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Game-changing Practices Inspire Deep Learning Presentation team: Susan Close, SD40 retired Heather Brown, SD6/61 Sonia Kraljevic, SD34 Donna Schelter,

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Presentation on theme: "Game-changing Practices Inspire Deep Learning Presentation team: Susan Close, SD40 retired Heather Brown, SD6/61 Sonia Kraljevic, SD34 Donna Schelter,"— Presentation transcript:

1 Game-changing Practices Inspire Deep Learning Presentation team: Susan Close, SD40 retired Heather Brown, SD6/61 Sonia Kraljevic, SD34 Donna Schelter, SD54 Paul Kopf, SD67 Ann Nottingham, SD40 retired

2 Welcome and overview 1. Connecting: The power of inquiry A system game-changer A goal 2. Processing: Chunk 1: The framework Chunk 2: K-12 applications Chunk 3: Implementation and Q & A 3. Transforming: Your take-aways 4. Reflecting: noticing strengths

3 Over 25 years of collaborative inquiry:

4 Studies… over time The Genelle Project: BCTF study Young Writers: K-12 provincial initiative WRIT E in Langley: K-12 cross-grade teams ReadWriteThink: Maple Ridge-Pitt Meadows Learning for Success: multi-district ( ) SD40 district research teams: ( ) SmartLearning ( ): 7 B.C. & 1 Alberta district

5 The Power of Inquiry We shall not cease from exploration And in the end of our exploration Will be to arrive where we started And know the place for the first time. T.S. Eliot, The Gidding

6 Guiding Principles Vision… compelling goal Hone our skills: learn from each other & from the literature Put ourselves in the place of most opportunity- the classroom: relentless focus on practice Keep our eyes on the prize: Is what we are doing, giving us what we want? How do we know? Open invitations… with structures for support

7 What is a game- changer? For us a game-changer is: … something that has the potential to alter the overall outcome for students and teachers … an AH-HA moment where you see something in the learning that shifts your thinking, your beliefs… your understandings

8 Breakthrough…a head-turning moment

9 Our game-changer…

10 The system game-changer: Competency-based learning The “ultimate goal is for learners to employ core competencies every day… for core competencies to be an integral part of the learning in all curricular areas.” Ministry of Education, 2014

11 Competency-based Learning What challenges do you see… or what questions do you have about the implementation and assessment of competency-based learning across the curriculum? Ministry of Education, 2014

12 2 minute: What challenges do you see… what questions to do have about implementing and assessing competency-based learning?

13 Predict What do you predict you will see when you say "we did it?" “Generating has the effect of making the mind more receptive to new learning… when you are asked to struggle with solving a problem before learning how to solve it, the concept or solution is better learned and more durably remembered.” Brown, Roediger III, McDaniel, 2014.

14 Today’s goal… Find practices that will support the implementation and assessment of competency-based learning.

15 The Framework Chunk 1

16 Learning Round Context: …one cycle develops multiple competencies in Gr.6/7 learners brand new to the practice

17 Task: Explain an important message or lesson and how you might use the message in your life Lesson 1ConnectingProcessingTransformingReflecting Whole-class Competencies personal & social Confidence Self-awareness Self-monitoring Thinking Communication ELA: reading and critical thinking, metacognitive strategies before, during and after reading Brain-talk A/B in a thinking-way Establish criteria for powerful learning Set personal s-t-r-e-t-c-h goals Weaving with Clues Image Analysis Walk-to-talk Set the Image Write to predict a message or lesson Noticing learning… students: in writing teachers: reflecting to the learners

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21 A/B in a thinking-way ___ and I decided who would be A and who would be B by __, therefore I am ___ because _____. Criteria for Powerful Learning Focus Concentration Asking lots of questions No negative side-talk Important ideas

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23 Weaving with Clues Feathers Two eggs Broken arrow

24 Thinking like an observer… predict a big idea or message that might unfold in the text

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29 Learning Round: lesson 2 Task: Write to send an image of the situation Lesson 3 ConnectingProcessingTransformingReflecting Applying Skills & Knowledge: during Guided Independent Reading Goals: personal & social use reading to develop writing Set the goal: Read to find what is important to remember Set personal stretch goals Model: Interviewing partners Use criteria to set personal s-t-r-e-t-c-h goals Tools: Image DetailTagline A/B: with RASA & Guess my Tagline Review criteria Review goals Tool: Set the Image Write to send an image Find evidence of meeting goals Notice strengths Set a new goal Reflections: students teachers

30 Using samples to build criteria for powerful writing What works? What is powerful?

31 Gap Analysis rambling garden pride of magnificent peacocks rushes and reeds elegant swans look ridiculous fear the swans great strength No home! No happiness! No life!

