The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
This document discusses the importance of assessment focusing on student learning rather than grades. It argues that too much testing and grading can diminish student interest in learning. Feedback should cause students to think rather than just receiving marks. The document advocates for less frequent grading, such as once every 2-3 years in primary school and once a term in later years. Coaching is presented as an alternative to traditional assessment that focuses on helping students improve through dialogue. Overall, the key message is that assessment should engage students in their own learning and focus on learning objectives rather than just covering content.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
This document outlines the process and stages of teacher inquiry (jugyou kenkyuu) where groups of teachers work together to plan, execute, and evaluate lessons. The stages include:
1. Planning - Teachers define a problem or theme, make a comprehensive lesson plan that incorporates curriculum priorities, and discuss potential issues or changes.
2. Implementation - One teacher implements the experimental lesson while others observe and collect data on different aspects like classroom management, student-teacher interaction, and the overall learning process.
3. Reflection - After the lesson, teachers meet to share observations, reflect on and evaluate the lesson plan and its implementation, examining elements like the theme, materials, instructional methods, and teacher
The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.
1. A big idea is "information literacy enhances lifelong learning."
2. An essential question is "How can we evaluate information from different sources to expand our understanding?"
3. A concept is "research is a process of gathering, analyzing, and communicating information to answer questions."
This document discusses the importance of assessment focusing on student learning rather than grades. It argues that too much testing and grading can diminish student interest in learning. Feedback should cause students to think rather than just receiving marks. The document advocates for less frequent grading, such as once every 2-3 years in primary school and once a term in later years. Coaching is presented as an alternative to traditional assessment that focuses on helping students improve through dialogue. Overall, the key message is that assessment should engage students in their own learning and focus on learning objectives rather than just covering content.
This document discusses reflective practice and learning. It provides information on keeping professional journals, utilizing elements of reflective journaling to develop skills, practicing critical reflection as learners and workers, and how reflection can help bridge theory and practice, deal with ambiguity and change, lead to critical awareness, and allow for analyzing why mistakes happen. Reflection is presented as an important part of learning that can empower individuals and illuminate their understanding.
This document outlines the process and stages of teacher inquiry (jugyou kenkyuu) where groups of teachers work together to plan, execute, and evaluate lessons. The stages include:
1. Planning - Teachers define a problem or theme, make a comprehensive lesson plan that incorporates curriculum priorities, and discuss potential issues or changes.
2. Implementation - One teacher implements the experimental lesson while others observe and collect data on different aspects like classroom management, student-teacher interaction, and the overall learning process.
3. Reflection - After the lesson, teachers meet to share observations, reflect on and evaluate the lesson plan and its implementation, examining elements like the theme, materials, instructional methods, and teacher
The document provides suggestions for implementing effective inquiry learning by shifting the focus from inquiry to learning. It recommends clarifying what good learning entails, identifying the core skills and attitudes to develop learners, establishing a task-based learning model around key learning elements, and cultivating independence through negotiation and modeling lifelong learning attitudes.
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
Topic2 understanding by the design at a glanceMaria Theresa
Stage 1 of Understanding by Design involves identifying the desired results of a curriculum. It includes establishing goals, content standards, essential understandings, and essential questions. The goals define what students should know and be able to do. The content standards specify important knowledge and skills. Essential understandings articulate the big ideas and concepts. Essential questions are open-ended questions that spark inquiry into those understandings.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
The document outlines a problem-based learning scenario involving a student named Andy. It includes an introduction to the characters and scenario, questions generated, key problems identified, and theories used. Theories discussed include Bronfenbrenner's bioecological theory, Bandura's social cognitive theory, Erikson's psychosocial development theory, and motivation theories. Recommended solutions focus on scaffolding, collaborative learning, increasing intrinsic and extrinsic motivation, and stress management. Group members provide reflections on how the problem-based learning approach has helped them learn and solve problems both individually and collaboratively.
Developing and writing a philosophy of teaching statementKhadija Alhebsi
This document provides guidance on developing a statement of teaching philosophy. It outlines six key points to address: goals for students, teaching methods, interactions with students, assessment, professional growth, and determining teaching effectiveness. Readers are prompted to write a paragraph on each point using specific examples. A checklist is then provided to help assess drafts based on purpose, voice, beliefs/arguments, and conventions. Finally, readers are tasked with writing their own teaching philosophy statement incorporating the lessons and feedback tools provided.
