantaneous  speed.  
  35. 35. B    D    A   Learning  Inten9ons  -­‐  Doing   I  can  solve  problems  involving:    displacement,  Cme  interval,  and   average  velocity.   I  can  construct  posiCon-­‐Cme  graphs  based  on  data  from  various   sources.   I  can  use  posiCon-­‐Cme  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity   I  can  construct  velocity-­‐Cme  graphs  based  on  data  from  various   sources.  
  36. 36. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria  Pearson  &  Gallagher  (1983)  
  37. 37. •  Choose a topic•  Write in front of the students•  Students describe ‘what works’ in your writing•  Students choose a ‘morning’ topic•  Students write•  Students self-assess•  Students meet with peers to share and provide feedback
  38. 38. All  alone,  I  stepped  into  my  car.    With  my  map  in   hand,  I  began  to  drive.    At  the  lights  I  turned   lec,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  
  39. 39. Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
  40. 40. Professional Collaboration•  De-­‐priva9ze  prac9ce  •  Share  knowledge  and  exper9se      “ Together  we  are  bejer.”  •  Target  instruc9on  
  41. 41. Professional Collaboration•  Co-­‐planning  •  Co-­‐teaching  •  Co-­‐assessing  
  42. 42. Together we are better . . .By  sharing  our  collec9ve  knowledge  about  our  classes  of  students  and  developing  a  plan  of  ac9on  based  on  this,  we  can  bejer  meet  the  needs  of  all  students.  It’s  All  about  Thinking  –  Brownlie  &  Schnellert  
  43. 43. Together we are better . . .  By  sharing  our  collec9ve  exper9se  about  teaching  and  learning  we  can  bejer  implement  plans  of  ac9on,  and  thus  we  can  bejer  meet  the  needs  of  all  students.  It’s  All  about  Thinking  –  Brownlie  &  Schnellert  
  44. 44. Elements of CooperativeTeachingCooperative problem solving / Cooperative Teachingprocessing / presenting / planning /presenceCooperative presenting / planning / Cooperative InstructingpresenceCooperative planning / presence Cooperative WorkingCooperative presence Cooperative Existing Low Levels of Involvement High From: Hourcade and Bauwens. Cooperative Teaching - Levels of Involvement
  45. 45. Together we are better . . .  Working  with  Sue…  How  can  I  engage  my  students  in  problem-­‐solving?  How  can  I  promote  more  strategic  thinking?  
  46. 46. Planning for instruction. . .  •  What’s  the  important  thing  to  know?  •  What  background  knowledge  do  students  already  have?  How  can  we  ac9vate   it?  •  Task  design:  complex  but  accessible,  engaging  •  Materials  –  concrete  to  abstract  •  Adapta9ons,  extensions  •  Debrief  /  summary  –  highligh9ng  the  big  math  ideas…  what  will  we  collect?  •  Assessing  the  BMI  
  47. 47. I am going to make cookies for Valentine’s Day.  Im going to put little candy hearts on each one!I want to put 5 little candy hearts on each cookie.There are 35 candy hearts in the package.How many cookies can I make?How can you figure it out?
  48. 48. Together we are better . . .  Hi  Carole,  I  just  had  to  tell  you  about  my  math  lesson  today.      I  found  this  great  book  …  Acer  we  read  the  book  and  talked  about  the  story  I  wanted  to  do  some  math  with  it.    …..  Acer  school  I  reflected  on  the  lesson  and  came  to  this  conclusion.    …..  So  my  quesCon  to  you  is  what  should  I  do  now?    ….  I  think    I  actually  know  what  you  are  going  to  say.    I  should  probably  do  all  three  of  these  things.      Thanks  for  listening  to  me.    Wri9ng  to  you  helped  me  to  reflect  on  the  lesson.  Sue  
  49. 49. The teeter totter kids curriculumkids
  50. 50. Cinquain Poems•  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  pajern  –  5  lines  with  2,4,6,8,2   syllables  •  Create  a  cinquain  poem  together  •  NoCce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenCal  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  one  of   the  teachers  
  51. 51. Sun  Run   Jog  together   Heaving  panCng  pushing  The  cumbersome  mass  moves  along   10  K  
  52. 52. Garnet’s  4/5s  Literary  Elements  •  Simile  •  Rhyme  •  AlliteraCon  •  Assonance  
  53. 53. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  54. 54. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  55. 55. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  56. 56. Majic   LafaCng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  57. 57. The teeter totter kids curriculumkids
  58. 58. Together we are better . . .  The  math  department  at  McMath  How  can  we  get  our  students  communicaAng  in  math?  
  59. 59. Asking different questions
  60. 60. Parallel Tasks
  61. 61. Assessment strategies
  62. 62. Frayer diagrams • Fill out the following Frayer diagram for your concept or big math idea. Be sure and include as much information as you can – numbers, pictures, words and examples. A definition An example concept A non-example A diagram
  63. 63. The teeter totter kids curriculumkids
  64. 64. Ways to collaborate•  Learning  teams  •  Cross-­‐grade  buddy  classes  •  Grade  or  subject  group  teams  •  Classroom  visits:    observe  and  give  feedback  •  Lesson  study  •  Pedagogical  lab  
  65. 65. Questions to Think and Talk About with a Partner1.  How  might  you  -­‐  or  do  you  -­‐  use  what  you   have  seen  in  your  school?    What  adapta9ons   would  you  make  to  bejer  fit  your  context?  2.  How  would  this  work  help  your  students?  
  66. 66. Personalized Learning kids curriculumkids
  67. 67. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Math  &   Science,  2011  (in  press)  •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  English  &   Humani9es,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke   Pub.,  2006  •  Brownlie  -­‐  Grand  Conversa9ons,  Portage  and  Main  Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  Instruc9on  and  Assessment  of  ESL   Learners,  Portage  and  Main  Press,  2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools,  Pembroke  Publishers,  2000