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36 Task: Write in role to show who was the fool and why. After finishing work with the text…a beginning for the final response

37 WHOLE CLASS INDEPENDENT READING PERSONAL INQUIRY

38 Learning Round: lesson 3 Task: Write to send an image of the situation Lesson 3 ConnectingProcessingTransformingReflecting Independent reading: Applying skills in just- right texts Goals: Personal & social Use reading to develop writing Use writing samples from lesson #2 to refine criteria for powerful writing Use criteria to set personal s-t-r-e-t-c-h goals Independently read and apply skills in just-right texts Tool: Image DetailTagline A/B: with RASA & Guess my Tagline Teacher: conducting individual coaching conferences and/or Small group focus sessions Review criteria Review personal goals Tool: Set the Image Write to send an image Find evidence of meeting goals Notice strengths Set a new goal Reflections: students teachers

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42 2 minute: What was important to you and why?

43 Chunk 2 What have educators learned? Heather Brown: Senior Science, SD6/61 Sonia Kraljevic: Middle School, SD34 Donna Schelter: Grades 4/5, SD54 Paul Kopf: Grade one, SD 67 Participants in the SmartLearning study

44 Heather Brown, SD6/61 Senior Science

45 Conceptual & Procedural Understanding

46 Effects on learners… the teacher… on colleagial learning Sonia Kraljevic Grades 6-8

47 Smart Learning and Students Creates Classroom Community High Time-on-Task Exposed to Multiple Perspectives Meets the needs of ALL students: struggling students high achievers English language learners adolescent learners

48 SmartLearning & Teachers In the Classroom: Ease of classroom management All inclusive Continual formative assessments Meaningful summative assessments Plans easily adapted Numerous competencies developed As a Team: Collaboration using common language and tools Multi grade consistency, continuum created across grades demonstration, co-teaching and coaching over time co-planning, collegial support, sharing of expertise

49 As a Team: Collaboration using common language and tools Multi-grade consistency, continuum applied across grades demonstration, co-teaching and coaching over time co-planning, collegial support, sharing of expertise

50 Donna Schelter Grades 4/5

51 Paul Kopf Grade 1

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53 2 minute: What was important to you and why?

54 Strengths/Features of the Approach Preliminary findings from a sampling of participants study of SmartLearning: Megan Anakin, senior researcher Otago University, Dunedin NZ Includes and engages all learners Develops deeper understanding/thinking An approach/framework to address all learning outcomes/integrated/interrelated skills/big picture/end in mind Students work at their own level/differentiated/individualised/ student-centred instruction Focused on student achievement/assessment/curriculum Guides/scaffolds student learning Students set their own goals and take responsibility for their own learning Focused on student achievement/assessment/curriculum

55 Focused on teaching/learning specific skills/tools A brain-based teaching framework Research-based Active/hands-on/partner-work/team-work skill development Common language between teachers and students/moves from whole group instruction to independent practice

56 Chunk 3 Lessons on supporting educators

57 The Power of Learning Rounds… It is so much easier to talk about a bullfight than it is to get into the ring with the bull.

58 Reflection… following a learning round After planning a lesson with a colleague more experienced with the practices: “Wait until you see our taglines from the little postcard we chose! The experience truly knocked my socks off. And the work showed me who could and who couldn’t generate a summary statement for a picture! Yet!!!! I even had them send the image they drew into their partner’s thinking, and had them invite their partners to try to guess taglines. It was so great!!!!”

59 Structures that worked… Open invitations: join a project with a compelling goals Identifying practices: successes from the past… what research is saying; to implement and study… common assessment Learning Rounds: classroom-based contexts to see and learn from promising practices Scheduled focus sessions: sharing successes & challeng es; learning from each other’s applications; new learning Collaborative planning, co- teaching and coaching Skill & competency- focused workshops Learning round where we

60 Q & A … 9 minutes

61 TASK: What practices did you find to support the implementation and assessment of competency-based learning?

62 Reflections: Strengths you see in the practices… Goal: 72 hour rule

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64 If we don’t search for more… we’ll never find it Galen Weston

65 If nothing ever changed, there would be no butterflies author unknown

66 Thank you for joining us today. Susan Close Heather Brown Sonia Kraljevic Donna Schelter Paul Kopf Ann Nottingham Two documents to access: Insights into the Brain and Learning Game-changing Practices Inspire Learning BCSSA Website or


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