Student Success                             Area V AP -- Group 2 Meeting                      “Is work students undertakin...
We saw a group of students actively engaged in small group and mostly partner conversationsregarding a current issue. They...
   As an instructional leader this class has spurred me to ask the question with regards to        the question around st...
Chemistry 20 GATE    Chemistry can be constructivist    Collaboration is a huge part of this class and the GATE program ...
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Area v group 2 meeting march 12 worksheet feedback


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Area v group 2 meeting march 12 worksheet feedback

  1. 1. Student Success Area V AP -- Group 2 Meeting “Is work students undertaking worthwhile”VISIT TO HENRY WISE WOOD SENIOR HIGH SCHOOLOn March 12th, our cohort visited Henry Wise Wood Senior High School. We split into 2groups of five and had the opportunity to visit 2 classrooms, a grade 9 TraditionalLearning Center (TLC) and a Gifted and Talented Education (GATE) program. Weutilized the “Effective Teaching rubrics” (Friesen, 2009), specifically looking at the “task”students were asked to do. We rated the task according to the rubric performanceindicators in the following two areas:  Work is Authentic  Work Fosters Deep UnderstandingWHAT DID YOU SEE?Chem 20Small class with all students actively working at the task - collaboration - hands on - teacher as facilitator - students keen to solve the problem - students exploring - students asking each other questions - students able to explain what they were to do - authentic science experiment - students working with the real tools of scienceAfter conversation with the teacher we learned this was the first task of the unit- appeared to be agreat hook! We talked about assessment and the teacher appeared to allow students multipleways of demonstrating their learning- not based on the traditional lab write-upThe teacher was actively observing the students and based on their actions and conversationsshe was able to plant new questions or share a simple bit of information that helped studentsbuild on what they were already doing. We heard l “Why didn‟t I think of that” or “Now thatchanges everything” “ Let‟s try that again”Social 9
  2. 2. We saw a group of students actively engaged in small group and mostly partner conversationsregarding a current issue. They had selected an issue off the board. Students were able toexplain the task and the ones I talked to explained how the task connected to the CanadianCharter of Rights. Students were using text books and their own ideas to support their arguments.They were preparing to present to the class opposing views on a topic.After talking with the teacher we found out that this was a final task for the unit. Students weregenerally very keen. One pair returned from another space and handed out their summary sheet.They were the first presentation and they were keen to have us stay. They appeared to be wellprepared. One student was very shy and appeared very nervous about answering my questions.The other students were forthcoming with information.GATE 11 Chemistry  st 1 day of new unit  Practical scientific method (hands on labs and follow up collaboration  Excellent examples of „bonding‟ project of molecules  Constructivist in nature (like grades 1 and 2)  Assessment is ongoing and informative  Offering hints as frustration heightens  Even those who may be socially awkward (GATE) worked well together  Many students had been together since Nellie McClung  Very authentic and enjoyable.TLC – Grade 9 Social Studies  Debate on Charter of Rights and Freedoms  Presentations for/against scenarios of violations of C of R&F  Collaborating pairs/3 to defend/present their sides  Highly engaging and motivating tasks  Some groups were less engaged, some boys n one group had superficial answers but other group member enhanced the dialogue. Perhaps the presenter of public debate will change this. Science 9 TLC Class  Students were taking notes and answering questions from the text book when we entered – we missed the preamble to the activity. Topic review questions.  The teacher was preparing for the next part of the3 lesson.  The students were sitting primarily in pairs  The text book was a Science 9 text book from 2002  What would be the purpose of writing notes from a text book into a journal when students have access to the text book all the time?  When the students were done they sat having side conversations while the other students were finishing up  The students were then given opportunities to ask questions – many of them were about the test that was coming.The teacher then transitioned into the next part of the lesson  She asked a question “How has industrialization changed the agriculture industry?  Put up on the screen : Pesticide, Herbicide…all from the text book – the students were copying these down  Talked about DDT – this was the topic from the text book – showed a video from the 50‟s about how the gov‟t would support the use of DDT – st made many comments about this.  Showed a second video regarding DDT
  3. 3.  As an instructional leader this class has spurred me to ask the question with regards to the question around students taking notes and the interplay between providing information and allowing the students to play with that information to help understand it personally.We missed the intro to the lesson today on the effects of industrialization on agriculture. Wewalked in as students were answering topic review questions from textbook on environmentalchemistry. Following this, students watched a video on the effects of DDT on organisms in theenvironment. A list of relevant vocabulary was given for this topic and was prevalent throughoutthe remainder of the lesson.This lesson definitely connected with the outside world. Did not see the culminating orsummative task after this lesson.Task viewed was an assignment from last week on nutritional intake. Examine a meal that u ateand use a website to analyze vitamins and minerals.GATE Chem 30Lesson on redox reactions: lab #8Using fingers on chart for redox reactions re: electrode potentials. Redox reactions wereexplained in context of batteries and used to power electronic devices. Batteries reach 0 voltagewhen they die. They are able to be recharged, they have just reached equilibrium. Question re:lithium ion batteries and what the other chemical is. Students having open conversation anddiscussion in class about some of the answers.Cute: chemistry clock on wall using atomic numbers.WHAT DID YOU LEARN?I learned a great deal about GATE and TLC at the high school level. I appreciated how much thebackground information shared with us, helped me to “view” the tasks more thoughtfully. Forexample, I felt I had a better understanding of how the TLC program teaches the vocabulary andbackground info before engaging students in higher level tasks. The students we observed wereat the end of the unit and they were able to bring this background to the higher level thinking task.If we had seen an early in the unit lesson I might not have observed the collaboration and richand authentic question/ issue they were working to uncover. Understanding the structure of TCLis critical to better understanding the task students are asked to undertake. The conversation withthe science teacher was critical in understanding the role of formative assessment in that class.Work is AuthenticTask had connections to the outside (personal) world for the students. Was an application oftheir learning outside of textbook.Work is Authentic - definite connection to outside world through discussion of batteries. Thereis collaboration amongst themselves while analyzing redox reactions to come to solutions.
  4. 4. Chemistry 20 GATE  Chemistry can be constructivist  Collaboration is a huge part of this class and the GATE program  It would be hard to manage 2 such diverse programs in GATE and TLC  Confidence in reading your class is essential in providing questioningTLC – Social Studies 9  Teacher presents the tasks in ways that are real-world and have authentic application  Using material from the text does not necessarily mean static and dull learning opportunities  Very vibrant learningWHERE TO NEXT?I am going to share the experiences with my PLC group at Midnapore. This is a grade 2-6 team. Iam going to share the engagement continuum we have been using and ask them what they mightlearn from visiting each other? Where on the continuum might they expect to see each other?Where would they most likely see themselves? What would they want people to know about thelesson before they started the lesson? What aspects can be observed? What can‟t be observed?I will ask them if they are willing to host the next AP visit.Questions: The role of technology in the high school core classes? Technology was absent.Work fosters deep understanding.The summary of the assignment was a bar graph displaying the various vitamins and mineralsconsumed. No conclusion or solution to a problem was present in the exemplar provided.Discussion with students revealed that there was an opportunity for students to discuss resultsthereby providing an opportunity to come to a cursory examination of results/implications.Work fosters deep understanding.The equations they are balancing are complex enough to require thoughtful analysis. Studentsare formulating solutions/conclusions based on evidence.Grade 9 social studies class: question was how can racial profiling contribute to the overallbetterment of Canada?Further conversations about dichotomy in multi-program schools. How do we effectively inspirebest practice when the needs of the students and teachers are so drastically different --A school with TLC, GATE, IB vs AP, ACCESS, PLP, community wow!!!!