#6 Research & Reflection on Learning
#7 Inclusiveness of Learning
#8 Governance & Leadership for Learning
#1
Learning Goals
#2
Dimensions of Learning
#3
Assessment For, Of and As Learning
#4
Learning Perspectives
#5 Engagement and Autonomy
#9
Space and Time
#10 Learning Community
⭐Virtual Learning Focus
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⭐
⭐
⭐
Link to self-directed learners
Learning Principle #1:
Learning Goals
Learners demonstrate understandings, competencies, knowledge, dispositions, and values that will allow them to become responsible and successful citizens.
Impact(s)
Guiding Questions
Learning Communities are Working on it... (Building; establishing the ‘how’) | A continuum identifying age-appropriate demonstrations of important transfer skills in both disciplinary and transdisciplinary contexts is being developed. Assessment systems are being revised to consider those transfer skills, competencies, values, and dispositions identified by the learning community as essential for success. Curriculum is adapted to allow learners to propose solutions to real world problems and dilemmas. Instructional methodology is explicitly aligned with the desired Impacts. New approaches to communicating student learning and evidence of desired Impacts are being developed and tested with various stakeholders. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | Structures exist that allow learners to demonstrate the skills and attributes related to the desired Impacts. Learners have regular opportunities to apply and transfer their learning through deep and relevant connections with real world issues in ethical contexts. Assessment and self-assessment of performance and growth in disciplinary and transdisciplinary transfer skills and dispositions are common. A learner’s performance and growth in desired Impact areas is aligned with the learning community’s definition of success. Learning, alongside the acquisition of traditional content knowledge, is defined as participating in and proposing solutions to relevant and interconnected real world issues. |
Learning Communities are Innovating and asking “What if...?” Having come this far, what if we...? | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The application and transfer of knowledge and essential transdisciplinary skills is considered equally important to traditional content acquisition, and ways are being investigated to adapt the curriculum to this shift. Real world contexts, authentic dilemmas and ethical issues are identified as opportunities for learners to propose solutions, consider alternative approaches and reflect on potential consequences. The learning community plans to define the competencies, understandings, and skills needed for learners to become successful citizens. Implications for teaching and the assessment of learner performance are being explored. |
LP#1 Rubric
Strategies
https://learning.northeastern.edu/developing-skills/
https://edtosavetheworld.com/2017/12/20/impact-the-world-strategies-for-transferring-learning/
https://eventgarde.com/blog/entry/10-ways-to-improve-transfer-of-learning
https://files.eric.ed.gov/fulltext/EJ1047001.pdf
https://theelearningcoach.com/elearning_design/transfer-of-learning/
Consider the following scenarios:
What we have in these (and similar) situations is a problem with transfer of learning. Transfer of learning means that something learned in one situation can be applied in another. In these two examples, transfer has not occurred to the degree needed.
Strategy | Explanation |
Engage learners in similar contexts | The context of learning can be very much like the context of application, so transfer is easier. The goal is to create instruction that is directly applicable to how the content is used in the real world. |
Investigate connections | Transfer is improved when new knowledge and skills are connected to what is already known. Analogies and metaphors are often extremely helpful, but it is critical that differences between the analogy and the current situation be pointed out. |
Provide extensive practice | Routine skills can be practiced extensively so they become routine and automatic. For near(er) transfer, practicing to the point where skills can be done automatically is often needed. |
Provide varied practice | Most instruction simplifies practice (both in breadth and depth), but this interferes with transfer to more complex application in the real world. Transfer is improved when learners have the opportunity to practice in the wide range of contexts in which they are expected to perform. |
Intentionally extract underlying principles | For transfer situations where the learner is expected to apply skills in diverse situations, they need to be able to recognize and then apply underlying principles. Instruction can intentionally mine how similar elements are used in very different contexts. |
Teach learners to self-monitor | Skillful learners naturally reflect on their own thinking processes in order to improve learning and performance. Teaching learners when and how to monitor their thinking processes and performance aids in transfer. |
6 Strategies for improving transfer
Shift
learning from “acquisition” to transfer”, by giving students
a WHY.
Team work
Leadership
Personal Motivation, Organisation and Time Management
Listening
Written Communication
Verbal Communication
Research and Analytical Skills
Numeracy Skills
Personal Development
Information Technology.
Dependability
Adaptability
Critical Thinking
Creativity
Learning Principle #2:
Dimensions of Learning
Learning encompasses creative, moral, social, experiential, and **entrepreneurial dimensions.
