2nd session, AM spent in learning rounds in elem (Jessie), middle (Faye), secondary (Leyton & Dan)

1. Engaging
All
Learners
Qualicum,
session
2
April
29,
2011
Faye
Brownlie
&
Leyton
Schnellert

2. Debrief
• ConnecDons
• A
ha’s
• QuesDons

3. What
would
it
be
important
to
have
a
mental
model?

4. 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.

5. 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)

6. 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)

7. The teeter totter
kids curriculum
kids

8. 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?

9. NutriDon
Diseases
and
deficiencies

10. Protein

12. • Carbohydrates

13. Vitamin
C

14. • Vitamin
A

15. Vitamin
A

16. Vitamin
C
deficiency

17. Vitamin
C

18. Thiamine

20. Folic
Acid

21. • Vitamin
D

22. • Calcium

23. Iodine

24. Well
fed
vs.
well
nourished

25. Well
fed
vs.
well
nourished

26. • Malnourished

27. Not
enough
fat:
muscle
degeneraDon

28. What
do
you
noDce/wonder
about
the
slides?
• How
might
this
persons
life
be
affected
by
their
nutriDon?

29. 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

30. 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?

31. DocumenDng:
-­‐sharing
with
others
-­‐reflecDng
• Learn
from
and
with
each
other
and
the
community
• Have
more
opportuniDes
for
dialogue
and
conversaDon
about
learning

32. 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

33. Learning
Stories
• IniDaDve
• Engagement
• IntenDonality
• RelaDonship
with
others
• DisposiDons
and
approaches
in
learning
• RepresentaDon
in
other
forms
• Sharing
with
others
• ReflecDon

35. Teacher: Megan Fraser
A Learning Story!
Date: January 15, 2011!
!
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… What’s next…
Karma, you engage with the world through your Karma, I understand that a strength for you is that
senses… you do not always internalize the ideas you have an ability to understand things on a
of others, but rather prefer to touch, taste, smell, deeper level when you have physically engaged
listen, and smell for yourself. with them. I need to remember to provide you
with opportunities to learn things in this way. For
You represent this engagement in an equally example, how can I engage your body and
unique way (through images and movement), senses to help you develop literacy and
and as you do so, you appear to be engaged in numeracy skills? Perhaps painting? Sculpture?
that conversation with ideas using your whole Scented play doh? Water on chalkboards?
body!
!

36. 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?

37. 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)

40. What
worked?
• ParDcipaDon
in
the
small
groups
• Inclusion
of
all
members
• Quiet
voices
• Engagement
and
interest
• Learning
intenDons

41. What
didn’t?
• Task
too
complex
for
the
alloVed
Dme
• Students
needed
support
with
how
to
read
the
labels

42. What’s
Next?
• Feedback
on
what
made
the
groups
work
well
• Explicit
lesson
on
how
to
read
labels