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Learning for All K-12 Professional Learning Facilitator's Guide Deepening educator thinking about supporting students with special education needs to enhance equitable practice for all learners @tc2thinks @UshaJames www.tc2.ca The Critical Thinking Consortium [email protected] Usha James, Executive Director, The Critical Thinking Consortium (TC 2 ) LD@school May 19, 2020 FACILITATOR’S GUIDE K–12 PROFESSIONAL LEARNING Learning for All 2017

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Page 1: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Learning for All K-12 Professional Learning Facilitator's Guide Deepening educator thinking about supporting students with special 

education needs to enhance equitable practice for all learners

@tc2thinks

@UshaJames

www.tc2.ca

The Critical Thinking Consortium

[email protected]

Usha James, Executive Director, The Critical Thinking Consortium (TC2)

LD@school May 19, 2020

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 2: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points
Page 3: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

A brief overview of our journey

thus far

Page 4: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

BackgroundAStudyof“Essen/alforSome,GoodforAll”•  Byleadingfromthemiddle,school

boardleaderscandrivesystem-wide

change.

•  Specialeduca>onreformcan

provokeposi>vechangeacrosstheen>resystem.

Hargreaves&Braun(2012)

Page 5: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Background(Cont.)

Thedevelopmentandimplementa>onofLearningforAll,AGuidetoEffec/veAssessmentandInstruc/onforAllStudentsKindergartentoGrade12

Page 6: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Wewondered…•  Howmightstronggainsincapacityandunderstandingatthedistrictschoolboardleveltransfertotheprac8ceofalleducators?

•  Howmightprofessionallearningopportuni8esofferedthusfarbeenhancedandextendedtomovebeyondcomplianceandawarenesstosupportdeepeducatorthinkingandreflec8onabouttheirprac8ce?

•  Howdoweexpandanddeepenasuccessfulbutlongrunningini8a8ve?

Athinkingapproachtoprofessionallearning

Page 7: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Athinkingapproachtoprofessionallearning

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 8: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Rate the complexity of teaching

Verycomplex

FairlystraighLorward

ONencomplex

Whatfactorscontributemosttothelevelofcomplexity?

Very simple

Page 9: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

A B

C

D

“Teaching students with learning disabilities is like... because...”.

Page 10: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

A B

C

D

How might a robust learner �profile help?

Page 11: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOne:KnowingtheLearnerThelearningchallenge:Createorcontributetoarobustlearnerprofileforstudentswithlearningdisabili8es�

Page 12: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

How robust is this learner profile?

Dan is a grade 5 student with learning disabilities. He enjoys school, gets along well with his classmates and

loves class discussions.

•  What would you add? Change?•  What is needed for a robust learner profile?

Page 13: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D EK –12 PROFESSIONAL LEARNING

Learning for All

2017

Reflecting on a thinking approach to professional learning

•  What did you notice about the approach we took to professional learning?

•  What are some of the hurdles encountered when nurturing teacher thinking and practice about teaching students with learning disabilities?

•  What are some of the goals for school and system change around meeting all students’ needs?

Page 14: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Athinkingapproachtoprofessionallearning

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 15: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points
Page 16: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Promo>ngthinking

schoolsand

systems

Page 17: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOneOverviewKnowingtheLearner:Sessions1.0 Learning Launch (Introduction)1.1 Understanding Learning Differences1.2 Examining Sources That Inform a

Learner Profile1.3 Recognizing and Capturing Patterns1.4 Consolidating Our Learning

Page 18: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOneOverviewKnowingtheLearner:Sessions1.0 Learning Launch (Introduction)1.1 Understanding Learning Differences1.2 Examining Sources That Inform a

Learner Profile1.3 Recognizing and Capturing Patterns1.4 Consolidating Our Learning

Page 19: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Understanding Learning Differences�

Challenge:Bytheendofthissession,educatorswill…

DraNascripttheymightuseto

ar>culatetheirunderstandingof

learningdisabili>estoastudent

teachersohe/shemightbeVer

understand.

