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Strong and Stable Structures
Purpose:
The tasks were developed to support students in
developing inquiry skills by investigating the design and
materia...
Expectations & Skills
Develop Inquiry Skills
Overall Expectation 2.0
Overall Expectation 3.0
Develop understanding of the ...
•Determined student background knowledge of the concepts “strong and stable”
•Explicitly taught students how to use the ap...
Whatdowemeanwhenwesay…
“Stable”
Partners Brainstormed and Shared…
“Strong”
In student
words…
…Class Decided
SE
3.4
SE
3.3
Explicitly Taught Students How to Use the app, Explain Everything
1. Read aloud the traditional Aboriginal story,
Nanabush and the Bridge
2. Posed the problem, to the students, that
was in...
Student Solutions
Using the app, Explain Everything
•Students collaborated in small groups to
explore building materials and and techniques
at 6 building stations
• Devise a ...
Popsicle Sticks &
Glue
Toothpicks,
Straws &
Plastecine
Paper cups, scissors
& cardboard
Newspaper & Tape
K’nex
Lego
Reflective Questions
SE
2.5
SE
3.9
SE
3.7
…and through exit slips
Use of digital to
access and share
information
Bridge Task
Building
Stations
Vocabulary
and
concepts
SE
3.7
SE
3.5
SE
3.9
...
Student Outcomes
Targetted
Student Outcomes
Realized
•Collaboration
•Communication
•Collaboration
•Communication
•Critical...
Pedagogical practices Learning partnerships
• Taught and used the app, Explain Everything
• Accessed videos Structures: Ma...
What assessment tools/strategies
did you use and how would inform
others to plan and deliver
progressive learning
opportun...
Examplesofassessmentapproaches…
Nanabush Bridge Challenge Assessment
Checklist
Building Stations Assessment Checklist
a. Length of time Did not expect the inquiry to take as long as it did, but once the
students started investigating, they ...
8. Learners’ voices
• [quotes] + Why the quote was included . i.e. this shows student awareness of learning environment
Ch...
“students need time to “muck
around” to learn”
“Process is so important!”
“So much student learning
during the process…not...
Reflection
•Student engagement and learning high – students involved and active
•Integrating curriculum important (working...
•Students of Grade 3 at North Woods
•Staff at North Woods
•Families supporting this project
Many Thanks to …
North woods new pedagogies artefacts
North woods new pedagogies artefacts
North woods new pedagogies artefacts
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North woods new pedagogies artefacts

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North Woods PS new pedagogies artefacts

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North woods new pedagogies artefacts