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
This is a series of three lectures I give in my introductory Educational Psychology class that explore the nature of "knowing" and "knowledge". We talk about the difference between top down and bottom up processing, schema theory (and the nature of expertise), and on how we might use that term 'intuition' to mean different things.
In our course, we use Malcolm Gladwell's (2000) 'blink' as a companion text and analyze cases.
I use audience response technology in the class to informally assess students. Questions in these slides were drawn from Anita Woolfolk's Educational Psychology textbook.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
The document provides an agenda and information for a professional development meeting on developing readers and student learning teams for the 2010-2011 school year. It discusses establishing inquiry groups to craft meaningful questions about student learning and developing action plans to address these questions through formative assessment and collaboration. Budget and release time options are also outlined to support the collaborative inquiry work.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
This document discusses strategies for motivating students. It begins with objectives of mutual learning about best practices and gaining knowledge to motivate students and promote well-being. It then outlines an introduction and recent research on increasing self-efficacy and fostering a "mastery mindset." Specific strategies discussed include enhancing self-efficacy through positive feedback, focusing on effort over ability to develop a growth mindset, and contextualizing feedback to focus on behaviors rather than people. The document emphasizes appreciating students' diverse strengths and talents.
This document provides an overview of 4 simple coaching models: GROW model, SMART goals, OSCAR model, and scaling questions.
The GROW model uses Goal, Reality, Options, and Wrap Up/Will questions to help mentees set and achieve practical goals. SMART goals help make goals specific, measurable, attainable, relevant, and time-bound. The OSCAR model focuses conversations on desired Outcomes, the current Situation, Choices and consequences, and planned Actions and their review. Scaling questions use a 1-10 scale to help mentees visualize progress and identify small, achievable steps toward their goals.
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document outlines an agenda for a communication, coaching, and evaluation training workshop. The workshop will cover topics like communication techniques, coaching skills and tools, and principles of evaluation. It includes exercises for participants to practice their communication and receive feedback. The agenda also details segments on active listening, intuition, curiosity, and focusing on action when coaching. Key parameters for evaluation like group dynamics, task, goals, and focus areas are presented. Participants will do a practice evaluation exercise in groups before the workshop concludes with a check out.
El documento argumenta que el cuerpo humano y sus pasiones impiden alcanzar la sabiduría y conocer la verdad. Debido a las necesidades del cuerpo, la razón se ve obstaculizada y perturbada, dando origen a guerras, sediones y conflictos. Solo después de la muerte, cuando el alma se libere del cuerpo, será posible alcanzar la sabiduría y conocer la verdad en su pureza.
A wiki is a collection of web pages that can be easily edited by members of a group. Wikis allow for collaboration by allowing multiple users to add, edit, link, and organize information on different pages. They provide benefits over email by acting as a central place for group work and allowing many users to work on the same pages simultaneously. Wikis are supported as a tool in the New Zealand curriculum to develop key competencies like using ICT, relating to others, and participating in communities. An example is provided of an English teacher wiki used for sharing resources.
Class 5 experiential learning and reflective practice for july 7, 2015 classtjcarter
The document discusses experiential learning and reflective practice. It defines informal learning as conscious learning from non-routine experiences through reflection, and incidental learning as unintentional learning embedded in beliefs without reflection. Most learning comes from informal and incidental experiences rather than formal education. Reflective practice, like journaling and blogging, helps learners process experiences and challenge assumptions. Digital storytelling also supports reflective learning by engaging learners to creatively express themselves through combining narrative, images and music.
Topic2 understanding by the design at a glanceMaria Theresa
Stage 1 of Understanding by Design involves identifying the desired results of a curriculum. It includes establishing goals, content standards, essential understandings, and essential questions. The goals define what students should know and be able to do. The content standards specify important knowledge and skills. Essential understandings articulate the big ideas and concepts. Essential questions are open-ended questions that spark inquiry into those understandings.
The document discusses key concepts of understanding by design including understanding versus knowledge, unpacking standards, and principles of understanding by design. It explains that understanding is a mental construct that allows people to make sense of knowledge, while knowledge is simply knowing facts. It provides examples of unpacking standards to clarify goals and objectives. Some principles discussed are planning curriculum backward from desired results, focusing on big ideas and essential questions, and helping students learn to use content.
