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St.MarysDistrictCollegiateVocationalInstitute
Skills Targetted
Purpose
The purpose of this activity is for students to use what they have learned
in the course to actua...
Share Learning in Format of
Student’s Choice
Group Conference with
Teacher Do Something!
Grade 11
Environmental
Science
Ta...
•Collaboration
•Critical Thinking/Problem Solving
•Communication
•Collaboration
•Critical Thinking/Problem Solving
•Commun...
Learning Goals
We are learning to…
•Understand an environmental challenge
•Understand the role of science in addressing th...
•articulate the environmental issue and analyze the impact on human
health, the economy and the environment
•provide a min...
Pedagogical practices
•Choice
•Collaboration
•Conferencing (feedback)
•Authentic tasks
•Clear learning goals and success c...
What assessment tools/strategies
did you use and how would inform
others to plan and deliver
progressive learning
opportun...
Deep Learning Progression: Collaboration
Dimension % Improvement
Working interdependently as a team 55%
Interpersonal and ...
IMPACT
Student Voice
Student Voice
“I find conferences helpful because it allows me to
have a better idea of where students are in the task
and their progres...
Strengths: Student engagement, authentic learning
experience, on-going feedback through conferencing
Next Steps: Developme...
Thanks to…
•Brendan, Sam and Hayden
•Students of the Grade 11 Environmental Science –
Semester 2
•Colleagues at DCVI
New Pedagogies DCVI
New Pedagogies DCVI
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New Pedagogies DCVI

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Nre Pedagogies for Deep Learning Artefacts.

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New Pedagogies DCVI

  1. 1. St.MarysDistrictCollegiateVocationalInstitute
  2. 2. Skills Targetted Purpose The purpose of this activity is for students to use what they have learned in the course to actually do something about a current environmental issue. Inquiry and Research (Scientific Investigation Skills) a) Plan b) Select, organize and record information c) Analyse information d) Draw conclusions e) Communicate information • Implementation of Scientific Solutions to Environmental Challenges Length of Time Has been running for about 2 months…could use more time
  3. 3. Share Learning in Format of Student’s Choice Group Conference with Teacher Do Something! Grade 11 Environmental Science Task Design Choose Topic Develop plan to address environmental issue Reflective questions Research of the Issue Choose People to Collaborate Group Conference with Teacher Submit written report on research (Individual) Implement the plan Group Conference with Teacher Individual Conference with Teacher 1 2 3 4 5 7 6 Students were required to capture their learning throughout (videos, blogs, photos, surveys, logs etc.)
  4. 4. •Collaboration •Critical Thinking/Problem Solving •Communication •Collaboration •Critical Thinking/Problem Solving •Communication •Creativity •Citizenship •Character Learning Outcomes Targetted Learning Outcomes Realized
  5. 5. Learning Goals We are learning to… •Understand an environmental challenge •Understand the role of science in addressing the challenge •Understand the impact of the environmental challenge on human health, economics and the environment •Develop a plan to address the issue •Implement the plan •Reflect on the plan B1 B2 D2 C2 Overall Expectations A1, B1, B2, C2, D2 A1
  6. 6. •articulate the environmental issue and analyze the impact on human health, the economy and the environment •provide a minimum of three sources of reliable and relevant information •use information gathered to develop a thorough, realistic plan to address the issue • implement the plan in a way that has meaningful impact •involve others in the implementation of your plan •record evidence of implementation of plan •reflect on the issue and explain how it is related to concepts covered in the course •critically analyze the effectiveness of the plan and how it could have been improved to increase success Success Criteria
  7. 7. Pedagogical practices •Choice •Collaboration •Conferencing (feedback) •Authentic tasks •Clear learning goals and success criteria •Explicit instruction •Customization of learning task to meet individual student needs •Variety of assessment opportunities •Reflection and metacognitive opportunities Learning partnerships •Partnerships between students •Partnerships within the school (Eco-team) •Opportunity to develop community partnerships (e.g. grocery store) •Some family involvement (some families assisted with gathering data and influenced topic choices) Leveraging digital • Googledocs to share and collaborate •Digital surveys •Blogging •Videos and photos •Student choice and use what you have •Gather and select information Learning environments •Lots of choice, open ended • a lot of autonomy (use of time, where they worked, how they managed their time) •Everyone doing different things based choice •interactive
  8. 8. What assessment tools/strategies did you use and how would inform others to plan and deliver progressive learning opportunities? What assessment tools/strategies did you use to enable learners to see and appreciate the progress that they have made and promote further learning and development ? • Conferencing throughout • Final student conference rather than an exam • Clear learning goals and success criteria • Checkpoints provided throughout • Observations • Conferencing • Observations • Feedback throughout the task • Reflection and metacognitive opportunities • Track conference details and evidence of learning on a spreadsheet Assessment Approaches Used
  9. 9. Deep Learning Progression: Collaboration Dimension % Improvement Working interdependently as a team 55% Interpersonal and team-related skills 55% Social, emotional, and intercultural skills 45% Leveraging digital 27% Managing team dynamics and challenges 0%
  10. 10. IMPACT
  11. 11. Student Voice Student Voice
  12. 12. “I find conferences helpful because it allows me to have a better idea of where students are in the task and their progress” “I chose not to have a final exam in this class, and opted for a final conference instead. Some students are better at explaining what they know rather than writing it” “I would do this again, but start earlier in the semester because it was good to see students getting involved in things they feel are important rather than what I feel is important because I get more out of them” “The process of learning while completing the task is as valuable or more valuable than the product at the end of the task (conferencing throughout and at the end instead of final exam) “Conferencing is difficult time-wise, but worth it”
  13. 13. Strengths: Student engagement, authentic learning experience, on-going feedback through conferencing Next Steps: Development of learning partnerships outside of the school Final Comments
  14. 14. Thanks to… •Brendan, Sam and Hayden •Students of the Grade 11 Environmental Science – Semester 2 •Colleagues at DCVI

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