**Note: This refers to “entrepreneurial mindset” not necessarily the business aspect.
Strategies
Impact(s)
Guiding Questions
LP#2 Rubric
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community has acknowledged that, while necessary, the acquisition of content knowledge and skills does not sufficiently prepare learners to contribute to the future of society or develop into mature citizens of the world. The learning community recognizes that effective learning goals should span cognitive, creative, moral, entrepreneurial, experiential and social dimensions and that these should shape curriculum . |
Learning Communities are Working on it... (Building; establishing the ‘how’) | The learning community is designing a model to organize and articulate the cognitive, creative, dispositional, entrepreneurial, experiential and social- emotional dimensions of learning, align them with desired Impacts and define specific learner performance. The goal is to create a system-wide continuum of age-appropriate and demonstrable learning goals. Traditional academic achievement goals and assessment practices are being adapted as are instructional approaches in order for learners to gain the skills necessary to demonstrate the desired Impacts. This is also changing the manner in which attainment and progress are communicated. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The learning community’s multi-dimensional learning model, firmly aligned with desired Impacts, is well established, understood and embraced. There is a common language when community members speak about learning, success, performance and growth. Learners regularly reflect on their learning across academic areas and dimensions of learning; they benefit from regular opportunities to develop desired dispositions, and are able to demonstrate both their proficiency and growth. Assessments include higher order cognitive and creative elements and support learners in acquiring a broad range of the skills and dispositional qualities. Learning experiences and instructional approaches reinforce the importance of complimenting content area learning goals with the development of creative, moral, social, and emotional qualities and dispositions |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Learning Principle #3:
Assessment For, Of, and As Learning
Assessment measures the effect of learning on the learner. Assessment for, of, and as learning includes qualitative as well as quantitative criteria.
Impact(s)
Guiding Questions
LP#3 Rubric
Learning Communities are Working on it... (Building; establishing the ‘how’) | The design of a rich, diverse and comprehensive model for learning and growth is being implemented. Assessment focuses on assessments of, for and as learning. Moving to a focus on on-going growth rather than periodic assessments of performance drives the design. Improvements and changes designed to support a growth mentality through instructional design, assessment, grading and reporting form a large part of the learning community’s strategic and action planning. Various opportunities to engage learners in their own growth are being explored.. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The community understands and has embraced the shift from an achievement-oriented to a growth-oriented learning model and its connection to developing lifelong learners. Conversations about learning center on growth rather than simplistic measures of performance. Ongoing, incremental, formative feedback is common and engages teachers and learners in a common and purposeful dialogue. Assessment for, of and as learning has become the accepted norm. Reporting frameworks offer a rich and dynamic view of the current performance of the learner and place it in the context of long-term growth |
Learning Communities are Innovating and asking “What if...?” (Transforming; shifting the paradigm) Having come this far, what if we...? | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. Student self-advocacy and student self-assessment . |
Learning Principle #3: Assessment
Pre-Assessment including students (students included in reviewing the results)
Formative Assessment (students should be included in reviewing the results)
Strategies:
Assessment AS learning (student self-assessment)
Strategies:
Learning Principle #4:
Learning Perspectives
Meaningful learning is extended when learners explore the unfamiliar, consider a range of perspectives, and take informed risks. Mistakes are seen as opportunities for learning.
Impact(s)
Guiding Questions
LP#4 Rubric
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community is considering ways in which learning environments promote appropriate risk-taking, open-ended thinking and questioning, and expressing as well as accepting multiple perspectives. The need to motivate learners to explore issues, dilemmas, and challenges through multiple lenses and with empathy drives dialogue about change and improvement. Learning structures that encourage inquiry into contemporary complexities and stretch learning beyond current levels of comfort are being considered. Discussions about errors and mistakes as an indispensable condition of learning and the implications for ‘grading’ practices are occurring. |
Learning Communities are Working on it... (Building; establishing the ‘how’) | Learners are becoming responsible for documenting their learning journey to develop self-awareness, especially when faced with unfamiliar tasks or dilemmas. Learning experiences include challenging learners to explore new learning “terrain” and multiple perspectives. The learning environment is being developed to include avenues for safe risk taking; the idea that mistakes are opportunities for growth and discovery rather than symptoms of failure is understood and embraced. ‘Empathy’ is recognized as an important element in thoughtful action and learning. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The learning community has articulated consistent expectations for learners to share their learning and understanding with others in complex, real world scenarios. Learners are regularly afforded the opportunity to engage with complex dilemmas and the intended or unintended consequences of actions or solutions. The learning environment supports informed risk-taking and autonomous pathways in the pursuit of important learning goals. Learners regularly demonstrate the skills and dispositions related to desired Impacts, and this evidence is cited in communication about performance and growth. There is a culture in which learners are not penalized for mistakes but are encouraged to learn from them. |
Learning Communities are Innovating and asking “What if...?” (Transforming; shifting the paradigm) | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Strategies to Create a Positive Classroom Environment
In order to take risks and to feel confident in knowing where they are in their learning, students need to have confidence in the teacher based on:
Teachers should come across as being knowledgeable, organized, fair and optimistic about students’ learning (I know you can do this).