The document outlines a problem-based learning scenario involving a student named Andy. It includes an introduction to the characters and scenario, questions generated, key problems identified, and theories used. Theories discussed include Bronfenbrenner's bioecological theory, Bandura's social cognitive theory, Erikson's psychosocial development theory, and motivation theories. Recommended solutions focus on scaffolding, collaborative learning, increasing intrinsic and extrinsic motivation, and stress management. Group members provide reflections on how the problem-based learning approach has helped them learn and solve problems both individually and collaboratively.
Developing and writing a philosophy of teaching statementKhadija Alhebsi
This document provides guidance on developing a statement of teaching philosophy. It outlines six key points to address: goals for students, teaching methods, interactions with students, assessment, professional growth, and determining teaching effectiveness. Readers are prompted to write a paragraph on each point using specific examples. A checklist is then provided to help assess drafts based on purpose, voice, beliefs/arguments, and conventions. Finally, readers are tasked with writing their own teaching philosophy statement incorporating the lessons and feedback tools provided.
The document summarizes the agenda and discussions from a Career Development division office board room meeting on June 7, 2012. The agenda covered topics like a career fair follow-up, assessment reflections, influencer training, CD portfolios, resources, changes within the CD team, and future focus areas. It provided context around building the CD program through continued initiatives, middle level career education, and exploring partnerships. The meeting aimed to celebrate successes, reflect on challenges, and strategize next steps in supporting students' career development.
This is a series of three lectures I give in my introductory Educational Psychology class that explore the nature of "knowing" and "knowledge". We talk about the difference between top down and bottom up processing, schema theory (and the nature of expertise), and on how we might use that term 'intuition' to mean different things.
In our course, we use Malcolm Gladwell's (2000) 'blink' as a companion text and analyze cases.
I use audience response technology in the class to informally assess students. Questions in these slides were drawn from Anita Woolfolk's Educational Psychology textbook.
The document discusses assessment approaches used in problem-based learning (PBL). It outlines the intended learning outcomes of PBL which include collaborating in small groups, critically analyzing issues from triggers, and presenting findings to other teams. It then provides a PBL trigger involving a lecturer who is unhappy with student essay performance and asking for feedback. The document discusses assessing the process versus the product, formative versus summative assessment, and the benefits of self-assessment and peer feedback. It emphasizes that assessment should promote deep learning and provide information to teachers to shape their teaching.
The document provides an agenda and information for a professional development meeting on developing readers and student learning teams for the 2010-2011 school year. It discusses establishing inquiry groups to craft meaningful questions about student learning and developing action plans to address these questions through formative assessment and collaboration. Budget and release time options are also outlined to support the collaborative inquiry work.
Creating Thematic Units Using Inquiry - BCTELA October 23, 2013Jonathan Vervaet
The document discusses the Understanding by Design (UbD) framework for curriculum planning. It emphasizes starting with the desired results or outcomes, such as enduring understandings and essential questions, rather than activities or texts. This "backward design" approach focuses on ensuring students understand key concepts rather than just covering content. The document provides examples of enduring understandings and essential questions and explains how to use them. It also discusses curriculum mapping and using UbD to design units, assessments, and instruction to lead students to deep understanding.
This document discusses strategies for motivating students. It begins with objectives of mutual learning about best practices and gaining knowledge to motivate students and promote well-being. It then outlines an introduction and recent research on increasing self-efficacy and fostering a "mastery mindset." Specific strategies discussed include enhancing self-efficacy through positive feedback, focusing on effort over ability to develop a growth mindset, and contextualizing feedback to focus on behaviors rather than people. The document emphasizes appreciating students' diverse strengths and talents.
This document provides an overview of 4 simple coaching models: GROW model, SMART goals, OSCAR model, and scaling questions.
The GROW model uses Goal, Reality, Options, and Wrap Up/Will questions to help mentees set and achieve practical goals. SMART goals help make goals specific, measurable, attainable, relevant, and time-bound. The OSCAR model focuses conversations on desired Outcomes, the current Situation, Choices and consequences, and planned Actions and their review. Scaling questions use a 1-10 scale to help mentees visualize progress and identify small, achievable steps toward their goals.
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Assessment, Grading, Motivation and Instruction Jonathan Vervaet
The document discusses assessment, grading, motivation, and instruction. It presents research showing that extrinsic rewards can undermine intrinsic motivation for learning. Grades and levels often tell students more about success and failure than how to improve. Formative assessment done with students, not to them, can help students grow in their learning. The core competencies of thinking, communication and social/personal skills should be addressed across subjects and grades. Teachers should involve students in assessment to help them become self-evaluating.