Eachsessionhasanauthen>cchallenge

thateducatorsface.Theystartthesession

bysharingtheirini>althoughts.Attheend,

theywillrevisitthe

challengeandrefinetheirresponsebased

onwhattheylearned

Page 20: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Goals

1.  RecognizethatallindividualshaveauniquepaVernof

strengthsandneedsthatformakeypartofarobust

learningprofile

2.  Understandthenatureoflearningdisabili>esinthe

contextofschoolandcurriculum.Forexample:

•  Wealllearndifferently

•  Wehavevariousstrategiestohelpuslearn

•  Studentswithlearningdisabili>esprocessinforma>on

differently

•  Learningdisabili>esvaryinseverity

3.  Becomeawareof(orreview)andconsidertheimplica>ons

ofthecogni>veprocessingskillsinvolvedinlearning

4.  Reviewthedefini>onofLearningDisabili>esinPPM8

Understanding Learning Differences�

Eachsessionhasclearly

ar>culatedgoalsforthe

facilitatortosharewith

par>cipants

Page 21: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

How might you explain learning disabilities to a new teacher or

an occasional teacher?

•  What would you say?•  What would be difficult about

this task?•  What questions might you

need answered to support your own understanding first?

Page 22: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Task: How did you get here?

•  Onablankpieceofpaper,recordhowyougotfrom

yourhometothis

conferencesothatsomeone

elsecouldfollowyourroute.Eachsessionhasanavarietyofinterac>ve

andengagingac>vi>esthathelpbuild

par>cipants’backgroundknowledge

aboutthetopic.

Page 23: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Learning, Learning Variation, Learning Disability

ConsiderthefollowingquesFons:

•  Ifyouwerebeingassessedonyourabilitycommunicateyourtravelroutefromhometoanunfamiliarloca>on(i.e.ifitwasa“curriculumrequirement”),howsuccessfulwouldyoube?

•  Ifyouwouldfindthistaskchallenging:•  wouldyouneedspecificsupport/accommoda>ons?•  wouldyouhaveotherstrengthstocompensate?•  wouldthisskillbeconsidereddisablingifitwere

deemedtobeessen>al?

Page 24: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Reflection•  Ifyouwererequiredtoonlydrawamapforthistask,

howsuccessfulwouldyouhavebeen?Whatfeelings

mighthavesurfacedforyou?Orconversely,ifyou

wererestrictedtowri>ngdirec>ons.

•  Whatmightbetheexperienceofstudentswhen

tasksdemandweakerskillsets?•  Whatistherela>onshipbetweenthedemandsofa

taskandhowstudentswillperform?

•  Howdotaskrequirementsaffectstrategiesstudents

mayuse?

Page 25: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Keypoints:

Makeexplicittheconnec>onsbetweensuccessand

feelingsuccessfulandbetweenstudentsuccessandwell-being.Emphasizeorparaphrasepar>cipant

answersthatpointtotheteacher’sroleinselec>ng

tasksforstudentsandtousingknowledgeofstudents’

strengthsandneedstoinformtaskdevelopment.

Keypointsaresuggestedthroughouttohelpthefacilitatorpointoutandexplaincrucial

informa>onthatillustratestheconnec>onbetweentheac>vi>esandthetopic.

Page 26: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Brainstormwhatmightbecommonmisconcep>onsaboutlearningdisabili>esthattheymayhavetodispelintheirexplana>ontotheirstudentteacher.