One on one conversations to look at students’ progress, to ask them what they did to get there and to challenge them to move further.
LP#4
Strategies for teaching students to ask strong questions
LP#4
Learning Principle #5:
Learner Engagement and Autonomy
Self directed learners are engaged with and inspired by their learning. They have autonomy over their learning and make informed choices, supported by teachers acting as coaches and mentors.
Impact(s)
Guiding Questions
Once upon a classroom, I thought I gave students a voice. But it's not mine to give. I cannot give what they already own.
But I can give an ear. That is mine to give.
Student voice is already there. It's not something we give. It's something we honor. And we do when we listen.
Monte Syrie
LP#5 Rubric
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community recognizes the importance of developing self- directed learners for the future. The learning community has initiated discussions to clarify what self-directed learning (SDL) means and works to arrive at a shared understanding of SDL. The learning community focuses on what it should mean for learners to direct their learning journey. On the basis of such shared definitions and understandings the learning community is able to identify areas in need of further development |
Learning Communities are Working on it... (Building; establishing the ‘how’) | The learning community has created effective plans and structures to support learner self-improvement and self-direction. These plans include developing a clear set of goals and principles for SDL, defining indicators of learner performance and reviewing implications for curriculum, assessment, learning spaces and schedules. Revising goal setting processes and creating personal learning plans is also under consideration. Staff is being supported in developing an understanding of this initiative and in shifting practice to support greater learner autonomy. The plans to promote this goal are being communicated to all stakeholders. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The plans for meeting the goals of SDL are being implemented. Structural shifts to enable greater SDL have occurred. Supporting processes (e.g. goal setting, levels of learner choice, learner-led conferences, on-going portfolios, personalized learning plans, etc.) are in place, and the impact of SDL on curriculum design and assessment of learner performance is becoming evident. Systems to evaluate the success in meeting desired learner Impacts exist, and there is evidence that the learner experience has been markedly and demonstrably enhanced. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
https://vimeo.com/108609925
Voice and Choice
Create a choice board from “Bingo add-on” - allows you to make individual bingo boards for students.
Interactive learning menu templates (choice boards)
5 Ways to Give Your Students More Voice and Choice - Edutopia
Students choosing Their Own Learning Targets and deciding how to show mastery
10 Steps to Encourage Student Voice and Choice - having students co-create units and ways to show mastery.
Empowering Students with Voice and Choice (scroll down for awesome posts)
Who Owns the Learning in Your Classroom?
Shifting from engagement to empowerment
Awesome strategy!
Engaging with Strengths and Interests
Who Owns the Learning in Your Classroom?
10 Ways to Determine the Strengths of our Students
How to Help Students Feel Powerful at School
Genius Hour & Innovation Classes - Cult of Pedagogy
Learner Interest Matters - Edutopia
Learning Driven by Students Interests
**Get Started With Project Based Learning (check out the whole pblworks.org website)
The tourist teacher owns the learning
Students Identify Strong Learning Behaviors
Characteristics of Self Directed Learners:
6 - 12
K - 5
Strategies for Building Self-Directed Learners
Teacher Clarity Teacher knows what students need to learn, communicates those expectations to students, conveys the success criteria for students, & presents lessons in a coherent way.
Teacher Expectation Students do better when teacher expectations are high. These expectations are communicated every day, from demeanor to the challenge of the tasks.
Challenge The Goldilocks challenge - to so hard that it leads to frustration, not so easy that it leads to boredom. Challenge is a necessary condition for growth mindset.
Self Reported Grades In order for students to know where they’re going, they need to have an accurate sense of where they currently stand. They need to be able to track their own progress and assess themselves independently instead of relying on teachers or grades to let them know.
Student Expectations of Learning Students are encouraged to reach beyond their current level of learning. They learn for master rather than for a grade.
Agency and Ownership Through Goal Setting Goals should be focused on learning, not doing. “Figure out how to add & subtract fractions” NOT: finish 20 problems.
Feedback Students seek feedback from teachers, peers and themselves. Teachers see student learning as feedback about their own teaching.
Resource: Developing Assessment-Capable Visible Learners by Nancy Frey, John Hattie, & Douglas Fisher
Self-directed learners know their current level of understanding. In order to do so:
shared characteristics.
Getting students to think and to notice their own thinking is vital in helping students become self-directed learners.
Students must understand & be willing to share their current performance levels if they are to take responsibility for their learning.
Students identify what they do and don’t know
Strategies to Create a Positive Classroom Environment
In order to take risks and to feel confident in knowing where they are in their learning, students need to have confidence in the teacher based on:
Teachers should come across as being knowledgeable, organized, fair and optimistic about students’ learning (I know you can do this).
One on one conversations to look at students’ progress, to ask them what they did to get there and to challenge them to move further.
