This document contains a summary of strategies for formative assessment and feedback. It includes 3 strategies:
1) Having students go over recent tests in small groups to remedy gaps in understanding before asking the teacher for help. This improves student understanding while saving teacher time.
2) Training students to prepare for tests by generating and answering their own questions, which leads to better performance than conventional test preparation methods.
3) Having students use the "find it and fix it" technique to review tests by finding incorrect answers and correcting them.
Slides to support a presentation on the importance of narrative and storytelling in education. BYTE Conference, Neepawa, Manitoba, 22 February 2013.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother and two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom and sisters, warm but lonely friendships with the animals in the house, a dream of a better life). The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky? We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching and learning sticky in your class.
Slide deck from a SMART Notebook file used to teach about various multimedia (video and audio) and the pedagogy behind using a SMARTboard. Workshop held at Manitoba Education Professional Learning Lab, 21 June 2010.
Slides to support a presentation on the importance of narrative and storytelling in education. BYTE Conference, Neepawa, Manitoba, 22 February 2013.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother and two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom and sisters, warm but lonely friendships with the animals in the house, a dream of a better life). The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky? We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching and learning sticky in your class.
Slide deck from a SMART Notebook file used to teach about various multimedia (video and audio) and the pedagogy behind using a SMARTboard. Workshop held at Manitoba Education Professional Learning Lab, 21 June 2010.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
Presentation Building Learning Communities Conference. Boston, MA. 19 July 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
Keynote presentation for the TCEA Area 7 Conference. White Oak, Texas. 8 June 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
Slides from a talk given to Professional Development Chairs of the Manitoba Teachers Society, November 3, 2012.
"How social media collides with getting your message out."
Slides from a conversation with administrators in the Prairie Spirit School Division, 13 April 2010: What do blended (or hybrid) learning environments look like? What role does innovation play in these spaces?
What happens when bullies use social media?
What happens when a kid (bully or bullied) shoots a video and posts it to YouTube?
And why is she smiling?
Slides to support a conversation with educators & students about bullying issues in and out of school in an increasingly digital environment. Building Learning Communities Conference, Boston, MA. 20 July 2012.
NB: The "Stacy Snyder" referred to in this presentation is NOT, never has been, a teacher in Manitoba. Some details of this story are here http://www.law.washington.edu/Clinics/Streetlaw/lessons/CaseStudy5.pdf
Practice critical thinking; look it up.
-----------------------------------------
Slides to support a conversation with students about ethical and responsible use of social media and bullying issues in and out of school in an increasingly digital environment. St. James-Assiniboia School Division, Winnipeg, MB. 5 September 2012.
Slides to support a workshop on visual thinking across the curriculum at the IntegratEd Conference. Portland, Oregon, February 2013.
Over 80% of our brains are used interpreting visuals. It seems a waste not to take advantage this powerful channel into the minds of our students. What sorts of ways can a single image be used to tell stories and explore complex ideas in Math, Science, Language Arts or Languages classrooms? What could we do with a series of pictures? How can we do this beyond the time and space of the classroom walls and have our students generate a bank of powerful visuals to inspire future students to create even more powerful learning imagery?
In this hands on session participants will mash up their ideas with powerful images, painlessly share them with the group and spend the lion’s share of our time together thinking deeply and discussing our shared vision for what real learning looks like in our classrooms. We’ll touch on ideas of ethical and responsible use of technology, creative commons and some thoughts about visual design.
Bring your camera enabled mobile device. We’re gonna use it. And show you how to take better pictures in the process.
Slides to support a presentation on Digital Storytelling in the K-12 classroom. Part of the #ETMOOC digital storytelling strand, 7 February 2013.
Broadcasting from Winnipeg, Manitoba; shared globally. ;-)
A collections of visuals + educational quotes mashups exploring visual thinking in education at the Learning is Sharing workshop. 8 & 9 April 2013. Winnipeg, Manitoba.
Slides to support an active learning workshop for student teachers at Brandon University. 16 January 2013.
6 different lightweight ideas/activities you can implement in your classes tomorrow to leverage mobile (and stationary) technology to document student learning and foster reflective ways for students to share what they're learning. We don't just talk about them, we do them. Then we talk about them and how each of us might practically adapt these ideas in our own classrooms.
