Examining Student
     Work
A Collaborative Inquiry into Learning
and Teaching for Deep Understanding


       Created by ...
If teacher learning is to be productive,
  professional development must guided by
  meaningful analysis of practice. Teac...
•Extension of last year’s PD sharing
•Extension of last year’s PD sharing
•Focus on Student Learning
•Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice ...
•Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice ...
•Extension of last year’s PD sharing
•Focus on Student Learning
•Collaborative Knowledge Building
about teaching practice ...
Taken from: Relfective Practice
 for Educators, Osterman and
       Kottkamp, 2004
Traditional PD models




Taken from: Relfective Practice
 for Educators, Osterman and
       Kottkamp, 2004
Traditional PD models

                  purpose is knowledge acquisition




Taken from: Relfective Practice
 for Educato...
Traditional PD models

                  purpose is knowledge acquisition




Taken from: Relfective Practice
 for Educato...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Traditional PD models

                  purpose is knowledge acquisition


                                  •knowledge i...
Taken from: Relfective Practice
 for Educators, Osterman and
       Kottkamp, 2004
Reflective PD models




Taken from: Relfective Practice
 for Educators, Osterman and
       Kottkamp, 2004
Reflective PD models

purpose is: understanding & competence




Taken from: Relfective Practice
 for Educators, Osterman a...
Reflective PD models

purpose is: understanding & competence




Taken from: Relfective Practice
 for Educators, Osterman a...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed




Taken ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD models

purpose is: understanding & competence


                        •knowledge is constructed
          ...
Reflective PD

•honours teacher experiential knowledge
•flexible framework allows for wide variety
of teacher personality/de...
Constructivism and PD
Constructivism and PD

•Learning is an active process requiring
involvement
Constructivism and PD

•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior ...
Constructivism and PD

•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior ...
Constructivism and PD

•Learning is an active process requiring
involvement
•Learning must acknowledge and build on
prior ...
Goals:
Goals:

•Improve student learning
Goals:

•Improve student learning

•Making teaching and learning “visible”
Goals:

•Improve student learning

•Making teaching and learning “visible”

•Collaboratively inquire into teaching
and lea...
Case Studies - Examples of Reflective Analysis
Case Studies - Examples of Reflective Analysis

 #1 Jenn and Dan - Grade 7 Historical
 Artifact Project
 “I’m a Person in H...
Case Studies - Examples of Reflective Analysis

 #1 Jenn and Dan - Grade 7 Historical
 Artifact Project
 “I’m a Person in H...
Considerations:
Considerations:

•reflective practice involves dialogue, discussion
and openness
Considerations:

•reflective practice involves dialogue, discussion
and openness

•vulnerable process - high importance on
...
Considerations:

•reflective practice involves dialogue, discussion
and openness

•vulnerable process - high importance on
...
Considerations:

•reflective practice involves dialogue, discussion
and openness

•vulnerable process - high importance on
...
Process:
Process:
•choose project/inquiry (today)
Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 m...
Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 m...
Process:
•choose project/inquiry (today)
•gather rubrics/student work (today)
•individually build short presentation (10 m...
TODAY:

•choose project/inquiry (partners)

•gather rubrics/student work

•individually build short presentation (10 mins)...
Inquiring Into Teaching and Learning
Inquiring Into Teaching and Learning
Inquiring Into Teaching and Learning
Inquiring Into Teaching and Learning
Inquiring Into Teaching and Learning
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Inquiring Into Teaching and Learning

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Slideshow used at the Calgary Science School to introduce a new framework for Reflective PD.

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Inquiring Into Teaching and Learning