Oncetheyhavehadsome>metotalktoapartner,sharethe

Ministry’sdescrip>onofwhatalearningdisabilityisnot:

o Alearningdisability“isnottheresultofalackofacuityinhearingand/orvisionthathasnotbeencorrected;intellectualdisabili>es;socio-economicfactors;culturaldifferences;lackofproficiencyinthelanguageofinstruc>on;lackofmo>va>onoreffort;gapsinschoolaVendanceorinadequateopportunitytobenefitfrominstruc>on”(PPM8)

Page 27: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Whatmightbeconfusingaboutthatstatement?Whatmightneedclarifica>on?•  •  •  •  • 

Alearningdisability“isnottheresultofalackofacuityinhearingand/orvisionthathasnotbeencorrected;intellectualdisabili>es;socio-economicfactors;culturaldifferences;lackofproficiencyinthelanguageofinstruc>on;lackofmo>va>onoreffort;gapsinschoolaVendanceorinadequateopportunitytobenefitfrominstruc>on”(PPM8)

Par>cipantsareconstantlyinvited

tothinkabouttheinforma>on

beingpresentedtohelpthem

engagewithit

andmakemeaning.

Page 28: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 29: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Which processes do Dan and Elisa explicitly or implicitly refer to?

Prac>calresourceslike

videosfromLD@schoolare

linkedinthefacilitators’notes.

Page 30: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Understanding Learning Differences�

Challenge:Bytheendofthissession,educatorswill…

DraNascripttheymightuseto

ar>culatetheirunderstandingof

learningdisabili>estoastudent

teachersohe/shemightbeVer

understand.

Attheendofeachsession,

par>cipantsreturntothe

challengeandrevisetheirini>al

thinkingbasedon

whatthey’velearned.

Page 31: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOneOverviewKnowingtheLearner:Sessions1.0 Learning Launch (Introduction)1.1 Understanding Learning Differences1.2 Examining Sources That Inform a

Learner Profile1.3 Recognizing and Capturing Patterns1.4 Consolidating Our Learning

Page 32: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOneOverviewKnowingtheLearner:Sessions1.0 Learning Launch (Introduction)1.1 Understanding Learning Differences1.2 Examining Sources That Inform a

Learner Profile1.3 Recognizing and Capturing Patterns1.4 Consolidating Our Learning

Page 33: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D EK –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 34: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

FAC I L I TATO R ’ S G U I D EK –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 35: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

What can we learn about our learners from observations, conversation and products?

•  What do you already know about the thinking of each of your students?

•  What are your data sources?

•  What do those sources tell you?

•  What do they not tell you?

Observa>ons

Conversa>ons Products

Page 36: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

OBSERVATIONSWhenmightyouinten>onallyand

strategicallyobservestudents?

CONVERSATIONSWhomightyoutalktoaboutthestudents’

specificstrengthsandneeds?

PRODUCTSWheremightyoufindinforma>onthatwill

helpyoubeVerunderstandthestudent?

•  grapplingwithamathproblem

•  talkingabouttheirthinking

•  usingmanipula>ves•  sor>ngimages

•  other?

•  formerteachers•  SERT•  parents/guardians•  thestudent!•  other?

•  OntarioStudentRecord(OSR)

•  Reportcards•  IEP•  PsychologicalAssessment

•  studentwork(notjustfinalproducts)•  other?

Whatareyoulookingfor?Whatdoyouno8ce?Areyouobservingorinferring?Howareyoutracking?

Whatques8onswillyouasktohelpyougetafullerpictureofthestudent?

Howdoyoumakesenseoftheinforma8onyoufind?WhatpaFernsdoyouno8ce?Whatques8onsarise?

Page 37: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

OBSERVATIONSWhenmightyouinten>onallyand

strategicallyobservestudents?

CONVERSATIONSWhomightyoutalktoaboutthestudents’

specificstrengthsandneeds?

PRODUCTSWheremightyoufindinforma>onthatwill

helpyoubeVerunderstandthestudent?

•  grapplingwithamathproblem

•  talkingabouttheirthinking

•  usingmanipula>ves•  sor>ngimages

•  other?

•  formerteachers•  SERT•  parents/guardians•  thestudent!•  other?

•  OntarioStudentRecord(OSR)

•  Reportcards•  IEP•  PsychologicalAssessment

•  studentwork(notjustfinalproducts)•  other?