Pre-Assessment including students (students included in reviewing the results)
Knowing When They Don’t Know Something
Some learners don’t know what they don’t know. This is a metacognitive skill that we need to build in our learners. This skill involves:
Strategy: before beginning a task teachers can ask students to answer 3 questions in writing about the task:
1. What will be the easiest part of this assignment?
2. What will be the most difficult?
3. How much time do I expect it will take me?
Ask them to respond to the questions again after they complete the task and compare their prediction to their results.
Helps build their ability to estimate what it will take to finish a task.
Understand Where They’re Going
Hacking Questions by Connie Hamilton is an excellent resource for developing strong questions.
Important to help students develop the belief that they are capable of learning
Learning Targets and Success Criteria
Motivating Students
Have the Tools for the Journey
Practice should be targeted (ex: rehearsing a speech), distributed (time given regularly for practice - rather than cramming at the last minute for a quiz), and self-directed (goals that are determined by the student fuel learning)..
Important that students understand:
-Not all tools work for all problems.
-They have choice over which tools to use.
-They should replace tools that are not working.
Choice and Deliberate Practice K - 5
Choice and Deliberate Practice 6 - 12
STR!
Study skills
(to start teaching in elementary)
STR!
Study skills
(to start teaching in elementary)
Mnemonics
Ex: to recall the lines EGBDF on the treble clef - “Every Good Boy Does Fine”
Teach students this strategy to boost their recall.
Having students create their own mnemonics is powerful. First grade class trying to remember the correct order of cardinal points on a compass came worked in groups to come up with mnemonics:
“No Evidence Sorry Writers” and “Never Eat Shaved Walrus”
STR!
Graphic Org
Study skills
(to start teaching in elementary)
Graphic Organizers
Visually organized info can help students see connections between the ideas and information they are learning, making it easier to remember. BUT this is only useful if students are not copying, but creating their own. Teach students to use graphic organizers and then encourage them to select one they believe would work to capture the information they are working with. Support students as they learn to use graphic organizers so that eventually they are able to use them independently.
Canva helps you creates all kinds!
STR!
Problem Solving
Flashcards
Study skills
(to start teaching in elementary)
Flashcards
Flashcards may seem old fashioned but they’re very effective for learning information that must be remembered. The creation of flashcards helps students organize and think about information, while practicing, helps them retain it.
Digital equivalents like the Chegg app and Quizlet can be used
STR!
Summarizing
Study skills
(to start teaching in elementary)
Summarizing
Summarizing what they are learning helps students chunk information and synthesize across multiple sources. Students must be taught to identify key words and then generate their own sentences (rather than copying directly). This is good practice for note taking and research. Summarizing helps students learn, understand and remember content.
For interesting ways to summarize (not just writing) see Summarization in Any Subject by Rick Wormeli
STR!
Problem Solving
Study skills
(to start teaching in elementary)
Problem Solving
Students need to develop the will (motivation) to solve problems. The amount of scaffolding & feedback a student needs, may depend on their attitude (ex: growth vs. fixed mindset, how confident they feel in a class, etc). Teacher need to be responsive to student needs & experience enough success to build confidence. Helping students develop a growth mindset should not be a couple of isolated lessons, but should form the fabric of the classroom.
Problem Solving contd
Each interaction with a child builds or destroys confidence - each time we speak to a child, notice or ignore non-verbal signals of distress, mark assignments or fill out report cards we send a message about what is important and what is valued.
Scaffolding a student’s efforts to solve a problem & then reframing “I noticed that you conducted multiple trials & only changed one variable….” will help them become independent learners.
Collaborative Reasoning Discussions
Once comprehension strategies are taught they should be used in discussions of text. In lower elementary the Collaborative Reasoning Discussion is a stepping stone to Spiderweb Discussions and Thought, Question, Epiphany Discussions. For example second graders read an article about a community garden in their city. Their teacher asked “Why does this community work.” Students use the discussion to critically analyze the text.
Seven Steps for Collaborative Reasoning Discussions
Seek Feedback and Recognize Errors
-Feedback should not only be about their work, but about their strategy use. They should become more consciously aware of what they’re doing, they’re decisions for doing so, what problem solving strategies & processes they can use to correct, revise or improve their work.
Creating Opportunities for Feedback
Providing Specific and Actionable Feedback
Teaching Students
to Assess Their
Own Learning
Actionable Feedback Webinar
Create Feedback Opportunities - Feedback comes from self, peers, & the teacher. But in the rush to cover material feedback opportunities often get pushed aside. In order to accelerate learning, teachers should invest less time in instruction and more time in feedback.
Self-Reflection Feedback Loop
Peer Feedback Loop
Ability to critique someone’s work builds academic lang skills & fosters ability to critique their own work
Teacher Feedback Loop
Meet with a handful of students on a daily basis. By following peer feedback or self-feedback part of the work is already done.