Reflective practice is a discipline that ensures we give adequate time and attention to reflection in the learning cycle. It is necessary for the development of wisdom, and wisdom is necessary for effective change.
Mind the Gap: (re)Examining Schooling, Assessment and the Theory/Practice DivideJonathan Vervaet
The document discusses the importance of formative assessment and moving away from traditional grading practices. It highlights research showing that intrinsic motivation is undermined by extrinsic rewards like grades. The presentation emphasizes using assessment to inform instruction and promote student ownership of learning.
This document outlines an agenda for a communication, coaching, and evaluation training workshop. The workshop will cover topics like communication techniques, coaching skills and tools, and principles of evaluation. It includes exercises for participants to practice their communication and receive feedback. The agenda also details segments on active listening, intuition, curiosity, and focusing on action when coaching. Key parameters for evaluation like group dynamics, task, goals, and focus areas are presented. Participants will do a practice evaluation exercise in groups before the workshop concludes with a check out.
El documento argumenta que el cuerpo humano y sus pasiones impiden alcanzar la sabiduría y conocer la verdad. Debido a las necesidades del cuerpo, la razón se ve obstaculizada y perturbada, dando origen a guerras, sediones y conflictos. Solo después de la muerte, cuando el alma se libere del cuerpo, será posible alcanzar la sabiduría y conocer la verdad en su pureza.
A wiki is a collection of web pages that can be easily edited by members of a group. Wikis allow for collaboration by allowing multiple users to add, edit, link, and organize information on different pages. They provide benefits over email by acting as a central place for group work and allowing many users to work on the same pages simultaneously. Wikis are supported as a tool in the New Zealand curriculum to develop key competencies like using ICT, relating to others, and participating in communities. An example is provided of an English teacher wiki used for sharing resources.
The document outlines a vision for young people to be connected, confident, lifelong learners and actively involved. It discusses key competencies including thinking, using language/symbols/texts, managing self, relating to others, and participating/contributing. For each competency, it provides details on what students who have mastered that competency can do. The overall vision is for students to be literate and numerate, critical and creative thinkers, knowledge seekers and creators, informed decision makers, and contributors to New Zealand society, environment and economy.
This document discusses the key competency of relating to others from the New Zealand Curriculum. It explains that relating to others involves interacting effectively with diverse people, including listening actively and recognizing different viewpoints. Developing this competency is important for cooperation, belonging, and productivity both in school and future workplaces. In the NZC, relating to others is evident across subject areas and competencies like ako and whanaungatanga. For classrooms, it implies encouraging group work and community involvement to help students develop this skill.
Think Different: The toolkit for better startup ideas.Jimmy Flores
Thinking Different: The tools for better startup ideas
The most inspiring ideas are those that connect things that on the surface don’t have much to do with each other. It’s these ideas that create new possibilities and realities within a customer’s mind.
Million dollar ideas are born from your own experiences but you need the proper tool set to think differently, obligating your mind to make connections that it habitually doesn’t make. That’s thinking different.
This workshop will give you a series of theoretical tools that are utilized in a hands on group exercise where you’ll ideate, find a business model, give and get feedback and finish with a quick pitch of your idea.
The workshop is structured to give you order, limits and to feed your natural creativity. At the same time the workshop is structured in 5-10 bursts so that you get accustomed to thinking fast and trusting your first gut instincts.
Theory
--1----Customer segmentation
--2----Problem identification
--3----Lean ideas
--4----Business model
--5----Divergence and combination
--6----Differentiation
Jimmy does content strategy, planning and execution for companies wanting to astonish their audiences. He's also a YouTuber with a channel of +23k subscribers and 3.5 million views. He’s the Tetuan Valley Whip Master in Barcelona helping startups go from idea to demo in 6 fast and short weeks.
Developing Metacognitive Skills In Your Studentsjanesutton48
The document provides strategies for teachers to develop metacognitive skills in students. It recommends that teachers model their thinking process, verbalize what they are thinking, and help students connect new ideas to prior knowledge. Teachers should explain learning goals and have students self-assess their understanding. The document also suggests providing students with learning tools and techniques to help them organize and regulate their own learning.