Basically, we have fun, play with practical ideas that allow teachers to easily incorporate technology in their classroom daily, and leverage some of the mobile technologies that are increasingly found in students' pockets. Six Easy Pieces is an accessible introduction to the fundamentals of using technology in the classroom.
A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
EdWeek at St. Joseph School District. 20 June 2012.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
Presentation Building Learning Communities Conference. Boston, MA. 19 July 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
Keynote presentation for the TCEA Area 7 Conference. White Oak, Texas. 8 June 2012.
In a word or two you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than the facts (a step mother & two step sisters, an absent father, a godmother) you remember the relationships and deeper connections between the characters (nasty step mom & sisters, warm but lonely friendships with the animals in the house, a dream of a better life).
The challenge for teachers and students is not to find problems but to find stories. Powerful narratives, in a word or two, bring to mind a wealth of ideas and relationships; more than just facts. How can we find the stories that make our teaching sticky? How do we help kids find, and more importantly tell, the stories that make their learning sticky?
We’ll look at some strong examples and send you on your way with a toolkit of ideas and practices to make teaching & learning sticky in your class.
Slides from a talk given to Professional Development Chairs of the Manitoba Teachers Society, November 3, 2012.
"How social media collides with getting your message out."
Slides from a conversation with administrators in the Prairie Spirit School Division, 13 April 2010: What do blended (or hybrid) learning environments look like? What role does innovation play in these spaces?
What happens when bullies use social media?
What happens when a kid (bully or bullied) shoots a video and posts it to YouTube?
And why is she smiling?
Slides to support a conversation with educators & students about bullying issues in and out of school in an increasingly digital environment. Building Learning Communities Conference, Boston, MA. 20 July 2012.
NB: The "Stacy Snyder" referred to in this presentation is NOT, never has been, a teacher in Manitoba. Some details of this story are here http://www.law.washington.edu/Clinics/Streetlaw/lessons/CaseStudy5.pdf
Practice critical thinking; look it up.
-----------------------------------------
Slides to support a conversation with students about ethical and responsible use of social media and bullying issues in and out of school in an increasingly digital environment. St. James-Assiniboia School Division, Winnipeg, MB. 5 September 2012.
Slides to support a workshop on visual thinking across the curriculum at the IntegratEd Conference. Portland, Oregon, February 2013.
Over 80% of our brains are used interpreting visuals. It seems a waste not to take advantage this powerful channel into the minds of our students. What sorts of ways can a single image be used to tell stories and explore complex ideas in Math, Science, Language Arts or Languages classrooms? What could we do with a series of pictures? How can we do this beyond the time and space of the classroom walls and have our students generate a bank of powerful visuals to inspire future students to create even more powerful learning imagery?
In this hands on session participants will mash up their ideas with powerful images, painlessly share them with the group and spend the lion’s share of our time together thinking deeply and discussing our shared vision for what real learning looks like in our classrooms. We’ll touch on ideas of ethical and responsible use of technology, creative commons and some thoughts about visual design.
Bring your camera enabled mobile device. We’re gonna use it. And show you how to take better pictures in the process.
Slides to support a presentation on Digital Storytelling in the K-12 classroom. Part of the #ETMOOC digital storytelling strand, 7 February 2013.
Broadcasting from Winnipeg, Manitoba; shared globally. ;-)
A collections of visuals + educational quotes mashups exploring visual thinking in education at the Learning is Sharing workshop. 8 & 9 April 2013. Winnipeg, Manitoba.
Slides to support an active learning workshop for student teachers at Brandon University. 16 January 2013.
6 different lightweight ideas/activities you can implement in your classes tomorrow to leverage mobile (and stationary) technology to document student learning and foster reflective ways for students to share what they're learning. We don't just talk about them, we do them. Then we talk about them and how each of us might practically adapt these ideas in our own classrooms.
Basically, we have fun, play with practical ideas that allow teachers to easily incorporate technology in their classroom daily, and leverage some of the mobile technologies that are increasingly found in students' pockets. Six Easy Pieces is an accessible introduction to the fundamentals of using technology in the classroom.
A variety of concrete student centred learning experiences are shared that leverage the power of the world wide web and focus teachers instructional design through lenses that are student centred, knowledge centred, assessment centred, and community centred. We look at both small short term assignments and larger long term projects that demonstrate how your students can learn and share as 21st century bricoleurs.
EdWeek at St. Joseph School District. 20 June 2012.
