Lets talk about talking!
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The document outlines guidelines for effective professional learning: 1) Participants will start and end on time and collaborate to contribute to a community of learners. 2) A safe environment will be created where participants can feel heard and take risks. 3) All points of view will be respected. 4) Technology will be used appropriately to support professional learning.
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Lets talk about talking!
- 1. * Learning through social-constructivism GSSD Coaches Andrea Hnatiuk & Cindy Smith
- 2. * We start and end on time. * We are a community of professional learners; we have an obligation to participate and collaborate. Please consider how you are contributing. * We create a safe place to be heard, we can take risks. * We respect everyone’s point of view. * We use technology appropriately in the spirit of professional learning. *
- 4. What will I be able to do when I can identify and implement I am done here today? instructional strategies that promote collaborative learning in order to increase student learning outcomes What is important for me to I can learn and understand learn and understand so that I various forms of communication can hit the target? and its role in helping students construct meaning for themselves What will I do to show that I I can implement effective understand? instructional strategies that meet and assist student learning outcomes. Moss, C., & Brookhart, M. (2012). Learning targets: Helping students aim for understanding in today’s lesson. Alexandria: ASCD.
- 5. *
- 6. *“Human thinking is inherently social in its origins…” *There is a “fundamental link between instructional practice and student outcomes” * Marilyn Goos, Journal of Research in Mathematical Education, 2004 * 6
- 7. * *Recognize and use connections among ideas *Understand how ideas interconnect and build on one another to produce a coherent whole *Recognize and apply learnings in contexts outside of school 7
- 8. * * Organize and consolidate their ideas thinking through communication * Communicate their learning coherently and clearly to peers, teachers, and others * Analyze and evaluate the thinking and strategies of others 8
- 9. * Students construct meaning for themselves * Students clarify their ideas * Students speak to each other and write about learning to reflect on their learning, self-monitor, and set goals * We can assess students by listening and reading their ideas and understandings. We inform our practice based on what we learn about student understanding *
- 10. *knowledge is constructed as the learner strives to organize his or her experiences in terms of pre- existing mental structures or schemas * 10
- 11. *For today’s young adolescents, success in school and, later in college or the workplace will demand critical thinking skills and the ability to function as a team member within highly complex social systems….Students who frequently learn within well-structured cooperative environments will be better prepared for the challenges of today’s world. * Igel & Urquhart, 2012
- 12. Positive outcomes of three seconds of undisturbed wait time (when questioning) * Length and correctness of responses increases * Number of “I don’t know” and “no answer” responses decreases * Number of volunteered appropriate answers increases * Student achievement increases * Teacher questioning quality, strategies and flexibility improve * Teachers ask higher level questions that require greater complexity of response
- 13. * The secret to successful teaching is being able to determine what students are thinking and then using that information as the basis for instruction. * Teachers learn what students are thinking through student communication. * When students communicate…either orally or in writing, they make their thinking and understanding clear to others as well as to themselves. * -Ontario Ministry of Education
- 14. * How can we create a classroom environment that fosters an atmosphere of safe contribution and values communication? *What does a classroom have to be like for our students to participate and communicate effectively?
- 15. *Before Viewing: Round Table Discussion *During Viewing: How did the teacher contribute to an environment that allowed the students learn in this way? *After Viewing: Create Norms *
- 16. * How do we allow students to freely participate? * Take ownership of their ideas? * Honour each others contributions? * Understand that we need to make mistakes in order to learn? * Respect each others’ opinions and ideas? * Listen and dialogue with respect? * Persist? *
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- 20. * Reflective Listening *
Editor's Notes
- Cindy- Introduction1 minute
- CindyTime: 2 minutes
- AndreaTime: 3-5 minutesLearning targets:- Spring from outcomes Guide learningIn student friendly languageWhat students are actually doing and what they are actually going to learnFor todays lesson only – specificTo engage with contentLearning targets triangulates essential content, effective instruction and meaningful learning
- Cindy15 minGroups of 3Slides 5-12 Starting here,Groups reflect on the Communication conversation starters taken from current research (slides 5 – 12).30 seconds silent reflection, 3-5 min share with your group.Choose a spokesperson to read the prompt poster, and choose a second spokesperson to report the groups reflection on the piece. Spokesperson has 1 minute to present.Buy in to the quotes to come
- Cindy
- CindyTime: 8 Min One slide on each table: Choose the group member with the most siblings to read your concept slide, discuss thoughts around the statements. Be prepared to share one or two reflections.
- Andrea3 minutesParticipants in groups.Original groups of 3 to join another group to make a group of 6.Round Table discussionOptional Activity:Each group takes a flip chart and brainstorms how they may set class norms – this is the FIRST part of the activity (it is built upon later, participants do NOT know this will be built upon)Groups will NOT share yet – they will have time later. Distribute chart paper, groups record thoughts and ideas of how to establish a nurturing class environmentThe teacher is the connection between the classroom and the philosophy.The teacher connects the learners to the curriculum, to the learning, the knowledge, skills and understandings which are greatly influenced by the learning environment. So then … What does the classroom have to be like?? How do we create it? Kids have to buy inTeachers often confuse a quiet classroom for a learning classroom
- Cindy:Total 3 minutesVideo is viewed (1 minute) :Purpose: How did the teacher contribute to an environment that allowed the students learn in this way?What is/was the teachers role in setting this classroomAfter Viewing: Norms Creation(total time to create group norms is 5 minutes)To be done on flipchart paperOptional Activity if norms are broken into 2 parts.After Viewing: Revisit Teachers will now go back and review/refine what their ‘journey’ is and how this can be actualized in their classrooms.(3minutes to revise)
- Cindy5minutes to jot down Norms To be displayed after they begin working on Norms
- Time –6 minutesGroup Hosting to shareGroups double up to group host and share their Norms.Groups share their ideas created.Identify that they just were involved in formative assessment – given another opportunity to build and create knowledge.Share for
- Andrea30 minDistribute guide handout, and handouts, one strategy per person
- Andrea15 minutesHandout for participants to complete prior to inside-outside circleTwo circles of people: Two double circles of people: three probing questions, distributed paper.
- Cindy2 minutesChoose a Talking ProbeTalking Probes for closure, using reflective listening. 1 person talks for 30 seconds, second person listens, asks one clarifying question, then reverse.