LEADERSHIP FOR LEARNING MEDL 650

Session 5 March 14-15 2014VIU

Two rounds:1. Personal touching base2. Respond to ONE of these questions:

What is something you have been thinking about since learning from your colleagues at the research day?

What is something you have read recently that really piqued your interest?

What is something working well in your own practice that is related to the themes of this course?

Check In

Four Key Questions

Reflections on what you learned as a result of

posing the key questions and what you might do as

a result Groups of 4

WHAT IF LEARNING ENVIRONMENTS

were designed around the needs of the learners?

ILE – small group explorationWhat are some key features of the ILE you explored?

Listen for possible applications to your own setting.

Spirals of Inquiry

Why inquiry?

Evidence from BC and beyond

2004 to 2010 Goal: to achieve sustainable improvement in literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

Focus on Sustainability

What happens when the project is over and the focused literacy support has

ended?

Two key findings

Timperley and Parrhttp://literacyonline.tki.org.nz/

Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

Impact Study Spaces for shared

engagement and collaboration

Generative spaces for action and change

Spaces for deep, sustained learning

Catherine McGregor, 2013

“As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me.

…We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

“Now that I have experienced the

power of inquiry in working with my

colleagues, I could never go back to my

old ways.”

What have we learned about inquiry?

ScanningWhat’s going on for our

learners?

Focusing

Where are we going to put our attention?

Developing a Hunch

How are WE contributing to this situation for our

learners?

New Learning

How and where will we learn more about what to do?

Taking Action

What will we do differently?

Checking

How will we check that we are making enough of a difference?

Groups of 3

What is really important about each phase of the spiral?

Groups of 3

Now that you have the big ideas…. Pick one of your settings.

What would be a strong approach at each phase of the spiral?

What would be a less effective approach?

Formative assessment - a focus on feedback

What did you learn about feedback from your reading of Embedded Formative Assessment?

How does this connect with the growth mindset?

Carol Dweck on Praise

Critique and Feedback

Dylan Wiliam on feedback

Perspectives on assessment With those who read the same article:

Key points How might you use this article and with

whom?

Intentions Innovation – learning from around the world

Spiral of inquiry – going deeper

Formative assessment – new perspectives

Looking ahead Paper – Professional Learning Plan - April

5 Visual presentation - April 11 Four questions – continuing to learn