Slides to support an active learning workshop at the IntegratEd Conference. 19 February 2013.
6 different lightweight ideas/activities you can implement in your classes tomorrow to leverage mobile (and stationary) technology to document student learning and foster reflective ways for students to share what they're learning. We don't just talk about them, we do them. Then we talk about them and how each of us might practically adapt these ideas in our own classrooms.
Slides for a workshop on Visual Thinking across the curriculum. Alberta Technology Leaders in Education, Discovery Day of Digital Learning Pre-Conference. November 2012.
Slides to support a conversation with Early Years teachers about the possibilities and ethical considerations offered for learning in an increasingly digital environment. Winnipeg, Manitoba; 15 November 2011.
Behind Their Eyes - making thinking visible is not enough
Walk into any classroom and watch the breakneck pace at which teachers are working hard to help students learn. Mind you, if we don’t uncover what students are thinking while learning, they may be running down the wrong path. OK, so we need ways to make student thinking visible. Seeing their thinking is important, but we also need to create the time and space for teachers to absorb, reflect, and act on what their students thinking reveals. This workshop shares strategies both for making student thinking visible and for creating time and space for teachers to meaningfully act on what they learn about what’s going on behind their eyes.
“If you really want to understand something, try changing it.” - Kurt Lewin
As the Director of Learning for a school division made up of 18 schools, my job is to help lead the largest change initiative ever undertaken in our school community. One of the most important, difficult, messy things any school leader does is lead change. While we can learn from the change leadership of others, copying their work most often leads to failure. Success is more likely to come from adapting others work to our own context. In this workshop I share the journey we’ve undertaken collectively in our schools; how we developed a shared vision, cultivated collaborative cultures, maintained a focus on deep learning, and wrestle with the nuances of accountability. Informed by the latest research on change management in education, we also model strategies for fostering deep learning conversations in your schools. We’ll engage in some deeper learning conversations together and take back a wealth of ideas you can adapt to your own context. Developing collaborative cultures is careful and precise work that has profound impact when carried out well. So how do you do that? Come, let’s learn together. Good people are important, but good cultures are moreso.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore inquiry as a pedagogical stance and the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants will leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
This participatory session will engage attendees in some meaningful dialogue around several aspects of digital citizenship. We'll explore some hot-button topics and consider their impact on the work we do as educators. This session will provide clarification around a number of key digital citizenship issues and will also highlight a valuable model for engaging your students in classroom conversations. There’s a fair bit of fear mongering disguised as digital citizenship online. Our kids need more models of empathy and empowerment – so do we. We’ll share some of those models too.
Presented at the Riding the Wave Conference in Gimli, Manitoba. May 2017.
In two words, you remember the whole story: glass slipper, sour grapes, cold porridge. You remember more than facts, you recall relationships & deeper connections between characters. Some of the powerful ways we leverage digital for deeper learning includes challenging sources of information (fake news), exploring bias (developing empathy through multiple perspectives), and creating powerful feedback loops that foster deeper learning.
Powerful narratives, in a word or two, bring to mind a wealth of ideas & relationships; more than just facts. How can we find stories that make our teaching sticky and help kids find, and more importantly tell, stories that make learning stick? This workshop will equip teachers with the skills & knowledge to foster deeper learning across the curriculum by intentionally leveraging digital tools to foster deeper learning.
Tales of Learning and the Gifts of Footprints v4.2Darren Kuropatwa
Presented at the Richmond District Conference, Feb 2017.
Why does digital learning matter? In a society that is increasingly technophilic what are the new literacies we need to be aware of for our own learning and that of our students? How does this impact the way we think about and teach our children to become empowered and empathetic responsible citizens? Answers to these questions and more are shared through a series of powerful tales of learning.
Presented at the Richmond District Conference, Feb 2017.
A series of stories woven together to start a conversation with middle and high school students, teachers, and parents about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning. Held at the BYTE Conference 2017 in Portage la Prairie, Manitoba.
A group of educators from the BYTE Conference 2017 (Build Your Teaching Experience) share their ideas about learning as a series of visual metaphors they found on their phones.
Slides to support a master class at the PRIZMAH Conference in Chicago, IL. 5 Feb 2017.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides to support a master class on making student thinking visible through practical hands-on activities and structured around Dylan Wiliam's work on formative assessment and active learning.
