saltspring.personalized learning
DESCRIPTION
K-12 presentation with Carole Fullerton on April 15, 2011What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?TRANSCRIPT
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Personalized Learning: Competencies
Practice 3 R’s
Saltspring April 15, 2011
Faye Brownlie & Carole Fullerton
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Why this focus?
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1. Ge%ng the right people to become teachers
2. Developing them into effec9ve instructors
3. Ensuring that the system is able to deliver the best possible instruc9on for every child
How the world’s best performing school systems come out on top – Sept. 2007, McKinsey & Co.
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McKinsey Report, 2007
The top-‐performing school systems
recognize that the only way to improve
outcomes is to improve instruc9on: learning
occurs when students and teachers interact,
and thus to improve learning implies
improving the quality of that interac9on.
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• Coaching classroom prac9ce
• Moving teacher training to the classroom
• Developing stronger school leaders
• Enabling teachers to learn from each other
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• Improving teaching versus improving teachers...
• To really improve teaching we must invest far more than we do now in generating and sharing knowledge about teaching.
Making Connections
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How the world’s most improved school systems keep getting better - McKinsey & Co., 2010
Mourshed, Chijioke, Barber
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Good to Great Systems • Focus on the professionalism of teachers
• The values and behaviors of the educators propel the system forward (not centrally controlled)
• Develop common language about the craL of teaching
• Teacher and administrator coaches
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Great to Excellent Systems • Learning communi9es: peer-‐led support & accountability
• Focus on student learning
• Open up classroom prac9ce – de-‐priva9ze
• Ac9on research
• Collabora9ve prac9ce among educators
• Encourage innova9on in teaching
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• A collaborative process for co-designing, field testing and refining lesson sequences in math
• Lesson study shifts our focus from teachers to teaching - a necessary shift if teaching is ever to become a knowledge-based profession.
Lesson Study – A vehicle for change
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Teaching and Learning in the 21st Century
The future’s already here – it’s just
unevenly distributed.
William Gibson
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• Cri9cal thinking and problem solving
• Collabora9on, teamwork, leadership
• Cross-‐cultural understanding
• Communica9on/compu9ng ITC literacy
• Career and learning self-‐reliance
• Crea9vity and innova9on
• Caring for personal health and planet earth
BC Ministry of Education’s context for 21st Century Learning
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The teeter totter
kids
kids curriculum
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This is a learner’s world – it is not
about more schooling – it is about
more learning.
Valerie Hannon: The InnovaCon Unit, England
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• Cri9cal thinking and problem solving
• Crea9vity and innova9on
• Communica9on/compu9ng ITC literacy
• Collabora9on, teamwork, leadership
• Cross-‐cultural understanding
• Career and learning self-‐reliance
• Caring for personal health and planet earth
BC MoE context for 21st Century Learning The 7 Competencies
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• “Think different”
• Applica9on of skills to new situa9ons
• The capacity to reason – Depends on good ques9ons
Critical thinking & Problem-Solving
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• How much forest must be removed to create a 4-‐lane highway 15 km long?
• How can you figure it out?
Critical thinking & Problem-Solving
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• Flexibility in approaching problems
• Ques9ons count… – How can you…?
– How many ways can you find?
– What might it be?
Creativity and innovation
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• How can you find the sum of 36 + 48?
• How many ways can you find?
Creativity and innovation
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• Working together, smarter together
• Talk and learning – in math
• Nego9a9ng meaning through language and shared experience
Collaboration, teamwork & leadership
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• Choosing text which represents different points of view (literature circles, picture books)
• Considering whose voice is NOT being represented
• Working with the social responsibility rubric across the curriculum
Cross-cultural understanding
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• We are the children of Korphe. • We live in a village in the mountains of Pakistan.
• Our families grow and gather the food we eat.
• Our mothers eave and sew the clothes we wear.
• We make up our own games, and we make our own toys....
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• That was before a stranger stumbled into our village.
• He was cold, hungry, and sick. • We gave him tea and food and a bed near the fire.
• He told us his name was Greg Mortenson and that he was a nurse.
• …
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How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking
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Essential Questions What stories do these data or this chart, graph, or map tell? Whose stories are they?
What data are the most revealing and representative of the quality of life?
Catriona Misfeldt, It’s All about Thinking
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• Interpre9ng media and using technology
– Picking the right tool for the job
• Involvement in a par9cipatory culture – meaning-‐making beyond the classroom
Communication & media literacy
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Communication & media literacy
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• Autonomy, independence and accountability
• Taking responsibility for the learning
• Being ac9ve in the act of learning
Career and self-reliance
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Dan Meyer says… “Create patient problem-solvers” “Let the students ask the questions.” “Be less helpful”
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• A produc9ve a%tude towards learning… Engagement in the act of learning
Curiosity
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Gradual Release:
modeling
guided prac9ce
independent prac9ce
independent applica9on
Do your students leave you more independent than when they arrived?
Career and learning self-reliance
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• Learning intenCons
• DescripCve feedback quesCons: – What’s working? – What’s not? – What’s next?
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KinemaCcs – Jacob Martens, Vancouver
• The future locaCon and moCon of objects can be predicted based on their past locaCon and moCon.