This document summarizes a slideshow on increasing student engagement. It discusses five levels of student engagement from passive compliance to authentic engagement. It also covers types of classrooms, factors that influence student achievement, and standards for an engaged "WOW" school. The document provides discussion questions and activities to help teachers reflect on engagement levels and motivate students.
1. Teachers will work collaboratively to plan, teach, observe, and refine lessons focusing on formative assessment strategies.
2. The process involves defining a topic, thoroughly planning lessons, implementing while observing, and reflecting to improve.
3. Specific roles like videotaping, notetaking, and focusing on different aspects of the lesson are assigned to optimize observation.
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
This document outlines the vision and goals of the Red Beach School (RBS) to transform leadership and empower student learning through new technologies. It discusses developing teacher effectiveness using John Hattie's research on high-impact teaching strategies. The RBS vision focuses on developing the whole child and community through a learner-centered approach. It also provides strategies for professional development, including differentiated support for beginning and experienced teachers through mentoring and coaching. Performance management aims to improve teaching practice and student outcomes through goal setting and feedback cycles. Overall, the document shares RBS's philosophy and initiatives to align teaching practice with beliefs around developing the whole child.
This document introduces an intensive 2-day futuring program called the Incept Dialogue for education stakeholders. The Dialogue uses provocations, analytic tools, and a futuring sequence to help participants reflect on their practice, identify goals and desired outcomes, and develop interventions. Tools like IGET, IDAPT, and CLARA assess participants' views and create individual and group profiles. These inform discussions to redefine terms and goals. The outcome is a clear change plan for the school with indicators to measure success in teaching and learning.
The document provides information about Structural Learning, a toolkit and approach for developing students' learning skills. It discusses:
1. The Structural Learning toolkit which includes resources for planning, facilitating, and assessing learning such as thinking frameworks, visual tools, classroom talk strategies, and graphic organizers.
2. Professional development support for teachers which includes training workshops to help implement the resources and monitor their impact on students.
3. How the approach aims to cultivate student independence, metacognition, strategy use, and self-regulation to enhance comprehension, writing, thinking, and lifelong learning outcomes.
This document discusses student-centered instruction. It defines student-centered instruction as focusing on how students learn, what they experience, and how they engage with learning. Students actively construct their own knowledge through discovery, inquiry, and problem solving. The teacher acts as a facilitator rather than solely delivering information. Examples of student-centered instruction include cooperative problem solving, students justifying their thinking, and performance-based problems that require constructing ideas. The goal is for students to deeply understand concepts by making connections between new and existing ideas, rather than just knowing answers.
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
The document outlines an agenda for a leadership development workshop focusing on building sustainable school leadership skills. It discusses principles of sustainability like depth, breadth, and justice. It provides models for quality professional dialogue including quality learning circles and a pedagogy coaching model. It also addresses having tough conversations and developing issue identification and prioritization strategies.
The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
The document discusses promoting student understanding rather than just knowledge recall. It outlines an upcoming workshop on Understanding by Design (UbD), a framework for designing curriculum, assessment and instruction to support understanding. Participants will learn about UbD principles, apply them to their roles, and develop plans to promote understanding in schools. Research shows US students lack understanding, and curriculum often emphasizes coverage over depth.
This document introduces the Structural Learning Toolkit, which provides teachers with resources to help students develop fundamental learning skills. It discusses several frameworks and strategies within the toolkit, including learning through talk, visuals, thinking critically, and connecting ideas. The toolkit is designed to equip children with academic skills and metacognitive approaches to learning. It discusses how the membership provides professional development support to help teachers implement engaging learning activities that build conceptual understanding and foster independent learning.
This document discusses social learning analytics and how discourse and disposition analytics can be used to facilitate learning. Discourse analytics examines how learners engage in dialogue to construct knowledge by analyzing discussion transcripts. Disposition analytics focuses on malleable learner dispositions like learning relationships, creativity, and critical thinking. Data on interactions and discussions can provide insights into learners' dispositions and how they are developing, in order to support facilitating learning relationships and other beneficial dispositions.
The document discusses strategies for raising achievement in special education students, including differentiated instruction, understanding by design, and higher-order thinking. The goal is to increase the number of special education students scoring proficient or advanced on math assessments. Differentiated instruction involves modifying lessons based on student needs, interests and styles. Understanding by design uses backwards planning starting with desired outcomes. Higher-order thinking focuses on analysis, evaluation and creation over simple recall of facts.