Creating Opportunities for Peer Feedback
Providing Specific and Actionable Feedback
Teaching Students to Assess Their Own Learning
Post-It Note 1: Summary of Learning
Briefly explain what you learned this week in _____ class.
Post-It Note 2: Image
Include one image, directly related to the topic (this can be a graph, illustration, picture, etc)
Post-It Note 3: Backward Looking
Post-It Note 4: Inward Looking
Post-It Note 5: Outward Looking
Post-It Note 6: Forward Looking
seeking and feedback.
{
Both necessary for learning
Productive failure:
-opportunities for students to apply what they already know in an attempt to resolve a problem.
-small but important failures.
-Ex: Students grapple with understanding a complex text. Get some of it and then are provided with further instruction in order to gain understanding.
Productive success:
-students are guided to resolve problems.
-Ex: Students read a complex text that stretches their deep comprehension, as the teacher carefully scaffolds their understanding by posing text-dependent questions that move from literal to structural to inferential questions.
Viewing Errors as Opportunities
Viewing Errors as Opportunities in High School Math
Monitor Their Progress
“I don’t know a lot about this topic, and it’s making me feel a little stressed. I need to ask clarifying questions and take good notes. I have to learn it. Not my teacher” - student response to question, “How much do you know about this topic? What strategies will you need to use today to be successful?”
Teacher has list of questions about content and process. Assigns a question daily or allows students to choose. Questions are on the wall and students have a copy in their notebook.
Students engage in questioning and discussion to monitor their understanding and adjust their learning plan as needed.
Student goal setting is also a powerful catalyst for learning,
as students own their own learning.
The most effective student is a self-questioning one. A learner who can pose questions to herself and act upon the answers is virtually unstoppable.
The ability to do so is one that develops through lots of opportunities to engage in self-reflection and self-questioning.
Teaching Young
Children to Monitor
Their Progress
Self-Questioning and Critical Questioning Among Peers
Reflective Self-Questioning
Collaboration to Foster Self-Questioning
Continue on next page
Self-Questioning and Critical Questioning Among Peers continued
Collaboration to Foster Self-Questioning continued
Think-Outside-the-Box Questions next page
Self-Questioning and Critical Questioning Among Peers continued
Think-Outside-the-Box Questions:
These questions cause students to slow down & listen to others instead of rushing to finish.
In true discussion, people listen carefully to one another & respond in the moment, without an intermediary who decides who gets to speak next. That means students need to acquire the skills of gaining and yielding the floor. When students turn to teacher to speak, he can say, “Thank you, but I’m not your audience, they are.”
Clarify Understanding
What do we already know about….?
Explain how….?
Explain why...?
What is the meaning of…,,.?
Look for relationships
How does….tie in with what we learned before…?
How does….affect…..?
How are…and….similar?
What is the difference between...and…?
How does...cause…?
Speculate
How would you use….to….?
Compare….and….with regard to….?
What do you think causes…..?
Make Judgments
What are the strengths and weaknesses of…..?
Why is….important?
What is the best…..and why?
Think Creatively
What is a new example of….?
What would happen if….?
What are some possible solutions to the problem of…?
Adapted from King, A. (1992) Facilitating elaborative learning through guided student-generated questioning. Educational Psychologist, 27(11), 111-126
Making a Claim | I observed ______ when ________. I compared _____ and _______. I noticed ______ when _______. The effect of ______ on _____ is _______. |
Providing Evidence | The evidence I use to support _____ is ______. I believe _____ (statement) because _______ (justification. I know that ______ is ______ because ______. Based on ________, I think _________. Based upon _____, my hypothesis is ______. |
Asking for Evidence | I have a question about ______. Does _____ have more _______? What causes _______ to ______? Can you show me where you found the information about ______? |
Offering a Counterclaim | I disagree with ______ because _______. The reason I believe ______ is _______. The facts that support my idea are _______. In my opinion, ______. One difference between my idea adn yours is ______. |
Inviting Speculation | I wonder what would happen if _____. I have a question about ______. Let’s find out how we can test these samples for _____. We want to test _____ to find out if ______. If I change ______ (variable in experiment), then I think _______ will happen because _______. I wonder why_______? What caused ________? How would this be different if ________? What do you think will happen if ______ occurs next? |
Reaching Consenus | I agree with _______ because ______ How would this be different if ________? We all have the same idea about ______. |
Language Frames for Argumentation in Science
Source: Ross, D., Fisher D., & Frey N. (2009). The ar of argumentaion. Science and Chidren, 47(3), 28-31.
Push the Pause Button Strategy
After 10 minutes of contentious discussion a teacher might say, “Lower the volume and listen to your own thoughts. Where are you now in your thinking? What two amazing questions are you going to pose to the class when we pick up the discussion? Write all of that down on our Google Doc.”
Project all questions on a screen and ask “Which would you like to take on first?” Class decides which question to discuss first and discusses their ideas.