  1. 1. Examining Student Work A Collaborative Inquiry into Learning and Teaching for Deep Understanding Created by the Calgary Science School www.calgaryscienceschool.com neil.s@calgaryscienceschool.com
  2. 2. If teacher learning is to be productive, professional development must guided by meaningful analysis of practice. Teachers must be involved in evaluation of student learning so that they can change curriculum, teaching and schooling practices as they learn more about what is effective and what is not. Linda Darling-Hammond, 2009
  3. 3. •Extension of last year’s PD sharing
  4. 4. •Extension of last year’s PD sharing •Focus on Student Learning
  5. 5. •Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals
  6. 6. •Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals •Opportunity to slow down - carefully examine ‘learning’
  7. 7. •Extension of last year’s PD sharing •Focus on Student Learning •Collaborative Knowledge Building about teaching practice - school goals •Opportunity to slow down - carefully examine ‘learning’ •Make practice public and transparent
  8. 8. Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  9. 9. Traditional PD models Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  10. 10. Traditional PD models purpose is knowledge acquisition Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  11. 11. Traditional PD models purpose is knowledge acquisition Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  12. 12. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  13. 13. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  14. 14. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  15. 15. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  16. 16. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  17. 17. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  18. 18. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic Taken from: Relfective Practice •individual for Educators, Osterman and Kottkamp, 2004
  19. 19. Traditional PD models purpose is knowledge acquisition •knowledge is transmitted •learning is cognitive •knowledge is the end goal •consumer model professional learning is: •didactic •individual •acontextual Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  20. 20. Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  21. 21. Reflective PD models Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  22. 22. Reflective PD models purpose is: understanding & competence Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  23. 23. Reflective PD models purpose is: understanding & competence Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  24. 24. Reflective PD models purpose is: understanding & competence •knowledge is constructed Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  25. 25. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  26. 26. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  27. 27. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  28. 28. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  29. 29. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004
  30. 30. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic Taken from: Relfective Practice •collaborative for Educators, Osterman and Kottkamp, 2004
  31. 31. Reflective PD models purpose is: understanding & competence •knowledge is constructed •learning is personal and holistic •knowledge is a tool •productive professional learning is: •dialectic •collaborative Taken from: Relfective Practice for Educators, Osterman and Kottkamp, 2004 •contextual
  32. 32. Reflective PD •honours teacher experiential knowledge •flexible framework allows for wide variety of teacher personality/delivery •teacher becomes “researcher... engaged in a continual process of self-education.” •collaborative search for understanding - versus “delivering someone else’s mail”
  33. 33. Constructivism and PD
  34. 34. Constructivism and PD •Learning is an active process requiring involvement
  35. 35. Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge
  36. 36. Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge •Learners construct knowledge through experiences
  37. 37. Constructivism and PD •Learning is an active process requiring involvement •Learning must acknowledge and build on prior experiences and knowledge •Learners construct knowledge through experiences •Learning is more effective when it is collaborative versus isolated
  38. 38. Goals:
  39. 39. Goals: •Improve student learning
  40. 40. Goals: •Improve student learning •Making teaching and learning “visible”
  41. 41. Goals: •Improve student learning •Making teaching and learning “visible” •Collaboratively inquire into teaching and learning
  42. 42. Case Studies - Examples of Reflective Analysis
  43. 43. Case Studies - Examples of Reflective Analysis #1 Jenn and Dan - Grade 7 Historical Artifact Project “I’m a Person in History”
  44. 44. Case Studies - Examples of Reflective Analysis #1 Jenn and Dan - Grade 7 Historical Artifact Project “I’m a Person in History” #2 Jon and Garrett - Grade 9 Study of Biofuels
  45. 45. Considerations:
  46. 46. Considerations: •reflective practice involves dialogue, discussion and openness
  47. 47. Considerations: •reflective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust
  48. 48. Considerations: •reflective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust •professionalism - sharing practice
  49. 49. Considerations: •reflective practice involves dialogue, discussion and openness •vulnerable process - high importance on trust •professionalism - sharing practice •into the future - part of CSS culture
  50. 50. Process:
  51. 51. Process: •choose project/inquiry (today)
  52. 52. Process: •choose project/inquiry (today) •gather rubrics/student work (today)
  53. 53. Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today)
  54. 54. Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today) •work in small groups (subject partner and facilitator) to analyze student work, outcomes and assessments (Feb 11)
  55. 55. Process: •choose project/inquiry (today) •gather rubrics/student work (today) •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric (today) •work in small groups (subject partner and facilitator) to analyze student work, outcomes and assessments (Feb 11) •share findings/realizations with vertical teams (after retreat)
  56. 56. TODAY: •choose project/inquiry (partners) •gather rubrics/student work •individually build short presentation (10 mins) - using guiding questions and Inquiry Rubric

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