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
This document discusses strategies for increasing student engagement through integrating substantive student conversations, visual literacy, and higher-order questioning. It provides examples of turn and talk activities, graphic organizers, and advance organizers that teachers can use to visually represent information and facilitate student discussions. The goal is to get students actively involved in learning through interpreting images, organizing and sharing their understanding with peers, and responding to open-ended questions.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting ceremony, receiving welcome gifts, meeting the school mascots, a school opening ceremony with the Governor General, and a time capsule burial. The year ended with celebrating 100 enrolled students and looking back on an inspiring first year of learning at the new school.
The document summarizes key events from the foundation year of Stonefields School in 2011. It describes how the school opened on February 3rd with parents, staff, and foundation learners meeting for the first time. Throughout the year, there were various events like a ribbon cutting, welcoming ceremonies, extracurricular activities, the official opening with the Governor General, a time capsule burial, a teacher's wedding, community events, and the first learner-led conferences where students shared their progress. The year is described as wonderful and inspiring as the school community grew during its initial year.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
This document discusses creating lifelong learners through reorganizing curriculum and developing an integral learning stance. It focuses on the core learner and bringing together ideas to develop students who continue learning throughout their lives.
The document discusses leadership at multiple levels including developing oneself as a leader, building relationships, developing strategies, and transforming organizations. It provides examples of leadership in action including revising a school's vision and implementing student-led conferences. Leaders are encouraged to develop self-awareness, build community, think strategically, apply leadership skills to create change, and establish supportive systems and structures.
The document discusses leadership and outlines a workshop on the topic. It provides definitions of leadership, examples of what leaders do, and discusses developing leadership skills through focusing on oneself ("I"), building community ("We"), and strategic thinking ("It"). It emphasizes that effective leadership involves creating a shared purpose and vision, influencing and motivating others, and producing more leaders rather than just followers.
This document discusses the development of powerful learning processes at Red Beach School. It provides an overview of the school's journey to develop a vision focused on helping learners deal with knowledge and understandings. It describes how the school developed a powerful learning process aligned with this vision, with a focus on moving students' thinking from knowing to understanding. The document shares aspects of the school's powerful learning process, including using a "hub" to reflect, question, dialogue and imagine, and student self-assessment tools like Solo Taxonomy to support metacognition.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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1. Promoting Deep Learning & Thinking the development of a Powerful Learning Process ...a glimpse of one school’s Journey Online Bridges ICT Cluster Jan 2010
5. Imagine the learners world like this So What – to make a difference It – has lots of knowledge, understandings and concepts to explore We – situated in a community I – learner sits at the centre
6. Key competencies ? Connecting to the NZ Curriculum So What – applying key competencies meaningfully It – Using symbols, language and texts Thinking We – relating to others Participating and contributing I – Managing self
7. The thinking required in such a world ? So What – design, problem solve, innovate and create the unknown It – Thinking with, in and about knowledge and understandings We – Caring thinking, emotional intelligence I – Metacognition, thinking about my thinking
10. 3 Keys to Change - Keeping it Simple Vision - Collective direction and purpose Student Profile- What will the student leave the school being able to do as a result of the vision principles Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
17. RBS Vision Powerful Learning Developed to help learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings
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20. There are no easy answers to future problems. Art Costa
21. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
22. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. Seymour Papert, 1998
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24. Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Interviewing students Strategic direction Student profile clarity Using images Collective AFL Context PL lead teachers 07 Power of student voice Inquiry team 06 08 Lead teachers continued with PL Science Split screen thinking One process not linear Being selective – thinking tools Thinking embedded Based on Solo same as NCEA More than inquiry Cross curricular Creating a shared language 09 PL school wide focus Going deep – using the hub Our Audience PL Pedagogical understanding Change influences Change fundamentals Our steps Ahas
25. The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
26. Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to think and learn David Hargreaves, 2004