As the discussion continues the teacher takes notes on the board to collect their thoughts. Later in the discussion, s/he’ll have them return to these ideas and ask them to write again about their perspectives on the protagonists decision. The teacher is trying to get them to see the evidence of how their understanding develops as they listen to each other.
One of the pwes or these kinds of classrooms discussions is that teachers can “hear” their impact. They can hear what they may have taught well, what needs reteaching, who si fluent, who is struggling with ideas and where support is needed.
Goal Setting and Acting on Those Goals
Self-Question to Reflect on Goals
Planning and Organizing to Adjust Learning
Note-Taking
CUES
| NOTES
|
SUMMARY
| |
Cornell Notes
Ex: 6th grade class takes notes on a short video about the water cycle. Then in collaborative groups they work to develop cues which go in the column on the left. They’re phrased as questions so that students can cover notes on right and answer the questions to test understanding. Next day they review their notes by quizzing each other on the questions. Then teacher asks students to write a summary about their notes: “What do I really need to know about this?” Summary writing is difficult & students need practice. After writing the summary, they talk with a partner and then rate their ability to explain the information from yesterday’s class. If they don’t know something or understand it they make a plan to learn it. Ex: “I’m going to ask the teacher to explain it again. I have to ask good questions so I understand it better.”
Know What to Do Next
Formative Evaluations That Inform Students Power lies in:
Shouldn't be done only so teacher can take decisions but so student can too.
Strategy: Practice testing (works in elementary & secondary)
Example: Teacher gives quiz. (5 comprehension questions about book they’re reading). Later
kids meet in groups to work together on questions they didn’t understand.
Interpreting Their Data
Assessments Designed to Inform Learners
Student-Led Assessments
Ability to self-assess is a powerful tool for learning. Confirms for students what they have learned & help them determine what they still need to learn.
Comparative Self-Assessments
Durable success criteria that span the trimester or school year foster comparative self-assessments of learning. Rubrics & checklists that are applicable across similar tasks. Example: students analyze essays from earlier in year and end of year, answering these questions:
Students reflect on their work & then strive for “personal bests” - setting goals for themselves, tracking their progress, & compete with themselves to demand the best of themselves.
I
“Personal bests” should be:
p. 126
Self-Grading
Skillful Use of Formative and Summative Evaluations
Students need to be made part of the formative evaluation process by self-evaluating & taking decisions on next steps. Student can self-evaluate on assignments or exit slips by categorizing their work, and in so doing, giving themselves the next step towards mastery:
Students realize that knowing something isn’t enough; in order to show true understanding, they need to be able to teach others.
TCFL example of using self-assessment in math class to create a growth mindset and focus on learning.
Competency-Based Grading p. 129
Focuses on mastery of content & eliminates grading of practice work (hw) & non-academic behaviors (ex: points off for late hw)
Students receive grades based on performance on summative evaluations only. Formative evaluations are practice & do not earn points towards grade. Some students won’t do the hw but quickly learn that practice allows them to master the content.
Students must earn at least a 70% on all summative assessments or they receive an Incomplete. They make up incomplets in summer school (so summer school lasts as long as it takes to make up the work.
Peer Learning p. 130
Cognitive elaboration - restructuring of their own thinking when learners explain ideas to each other and discuss gaps in their understanding. Can be done by pausing lessons so that student can check in with each other:
I
Teaching Each Other With Think Alouds p. 131
Teachers use this for modeling comprehension strategies during read-aloud. Purpose is to voice the internal cognitive and metacognitive decisions one is making while reading a text.
A think aloud should include strategies for learning, like “I’ll draw a diagram of this because when I draw it helps me remember information better.”
Student think alouds promote transfer about the learning decisions students need to make.
Post a question for students and ask them to think aloud with their partner as they consider what they know and why.
Use a checklist for student think-alouds
Teach Each Other With Reciprocal Teaching p.133
Students read collaboratively in small groups using text that has been segmented into passages of a few paragraphs each. At stopping points they have a discussion using 4 comprehension strategies:
Can start by assigning roles (summarizer, questioner, etc) but slowly fade them out so that discussions become more natural & eventually becomes a transfer skill.
Self directed students rely on themselves and become active rather than passive learners.
Learning Principle #6:
Research and Reflection on Learning
Research, reflection, and future design-oriented thinking are valued and acted upon by the community of learners.