Whatareyoulookingfor?Whatdoyouno8ce?Areyouobservingorinferring?Howareyoutracking?

Whatques8onswillyouasktohelpyougetafullerpictureofthestudent?

Howdoyoumakesenseoftheinforma8onyoufind?WhatpaFernsdoyouno8ce?Whatques8onsarise?

Page 38: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

OBSERVATIONSWhenmightyouinten>onallyand

strategicallyobservestudents?

CONVERSATIONSWhomightyoutalktoaboutthestudents’

specificstrengthsandneeds?

PRODUCTSWheremightyoufindinforma>onthatwill

helpyoubeVerunderstandthestudent?

•  grapplingwithamathproblem

•  talkingabouttheirthinking

•  usingmanipula>ves•  sor>ngimages

•  other?

•  formerteachers•  SERT•  parents/guardians•  thestudent!•  other?

•  OntarioStudentRecord(OSR)

•  Reportcards•  IEP•  PsychologicalAssessment

•  studentwork(notjustfinalproducts)•  other?

Whatareyoulookingfor?Whatdoyouno8ce?Areyouobservingorinferring?Howareyoutracking?

Whatques8onswillyouasktohelpyougetafullerpictureofthestudent?

Howdoyoumakesenseoftheinforma8onyoufind?WhatpaFernsdoyouno8ce?Whatques8onsarise?

Page 39: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

OBSERVATIONSWhenmightyouinten>onallyand

strategicallyobservestudents?

CONVERSATIONSWhomightyoutalktoaboutthestudents’

specificstrengthsandneeds?

PRODUCTSWheremightyoufindinforma>onthatwill

helpyoubeVerunderstandthestudent?

•  grapplingwithamathproblem

•  talkingabouttheirthinking

•  usingmanipula>ves•  sor>ngimages

•  other?

•  formerteachers•  SERT•  parents/guardians•  thestudent!•  other?

•  OntarioStudentRecord(OSR)

•  Reportcards•  IEP•  PsychologicalAssessment

•  studentwork(notjustfinalproducts)•  other?

Whatareyoulookingfor?Whatdoyouno8ce?Areyouobservingorinferring?Howareyoutracking?

Whatques8onswillyouasktohelpyougetafullerpictureofthestudent?

Howdoyoumakesenseoftheinforma8onyoufind?WhatpaFernsdoyouno8ce?Whatques8onsarise?

Page 40: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

OBSERVATIONSWhenmightyouinten>onallyand

strategicallyobservestudents?

CONVERSATIONSWhomightyoutalktoaboutthestudents’

specificstrengthsandneeds?

PRODUCTSWheremightyoufindinforma>onthatwill

helpyoubeVerunderstandthestudent?

•  grapplingwithamathproblem

•  talkingabouttheirthinking

•  usingmanipula>ves•  sor>ngimages

•  other?

•  formerteachers•  SERT•  parents/guardians•  thestudent!•  other?

•  OntarioStudentRecord(OSR)

•  Reportcards•  IEP•  PsychologicalAssessment

•  studentwork(notjustfinalproducts)•  other?

Whatareyoulookingfor?Whatdoyouno8ce?Areyouobservingorinferring?Howareyoutracking?

Whatques8onswillyouasktohelpyougetafullerpictureofthestudent?

Howdoyoumakesenseoftheinforma8onyoufind?WhatpaFernsdoyouno8ce?Whatques8onsarise?

Page 41: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Examining ProductsFAC I L I TATO R ’ S G U I D EK –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 42: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Analyzing conversationsFAC I L I TATO R ’ S G U I D EK –12 PROFESSIONAL LEARNING

Learning for All

2017

Page 43: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleOneOverviewKnowingtheLearner:Sessions1.0 Learning Launch (Introduction)1.1 Understanding Learning Differences1.2 Examining Sources That Inform a

Learner Profile1.3 Recognizing and Capturing Patterns1.4 Consolidating Our Learning