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B D A Learning Inten9ons -‐ Knowing
I can define and relate the terms: clock reading, posi9on and event.
I can differenCate between a clock reading and a 9me interval.
I can define and relate distance and average speed.
I can define and relate displacement and average velocity.
I can differenCate between scalars and vectors.
I can define instantaneous velocity and instantaneous speed.
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B D A Learning Inten9ons -‐ Doing
I can solve problems involving: displacement, Cme interval, and average velocity.
I can construct posiCon-‐Cme graphs based on data from various sources.
I can use posiCon-‐Cme graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity
I can construct velocity-‐Cme graphs based on data from various sources.
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Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
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• Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide
feedback
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All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned lec, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
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Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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Professional Collaboration
• De-‐priva9ze prac9ce
• Share knowledge and exper9se “Together we are bejer.”
• Target instruc9on
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Professional Collaboration
• Co-‐planning
• Co-‐teaching
• Co-‐assessing
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Together we are better . . .
By sharing our collec9ve knowledge about our
classes of students and developing a plan of
ac9on based on this, we can bejer meet the
needs of all students.
It’s All about Thinking – Brownlie & Schnellert
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Together we are better . . .
By sharing our collec9ve exper9se about teaching and learning we can bejer implement plans of ac9on, and thus we can bejer meet the needs of all students.
It’s All about Thinking – Brownlie & Schnellert
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Elements of CooperativeTeaching
Cooperative problem solving /processing / presenting / planning /presence
Cooperative presenting / planning /presence
Cooperative planning / presence
Cooperative presence
Cooperative Teaching
Cooperative Instructing
Cooperative Working
Cooperative Existing
Low Levels of Involvement High
From: Hourcade and Bauwens. Cooperative Teaching - Levels of Involvement
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Together we are better . . .
Working with Sue…
How can I engage my
students in problem-‐
solving?
How can I promote more
strategic thinking?
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Planning for instruction. . . • What’s the important thing to know?
• What background knowledge do students already have? How can we ac9vate
it?
• Task design: complex but accessible, engaging
• Materials – concrete to abstract
• Adapta9ons, extensions
• Debrief / summary – highligh9ng the big math ideas… what will we collect?
• Assessing the BMI
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I am going to make cookies for Valentine’s Day. I'm going to put little candy hearts on each one!
I want to put 5 little candy hearts on each cookie. There are 35 candy hearts in the package. How many cookies can I make?
How can you figure it out?
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Together we are better . . . Hi Carole,
I just had to tell you about my math lesson today. I found this great book … Acer we read the book and talked about the story I wanted to do some math with it. …..
Acer school I reflected on the lesson and came to this conclusion. …..
So my quesCon to you is what should I do now? ….
I think I actually know what you are going to say. I should probably do all three of these things.
Thanks for listening to me. Wri9ng to you helped me to reflect on the lesson. Sue
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The teeter totter
kids
kids curriculum
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Cinquain Poems • Show a poem to the students and have them see if they can find the pajern – 5 lines with 2,4,6,8,2 syllables
• Create a cinquain poem together • NoCce literacy elements used • Brainstorm for a list of potenCal topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with one of the teachers
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Sun Run Jog together
Heaving panCng pushing
The cumbersome mass moves along
10 K
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Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• AlliteraCon • Assonance
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Vicky Shy and happy
The only child at home
Always have a smile on her face
my
cheerful
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Candy Choclate bars
Tastes like a gummy drop
Lickrish hard like gummys
Eat
Thomas
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Vampires Quenching the thirst
These bloodthirsty demons
Eyes shine, like a thousand stars
Midnight
Hannah
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Majic LafaCng
Wacing throw wals fliing in air
Macking enment objec
Drec dans.
Henry
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The teeter totter
kids
kids curriculum
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Together we are better . . .
The math department at McMath
How can we get our students communicaAng in math?
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Asking different questions
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Parallel Tasks
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Assessment strategies
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Name: ______ Carole Saundry-Fullerton 2009
Frayer diagrams
• Fill out the following Frayer diagram for your concept or
big math idea. Be sure and include as much information
as you can – numbers, pictures, words and examples.
A definition An example
A non-example A diagram
concept
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The teeter totter
kids
kids curriculum
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Ways to collaborate • Learning teams
• Cross-‐grade buddy classes
• Grade or subject group teams
• Classroom visits: observe and give feedback
• Lesson study
• Pedagogical lab
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Questions to Think and Talk About with a Partner
1. How might you -‐ or do you -‐ use what you have seen in your school? What adapta9ons would you make to bejer fit your context?
2. How would this work help your students?
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Personalized Learning
kids
kids curriculum
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• Brownlie, Fullerton, Schnellert – It’s All about Thinking – Math & Science, 2011 (in press)
• Brownlie, Schnellert – It’s All about Thinking – English & Humani9es, 2009
• Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie -‐ Grand Conversa9ons, Portage and Main Press, 2005
• Brownlie,Feniak, McCarthy -‐ Instruc9on and Assessment of ESL Learners, Portage and Main Press, 2004
• Brownlie, King -‐ Learning in Safe Schools, Pembroke Publishers, 2000