qualicum. engaging all learners.april.2011
DESCRIPTION
2nd session, AM spent in learning rounds in elem (Jessie), middle (Faye), secondary (Leyton & Dan)TRANSCRIPT
Engaging All Learners
Qualicum, session 2 April 29, 2011
Faye Brownlie & Leyton Schnellert
Debrief
• ConnecDons
• A ha’s
• QuesDons
What would it be important to have a mental model?
McKinsey Report, 2007
• The top-‐performing school systems recognise that the only way to improve outcomes is to improve instrucDon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacDon.
How the world’s most improved school systems keep geUng beVer –
McKinsey, 2010
Three changes collaboraDve pracDce brought about: 1. Teachers moved from being private emperors to
making their pracDce public and the enDre teaching populaDon sharing responsibility for student learning.
2. Focus shiXed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instrucDon’ and teachers became custodians of the model. (p. 79-‐81)
Engage your students! Help them to…
• see how subjects are interconnected, • learn from and with each other and people in their community,
• feel they make a difference in the world, engage with knowledge that maVers to them,
• connect with experts and experDse, • have more opportuniDes for dialogue and conversaDon about their learning.
(Wilms et. al, 2009)
The teeter totter
kids
kids curriculum
What can we do to make our lives more healthy?
• 1. How does our nutriDon affect our lives? • 2. What is important to know about nutriDon?
NutriDon
Diseases and deficiencies
Protein
• Carbohydrates
Vitamin C
• Vitamin A
Vitamin A
Vitamin C deficiency
Vitamin C
Thiamine
Folic Acid
• Vitamin D
• Calcium
Iodine
Well fed vs. well nourished
Well fed vs. well nourished
• Malnourished
Not enough fat: muscle degeneraDon
What do you noDce/wonder about the slides?
• How might this persons life be affected by their nutriDon?
What’s important and why.
• Choose 1 of 6 arDcles( max 4 per group) on nutriDon. Each read and then discuss what is important to know about this arDcle and why…
• Be prepared to share your knowledge
What can we do to make our lives more healthy?
• 1. How does our nutriDon affect our lives? • 2. What is important to know about nutriDon?
DocumenDng:
-‐sharing with others -‐reflecDng
• Learn from and with each other and the community
• Have more opportuniDes for dialogue and conversaDon about learning
Learning Stories based on the work of Margaret Carr & Wendy Lee, New Zealand
Megan Fraser & Giovanni Thiessen, Burnaby
• A story • DocumentaDon
• Makes the ordinary significant
• IniDated by the child • Only the ‘good’ reported • Supported with pictures
Learning Stories
• IniDaDve • Engagement • IntenDonality • RelaDonship with others • DisposiDons and approaches in learning • RepresentaDon in other forms • Sharing with others • ReflecDon
Child: Karma Teacher: Megan Fraser Date: January 15, 2011!
A Learning Story! !Observation Focus
EXPRESSING AN IDEA OR A FEELING: In a range of ways (specify). For example: oral language, gesture, music, art, writing, using numbers and patterns, telling stories.!!
!The story…
Karma, today you were taking the ‘hospital project’ to an entirely different place… you began to represent what you were learning about through play, stories and conversations with a new medium: paint.
This idea came to you entirely independently, rather than in response to another students’ idea or an invitation from me.
You were entirely focussed as you created with black and red paint, paper and brush.
I asked what you were working on and you told me, “It’s a heart, but not the shape kind; it’s the real kind and that black stuff, it’s disease.”
What’s happening… Karma, you engage with the world through your senses… you do not always internalize the ideas of others, but rather prefer to touch, taste, smell, listen, and smell for yourself. You represent this engagement in an equally unique way (through images and movement), and as you do so, you appear to be engaged in that conversation with ideas using your whole body!
What’s next… Karma, I understand that a strength for you is that you have an ability to understand things on a deeper level when you have physically engaged with them. I need to remember to provide you with opportunities to learn things in this way. For example, how can I engage your body and senses to help you develop literacy and numeracy skills? Perhaps painting? Sculpture? Scented play doh? Water on chalkboards?
!
Learning Story Evi Kurina, Riga, Latvia
• Chem 9 • Summary lesson before the test • Coaching • New to working in groups • New to working with Learning IntenDons • Learning story: 1)teachers 2)students – What’s the story? What should we noDce about you as a learner?
Learning Stories
• IniDaDve (assigned) • Engagement • IntenDonality (connecDon to LI) • RelaDonship with others • DisposiDons and approaches in learning • RepresentaDon in other forms (story behind the picture)
• Sharing with others (group presentaDons) • ReflecDon (group presentaDons)
What worked?
• ParDcipaDon in the small groups • Inclusion of all members
• Quiet voices • Engagement and interest
• Learning intenDons
What didn’t?
• Task too complex for the alloVed Dme • Students needed support with how to read the labels
What’s Next?
• Feedback on what made the groups work well
• Explicit lesson on how to read labels