A group of educators from the Anderson Union High School & Redding School Districts and share their ideas about learning as a series of visual metaphors.
In a world where knowledge is more a verb than a noun how do we foster deep learning in our students? Good questions cause thinking. Unfortunately, many of the questions regularly asked in classrooms focus on knowledge as a noun. This presentation will explore the effective use of thinking and learning tools in the classroom. We will work together to model teaching practices that lead to students co-constructing a networked (real world) rather than hierarchical (artificial) understanding of their world regardless of grade level or discipline.
Participants leave this workshop with a toolkit of research based questioning and thinking strategies they can begin using with their students tomorrow.
A series of stories woven together to start a conversation with middle and high school students about living our lives on and offline (on The Fourth Screen) more thoughtfully.
This talk focuses primarily on the ideas of Empathy, Empowerment & Persistent Kindness and shares resources teachers can use to lead these sorts of conversations with their own students.
Slides to support a master class at the Building Learning Communities Conference in Boston, MA. 18 July 2016.
How can we make learning sticky using powerful storytelling frameworks that tap into peoples' emotions? How do we involve all students in creating digital content that doesn't also create hours of content for teachers to assess? This interactive session will showcase Digital Storytelling activities teachers can use in class tomorrow! Document student learning & foster reflective ways for students to share their learning. 1st: we play! Then we'll discuss how to practically adapt these ideas, make them your own, and figure out what sort of infrastructure needs to be in place to support these kinds of powerful learning experiences. We’ll learn how to exercise your students' & your own creativity muscles and share simple strategies for collecting & publishing student work.
Slides in support of a professional learning day for administrators in Hanover School Division focused on developing a common language & understanding of Deep Learning Design.
Slides in support of a professional learning day for administrators in Hanover School Division focused on answering the question: What is Inquiry Learning?
Slides to facilitate a conversation with school leaders & administrators around emerging issues related to Digital Citizenship. Both to raise awareness of the multifaceted nature of the subject and identify action items for schools moving forward.
The material here is taken from Mike Ribble's "Nine Elements of Digital Citizenship".
http://digitalcitizenship.net
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Darren Kuropatwa
Curriculum Coordinator
St. James-Assiniboia SD
15 March 2013
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2.
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"Create a photograph that features
something you taught this week."
Share Your Create
fin31fair@photos.flickr.com
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21. [division name]
Grades 9 to 12 Report Card
[school name]
Student: Date Issued: Provincial Student #:
Academic Achievement of Provincial Expectations Percentage Grade
Thorough understanding and in-depth application of concepts and skills 80% to 100%
Very good understanding and application of concepts and skills 70% to 79%
Basic understanding and some application of concepts and skills 60% to 69%
Limited understanding and minimal application of concepts and skills; see teacher comments 50% to 59%
Does not yet demonstrate the required understanding and application of concepts and skills;
Less than 50%
students with a final grade of less than 50% are not granted course credit; see teacher comments
Additional Codes
Course Complete: Final grade showing sufficient evidence of learning for Grades 11 and 12
CO
Physical Education/Health Education, only
Course Incomplete: Final grade showing insufficient evidence of learning for Grades 11 and 12
IN
Physical Education/Health Education. May also be used in other courses but not as a final grade.
No exam applies NE
No mark for the school-based final exam or provincial test, where applicable NM
22. Grades cause an emotional reaction
– either positive or negative.
Feedback causes you to think and
engage, which is reflective learning
Dylan Wiliam
23. Never grade students while they are
still learning something and, even
more important, do not reward them
for their performance at that point.
Alfie Kohn
24. A mark or grade is an inadequate
report of an inaccurate judgement by
a biased and variable judge of the
extent to which a student has attained
an indefinite amount of material.
Paul L. Dressel
25. Students should experience their
successes and failures not as reward
and punishment but as information.
Jerome Bruner
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27. 1 Students go over a recent test in small groups. This gives
them a chance to remedy some gaps in understanding
before asking the teacher for help. This saves teacher time
and improves the understanding of the student who is doing
the explaining. Also students tend to understand something
better when a peer explains it to them in ‘student language’.
28. 2 Students trained to prepare for tests by generating
then answering their own questions outperform
comparable groups who prepare in conventional ways.
29. 3
Use the ‘find it and fix it’ technique (eg you
have three answers correct out of five, find
the wrong answers and correct them).