Strategies
Impact(s)
Guiding Questions
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community has recognized the importance of research, reflection and future-oriented design thinking and engages the community in exploring trends in education and modern approaches to effective learning. The learning community is aware of the need to create structures and processes that lead to innovation in promoting desired learning Impacts. Processes for implementing, testing, and evaluating innovations for success and embedding them in practice are being explored (e.g. ongoing research and self reflection, collecting data, updating assessment policies and practices, reviewing strategic plans to ensure they support Impacts for learning). |
Learning Communities are Working on it... (Building; establishing the ‘how’) | Processes for future-oriented strategic thinking and defining key learning goals and Impacts are being articulated and implemented. Structures for identifying, prototyping and evaluating innovations for effectiveness are being created. Reflective practices, focused on looking at evidence of achieving desired Impacts through the processes and products of student learning, are being adopted. A culture, in which change is validated through thoughtful reflection and research rather than happenstance or opinion, is being embedded in the learning community. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The learning community is regularly exploring the effect changing realities and emerging trends have on the future of learning. An environment of thoughtful inquiry into effective strategies, structures, approaches and innovations has become the norm. Desired learning Impacts are agreed upon and systems (e.g. curriculum, assessment, grading, reporting, professional learning, resources, facilities, leadership, governance, etc.) are aligned with achieving these. A structure for moving innovations through the design-prototype-evaluation-implementation stages is in place. The learning community acts on evidence of achieving Impacts and adjusts its practices and goals based on such evidence. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Learning Principle #7:
Inclusiveness of Learning
The learning community embraces a culture of inclusiveness.
Strategies
Impact(s)
Guiding Questions
LP#7 Rubric
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community embraces diversity and inclusiveness and has initiated a dialogue on how these qualities should be defined and reflected within the community and to what extent they currently are evident and practiced. The learning community recognizes that consistent and systemic strategies and actions are needed to create and sustain an inclusive and diverse learning environment that provides equitable access to learning for all learners in the community’s care. |
Learning Communities are Working on it... (Building; establishing the ‘how’) | The learning community has created a shared definition and vision of inclusiveness and diversity. The ramifications of this vision for all systems – from policies to instructional practice – are being explored. Approaches to meeting the needs of all learners within the learning community are being identified. Supporting structures and frameworks for inclusion and diversity are being developed. Ways to strengthen the learning community’s culture in support of inclusion and diversity are being explored and acted upon. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | There is demonstrable evidence that inclusion and diversity have improved the entire learning community. Policies embrace inclusion and diversity explicitly, and school communications emphasize the intention to build an inclusive community of learners. Programs and personnel are in place to support learners representing a broad spectrum of characteristics. All learners are known and valued as unique individuals, and learning pathways are developed to help each learner grow and achieve success. All systems have been aligned to support the vision of inclusion and diversity. Teacher expectations and appraisal systems take into account the learning community’s vision of inclusiveness and diversity. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Learning Principle #8:
Governance and Leadership for Learning
Governance, leadership, and management support, embody, and promote the organization’s intended learning Impacts, norms and values.
Strategies
Impact(s)
Guiding Questions
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | Governance: The Governing Body demonstrates awareness of its responsibility to support and promote the learning community’s norms and values and intended learning Impacts. Members participate in professional learning and are willing to consider and adopt new approaches to governance work. The Governing Body recognizes the need to obtain, understand and act on relevant data to inform its decision-making. Leadership: The Leadership recognizes the need to initiate a process of defining leadership that is aligned with the learning community’s norms and values. Conversations have begun about how to focus the time, energy and skills of leaders and teachers on achieving desired learning Impacts. The potential power of ‘middle level leaders’ driving change is being recognized, and questions are being asked about how to mobilize this resource. Management: The need to align all resources with intended learning Impacts and to deploy them through ‘backwards’ planning has been recognized. Discussions acknowledge that the learning community will benefit from a systemic approach to the use of time and energy in support of learning. In terms of material/financial resources, new approaches to planning, budgeting and data analysis are under consideration |
Learning Communities are Working on it... (Building; establishing the ‘how’) | Governance: The Governing Body is engaged in developing sustained ways to check for learning community performance aligned with stated norms and values. It is developing mechanisms to focus goal-setting and strategic thinking on learning Impacts and to ensure that innovation and creative thinking become the norm. The Governing Body is identifying ways to gather, analyze and act on data and evidence of Impact. Leadership: Leadership aims to reach community-wide agreement on who, in the system, ‘decides what’. The learning community has recognized the need to treat Middle Level Leaders as leaders for learning and is offering specific training and tools in support of this learning–focused leadership role. The leadership is designing tools and structures to concentrate the time and energy of leaders and teachers on creating optimal learning Impact. Management: Management develops and tests new systems to better utilize people, time and energy in support of learning Impacts. Systems are being developed to deploy material resources in support of these priorities and data management systems designed to evaluate success in achieving desired learning Impacts are being created. |
Contd on next slide
LP#8 Rubric contd.