  1. 1. Strong and Stable Structures
  2. 2. Purpose: The tasks were developed to support students in developing inquiry skills by investigating the design and materials that make structures stable and strong. Grade 3 Science Understanding Structures and Mechanisms Strong and Stable Structures Learning Goal: To design structures that are strong and stable.
  3. 3. Expectations & Skills Develop Inquiry Skills Overall Expectation 2.0 Overall Expectation 3.0 Develop understanding of the concepts stability And strength and the factors that affect them Investigate strong and stable structures to determine how their design and materials to enable them to perform their load-bearing function Scientific Inquiry/Research Skill Continuum (p. 15)
  4. 4. •Determined student background knowledge of the concepts “strong and stable” •Explicitly taught students how to use the app, Explain Everything •Read the Aboriginal story, Nanabush and the Bridge •Co-constructed success criteria on designing effective bridges and presenting using the app, Explain Everything •Students solved the problem presented at the end of the story by constructing paper bridges strong and stable enough to support a Fisher Price person and goldfish •Explicit teaching on techniques for stability and materials for strength •Co-constructed success criteria for building task at each building station •Investigated different materials and design structures that make structures strong and stable by rotating through six stations •Revisited success criteria, students asked to revisit favourite structure and make changes based on what they had learned •Reflective questions for students •Students shared their learning Much longer than anticipated, but worth the time! Still in progress and have been working on this for about 2 months. ** Kim is half time Special Education Resource Teacher and teaches this class for two 40 minute periods each week The Task Length
  5. 5. Whatdowemeanwhenwesay… “Stable” Partners Brainstormed and Shared… “Strong” In student words… …Class Decided SE 3.4 SE 3.3
  6. 6. Explicitly Taught Students How to Use the app, Explain Everything
  7. 7. 1. Read aloud the traditional Aboriginal story, Nanabush and the Bridge 2. Posed the problem, to the students, that was introduced in the story, how will Nanabush and his fish cross the water when there was no bridge? As adapted from aboriginalaccess.ca Grade 3 unit plan: Strong and Stable Structures 4. Students were asked to document and communicate their thinking and solutions using the app, Explain Everything 5. Students collaborated in small groups to build a bridge strong and stable enough to carry Nanabush and his fish across the water 3. Co-constructed Success Criteria for bridge challenge
  8. 8. Student Solutions Using the app, Explain Everything
  9. 9. •Students collaborated in small groups to explore building materials and and techniques at 6 building stations • Devise a plan to create a strong and stable structure using the materials given •Communicate what building strategy you are using and why • work co-operatively with my group and partner Over approximately 6 – 7 classes, the student groups rotated through the 6 stations, building a structure at each station SE 2.2 SE 2.4 •After rotating through each station, students were asked to revisit their favourite station, excluding Lego and K’nex, and use what they had learned to strengthen the structure SE 2.6 SE 2.4 SE 2.2 SE 2.3 SE 2.5 Building Stations Co-constructed success criteria for building task
  10. 10. Popsicle Sticks & Glue Toothpicks, Straws & Plastecine Paper cups, scissors & cardboard Newspaper & Tape K’nex Lego
  11. 11. Reflective Questions SE 2.5 SE 3.9 SE 3.7
  12. 12. …and through exit slips
  13. 13. Use of digital to access and share information Bridge Task Building Stations Vocabulary and concepts SE 3.7 SE 3.5 SE 3.9 SE 3.4 Teaching Strategies Multimedia website (Learn 360) Explain Everything app Video clip: Structures: Man Made Found in Nature SE 3.1 Explicit Teaching Conferencing Struts, ties, tension, strategies for strength, and stability SE 2.5 SE 3.3 SE 3.6 Hands – on, inquiry based learning Informal and Formal Nanabush and the Bridge Six Station Rotation Conversations with groups during building stations Metacognition Exit Slips Reflective Questions Use what you have learned to make improvements
  14. 14. Student Outcomes Targetted Student Outcomes Realized •Collaboration •Communication •Collaboration •Communication •Critical thinking •Problem Solving •Creativity
  15. 15. Pedagogical practices Learning partnerships • Taught and used the app, Explain Everything • Accessed videos Structures: Man- Made and Found in Nature • Students used iPads to take photos and videos of their work • Student blogging of their work Learning Environments • Inquiry • Exit slips • Student voice informs instruction • Co- construction of success criteria • Collaboration • Gradual release of responsibility • Conferencing • Explicit Instruction • Universal Design • Reflective Practice • Clear learning goals and success criteria •other classes and teachers •Student to student partnerships •Student and teacher voice to determine what to do in each station Leveraging Digital •Interactive •Kinesthetic •Engaging •Partnerships between and among students •Exploratory and innovative •Risk taking supported
  16. 16. 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 ? • Clear learning goals and success criteria • Observation checklist (with student names) • Conferencing (based on success criteria) • Student exit slips • Assessment checklists based on success criteria • Clear learning goals and success criteria • Observation checklist • Conferencing “As time went on, I became less interested in the grades and marking because I came to realize that it’s not about the final grade, it is about the process that students are taking.” Teacher’s Thoughts… Assessment Approaches
  17. 17. Examplesofassessmentapproaches… Nanabush Bridge Challenge Assessment Checklist
  18. 18. Building Stations Assessment Checklist
  19. 19. a. Length of time Did not expect the inquiry to take as long as it did, but once the students started investigating, they had many questions and ideas that needed time to explore b. The value of the process Initially very concerned about how this would be “marked”, but as students began their inquiries, the mark became less important c. The importance of the learning goals and success criteria Totally framed everything we did. Learning goals gave teacher and students a clear purpose. Success criteria was the basis for all feedback and evidence. d. The importance of knowing your learners By knowing students well, differentiation and universal design is easy e. The value of really knowing the curriculum Starting with really reviewing the strand in the curriculum, made it easy to plan ~ could easily see the connections Unexpected Impacts
  20. 20. 8. Learners’ voices • [quotes] + Why the quote was included . i.e. this shows student awareness of learning environment Children’s voice – their opinions/account of what happened. [Insert image, audio, video, quote, etc.] Student Voice
  21. 21. “students need time to “muck around” to learn” “Process is so important!” “So much student learning during the process…not even sure that the “final product” has to be completed” “really need to know your learners” “did not anticipate all the learning that would happen” “We were at the end of our inquiry and before I could explain that we would be reviewing the building structures that day, the students asked ‘when are we going to build again?’…so I scrapped the review and we are building again ~ animal shelters this time!” “The students were so engaged in the building, they asked to skip phys ed to keep building” “breaking down the curriculum at the beginning was so helpful in planning””
  22. 22. Reflection •Student engagement and learning high – students involved and active •Integrating curriculum important (working on the same skills across subjects) •Student voice – listen to the students •Rethinking assessment •Integrating across other subjects •Continue to work on triangulating data for assessment using observations, conversations and product •Keep looking at ways to leverage digital and build learning partnerships outside of our classroom and school NextSteps
  23. 23. •Students of Grade 3 at North Woods •Staff at North Woods •Families supporting this project Many Thanks to …

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