Page 44: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Our findings

“Iamblownawaybythediscussionsthatwereformedandtheconnec8onsthateducatorshavemadetotheirprac8cebutalsototheworkthattheyarealreadydoing.”(Principal/SpecialEduca8onLead,SuperiorGreenstoneDistrictSchoolBoard)

Page 45: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Teacher-generated tools

Page 46: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Teacher-generated tools“TodayfocusedprimarilyondiscussionoftheuseoftoolsandwhatwehavelearnedaboutourstudentsThisprocessofgoingdeeplyintothestudentOSRwasthegreatestlearningforourteamandwastheareainthemodulesthatprovidedthemwiththegreatestlearningandchangetotheirprac8cesThebiggestlearningwasthattheyneededtohaveateamtolookthroughthematerialandtodetermineitemsinaprofiletogether.(biggestimpact-collabora8onasaschoolteam)”(Principal/SpecialEduca8onLead,SuperiorGreenstoneDistrictSchoolBoard)

Page 47: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Nowwhat?•  Module One: Knowing Your Learner

•  Materials are available on EduGAINS

•  Module Two: Planning for Responsive and Differentiated Assessment and Instruction•  Funded by NOEL: Northern Ontario Education Leaders (8 Northern Ontario

Districts)•  Collaborating with districts to develop rich sources to examine•  To be released before the end of the school year

•  Module Three: Facilitating, Assessing and Responding to Learning in the Moment•  Seeking funding and partnership to develop in 2020-2021

•  Module Four: Reflecting on impact of instruction and assessment to determine next steps

•  Seeking funding and partnership to develop in 2020-2021

Page 48: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

ModuleTwoOverviewSESSIONTITLE2.0LearningLaunch2.1GroupingStudentsforSuccess[or…Whatarethemosteffec>vewaystogroupmystudents?]

2.2IdenFfyingthefocusofthelesson[or…HowmightIselectameaningfulfocusforalesson?]

2.3ChoosingeffecFvelearningtasksandquesFons[or…HowmightIchoosetherightlearningtasksformystudents?]

2.4SelecFngeffecFveinstrucFonalstrategies[or…HowmightIdesigninstruc>ontoensurestudentsuccess?]

2.5Confirmingstudentlearning[or…HowdoIdesignpowerfulopportuni>esformeaningfulassessmentinmy

lesson?]

2.6ConsolidaFngOurLearning

Page 49: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

SESSIONTITLE Professionalchallengeineachsession(dra[)

2.0LearningLaunch Developalistofcriteriatoensurethatstudentsaregroupedforsuccessfullearning

2.1GroupingStudentsforSuccess

Developalistofpowerfulques>onsthatcanguidethecrea>onofstudentgroupings

2.2IdenFfyingthefocusofthelesson

Refinethelessonlearninggoalstomakethemmoremeaningful.

2.3ChoosingeffecFvelearningtasksandquesFons

Rankordersamplelearningtasksandques>onsaccordingtotheireffec>veness.

2.4SelecFngeffecFveinstrucFonalstrategies

Createavisualrepresenta>onofthelearningpathofasamplelesson.

2.5Confirmingstudentlearning

Suggestthemosteffec>ve>mingandformatsforcollec>ngdatawithinasamplemathlesson

2.6ConsolidaFngOurLearning

Summarizehowthinkingaboutresponsiveanddifferen>atedinstruc>onhasbeenconfirmed,

deepened,challenged,orrefined

ModuleTwoOverview

Page 50: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

Promo>ngthinking

schoolsand

systems

Page 51: Learning for K-12 Professional Learning Facilitator's Guide · tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points

@tc2thinks

@UshaJames

www.tc2.ca

The Critical Thinking Consortium

[email protected]

Usha James, Executive Director, The Critical Thinking Consortium (TC2)

is a non-profit organization of Partner groups and Individual members dedicated to supporting critical, creative and collaborative thinking..

Thank you!

FAC I L I TATO R ’ S G U I D E

K –12 PROFESSIONAL LEARNING

Learning for All

2017


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