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | Governance: The Governing Body exercises stewardship to promote the learning community’s educational and operational health. It engages in sustained planning, focuses on Impacts and evaluates progress. The Governing Body collaborates with the leadership on innovation, investing resources into research and development to improve student learning. Decision-making is informed by smart uses of evidence and data. The Governing Body and Leadership/Management collaborate in flexible and constructive ways, committed to shared understandings of and support for the learning community’s intended learning Impacts, norms, and values. Leadership: The decisions of leaders at all levels are driven by the shared purpose of achieving common learning Impacts for all learners. Well-trained and learning-focused Senior and Middle Level Leaders collaborate in sustained ways to plan and execute change, with shared and communicated understandings on respective decision-making scope. Time, training, and tools support leaders to enable them to effectively lead learning. Plans for improving learning and achieving desired Impacts are systematically developed, implemented, communicated, and reviewed. Management: There is an efficient alignment of people, time, space, energy, materials, and finances with intended learning Impacts. Tools for the efficient use of resources have been developed and are being used routinely. The learning community has identified, gathered, and analyzed key data and evidence of learner Impact and is effectively communicating insights and interpretations of data to appropriate stakeholders. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Learning Principle #9:
Learning Space and Time
The design of learning spaces and the structuring of learning time are driven and shaped by the learning community’s intended learning Impacts.
Strategies
Impact(s)
Guiding Questions
LP#9 Rubric
Learning Communities are Thinking about it... | The learning community realizes that the design of learning spaces and learning time should support the achievement of desired learning Impacts. Discussions to identify key elements in the structure of learning space and time that support individual growth and desired learning Impacts have been initiated. Concepts such as flexibility, visibility, community, collaboration, project-orientation, and sustainability guide these discussions, and existing norms with respect to learning space and time are being challenged. |
Learning Communities are Working on it... (Building; establishing the ‘how’) | The learning community is in design mode, and a clear sense of the interdependent relationship between effective, future-oriented learning and the design of learning space and time is emerging. Design principles are being articulated and purposeful discussions are taking place with learners, teachers and other stakeholders to build robust, sustainable solutions that support desired shifts in learning approaches. New designs are being explored and carefully planned, and managed prototypes are tested in preparation for more comprehensive later adoptions. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | Learning principles are driving the design and structure of the learning environment. Time, space and furniture have been reconfigured so that learning can occur anytime and anywhere. There is broad support across the learning community for these increasingly flexible ways of making learning happen. Intended learning Impacts and the learning environment are recognized as complementary elements in a comprehensive vision for learning. The learning environment mirrors approaches to achieve desired learning Impacts. Evidence is regularly captured to explore and confirm the correlation between progress in achieving intended Impacts and the configuration of learning space and time. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. . |
Learning Principle #10:
Learning Community
Respectful, healthy, ethical relationships and interactions create a true sense of community. Communication is honest and transparent. Community values are clearly stated, actively lived and define a distinct, sustained identity. Focus on SEL
Strategies
Impact(s)
Guiding Questions
Learning Communities are Thinking about it... (Exploring; establishing the ‘why’ and ‘what’) | The learning community has begun to explore the concept of ‘community’: what are its values, how does it live them, who belongs to it, what do members need from it, what can they bring to it? There is a growing understanding that individuals and groups move from first attraction, through engagement, to a long-term connection as alumni and parents of alumni. This has led to thinking about concepts important in building community, and ideas like diversity, transparency, sustainability, communication and collaboration are emerging as key drivers.. |
Learning Communities are Working on it... (Building; establishing the ‘how’) | Community core values, agreements and commitments are being developed. These are creating a strong sense of identity and loyalty towards the learning community. Communication systems are reviewed for effectiveness and efficiency; new opportunities and platforms for stakeholder groups to provide feedback and suggestions in response to the learning community’s goals are being created. New approaches to engaging the community are being introduced and tested. |
Learning Communities are Living it... (Implementing; defining ‘metrics’ of success) | The values of the learning community are known to and supported by all stakeholders, resulting in a values-based identity, a ‘cycle of engagement’ and clearly communicated expectations. When there are substantive breaches of these values, appropriate action is taken. Major decisions and directions are communicated in accurate, transparent ways. The time, talent, connections and economic capacity of community members are mobilized in support of the community’s goals. Stakeholders feel welcomed and included, and are proud to be part of a vibrant, open, healthy learning community. Evidence of desired Impacts is regularly evaluated. |
Learning Communities are Innovating and asking “What if...?” | These practices are innovative, unique, and constitute a shift in defining the purpose, practice, and Impact of education. Learning communities with this level of understanding, clarity of purpose, ability to redefine their aspirations and determination to reinvent themselves, produce learners and leaders who are well prepared to shape the future and ‘see things that are not yet on the page’. |
Strategies to Create a Positive Classroom Environment
In order to take risks and to feel confident in knowing where they are in their learning, students need to have confidence in the teacher based on:
Teachers should come across as being knowledgeable, organized, fair and optimistic about students’ learning (I know you can do this).
One on one conversations to look at students’ progress, to ask them what they did to get there and to challenge them to move further.
Habits of Mind - should be tied into the ACE framework