27. To survive , thrive and learn successfully in the predicted future one needs to be able to think!
30. Thinking – What’s out there? Caring, Critical, Creative Michael Pohl Emotional Intelligence Coleman Habits of Mind Art Costa Learning muscles Guy Claxton Thinking Maps David Heryle Organisers Venn Double Bubble T-chart Matrix Define square Part-whole Analysis Sequence Association Thinking Hats De Bono Multiple Intelligences Gardener Whole Brain Thinking Hermann Learning to Learn Thinkers Keys Tony Ryan Questioning Toolkit Jamie MacKenzie Creative Thinking Scamper BAR SCORT Attribute Modification Bloom’s Taxonomy 3 story Intellect Solo Taxonomy Anderson’s Revised Bloom’s Wiederhold’s Questions Matrix (1991) Inspiration Kidspiration Strategies KWHL Think Pair Share Donut 5 senses PMI SWOT Y chart Brainstorming Extended brainstorming Short, long term memory Brain Theory How the brain learns Sensory, auditory, kinesthetic Mapping Memorising Visualising Philosophy for kids
31. What should one cling on to ? Where to start ?
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33. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Where does the thinking fit? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize Being selective Solo embedded
37. Cross Curricular More than inquiry Pedagogical Understanding
38. What do you understand by the phrase More than Inquiry?
39. Gather it, find it, observe it, describe it, experience it Make sense of it, organise it, analyse it, classify it, compare it Apply it, make use of it, generalise How does it look in Practice ? Rm 2 - Year 1
40. Moving knowing to understanding The hub is central to deepening knowledge As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other. Dialogue clip rm 15 The hub
45. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Lower vs higher thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize
46. Deepening thinking My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison My matrix identifies several relevant comparisons or contrasts and explains why these are relevant My Matrix identifies several relevant comparisons or contrasts My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next. My timeline has several ideas sequenced correctly and I can explain why they are linked in this order My timeline has several ideas sequenced correctly My timeline has two sequenced idea My definition has several relevant ideas and links these to the whole and looks at the idea in a new way My definition has several relevant ideas and links these to the whole My definition identifies several relevant ideas My definition has one relevant idea My brainstorm has several relevant ideas, I can explain why they are linked to the main idea My brainstorm has several relevant ideas and I can explain why they are linked to the main idea My brainstorm has several relevant ideas My brainstorm has one relevant idea
48. Student Self Assessment I can use the thinking verbs at the use it stage to explain my new learning and I think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc} I can use the thinking verbs at the use it stage to explain my new learning. I cannot ‘use it’ on my own. I need support, prompts or scaffolds. Use it Apply it I can sort information using a variety of thinking tools and explain why I have chosen a particular tool and reflect upon/ evaluate my choice of tool I can sort information using a variety of thinking tools and can explain why I have chosen a particular tool I can sort information using a range of thinking tools e.g matrix, venn, part-whole I can sort information using a thinking tool e.g a matrix or venn I cannot ‘sort it’ information on my own Sort it Compare and contrast findings. Make sense of it I can locate and gather relevant information from a range of sources and show how it links to the topic. I reflect, dialogue and question the information I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use the hub I can locate and get information from a range of sources I can get relevant information from a single source I cannot gather information on my own Get it Gather information together Extended Abstract Relational Multistructural Unistructural Prestructural Profound Deep Shallow 2 Shallow 1 Emergent
49. I make more links and connections between pieces of knowledge to create new ideas or deeper understandings and look at these connections in a new way. – generalise predict evaluate I make more links and connections between pieces of knowledge to create new ideas or deeper understandings. I sometimes have an ‘aha’ and I see a link or connection. I can sometimes make connections with support or modelling. I am unable to make connections or links Connect I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility), I can elaborate these ideas (elaboration) and come up with an original idea (originality) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) I can imagine many ideas about what might be (fluency) I am not sure what it means to imagine Imagine I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking and generalise about what I have found out from dialogue with others I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking I can talk about lots of things I found out and listen to what others say in response I can talk about I few things I found out I cannot share what I have found out Dialogue I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I reflect upon evaluate the effectiveness of the questions I use I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I can ask a ‘skinny’ question to ‘get’ information I can ask a ‘skinny’ question I cannot ask a question on my own Question Understands reflection will help learning. Uses it continuously across a range of situations to advance understandings and learning I know reflection is an important and helpful part of the learning process. I can talk about when, what and how I reflect. I am starting to reflect on my learning with support or prompts e.g. question starters What am I learning? How am I going? I cannot reflect and am unsure of what it means. Reflect The HUB – Moving ‘knowing something to understanding it’ I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts
59. Reflecting on a recent experience Moving beyond busy work, surface learning, sit down colour in, cr-p!!
60. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Promoting what kind of thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize