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SD48 (Sea to Sky) Implementation Day 2014
- 1. School District No.48 Students Run to Learn Here! Pathways to Learning! We are honoured to be learning on the Traditional Territory of the Sḵwx̱wú7mesh Úxwumixw and St’át’imc Nation.
- 2. Shape of the Day … 8:15 to 8:45 Registration and Refreshments 9:00 to 9:30 Welcome 9:30 to 12:15 Learning the Work by Doing the Work: Task Analyses Co-Planning 12:15 to 1:00 Lunch 1:00 to 2:15 Co-Planning with Teacher Learning Teams 2:15 to 3:00 Closing Activity
- 3. Where Have We Been … Where Have We Been? 2011 / 2012 •Exploration of our future and preparation for building a plan 2012 / 2013 •Board of Education: New Strategic Plan •Pathways to Learning Year Zero: Collaborative Development of Education Plan •40 people (Board, Ed Leadership, Teachers, CUPE, Parents) 2013 / 2014 •Pathways to Learning Year One: Creating Common Language •SD 48 Enhancement Agreement: Create Balance Together
- 4. Five Days and Forty people: Pathways to Learning Process … 17 teachers 5 principals / vice principals CUPE staff District staff Aboriginal partners Parents Trustees We examined: -our own and each others’ thoughts -input from our community -what research tells us We collaborated to create: – a new goal statement (Student Competencies) – K to 12 assessment plan for our work (ongoing committee work) – and an action plan (Pathways to Learning)
- 5. Systemic Change … Isolation to Collaboration Reaction to Purpose and Focus Compliance to Engagement Tony Wagner, Change Leadership, 2005
- 6. Where Have We Been … Where Have We Been? 2011 / 2012 •Exploration of our future and preparation for building a plan 2012 / 2013 •Board of Education: New Strategic Plan •Pathways to Learning Year Zero: Collaborative Development of Education Plan •40 people (Board, Ed Leadership, Teachers, CUPE, Parents) 2013 / 2014 •Pathways to Learning Year One: Creating Common Language •SD 48 Enhancement Agreement: Create Balance Together
- 8. Learning Intentions for the Day … Continuing with ‘Creating Common Language’ Deepening our understanding of our student competencies. Deepening our understanding of our instructional Pathways to Learning.
- 9. Learning Intentions for the Day … Moving forward with ‘Learning the Work by Doing the Work’ Task Analysis: We will be able to make predictions about student learning through academic task analysis. Teacher Learning Teams: We will begin to learn how to collaborate with a learning team. Co-Planning (for Co-Teaching and Co-Assessing): We will be able to co-plan one or more ‘safe, purposeful, powerful’ tasks / units with outcomes related to student competency development.
- 10. Welcome Activity… Be More Dog!
- 12. Welcome Activity… Be More Dog!
- 14. Learning Intentions for the Day … Moving forward with ‘Learning the Work by Doing the Work’ Task Analysis: We will be able to make predictions about student learning through academic task analysis. Teacher Learning Teams and Collaborative Models of Support (CMOS): We will practice collaborating with a learning team and/or CMOS. Co-Planning (for Co-Teaching and Co-Assessing): We will co-plan one or more ‘safe, purposeful, powerful’ tasks / units with outcomes related to student competency development.
- 16. These Are Exponential Times …
- 17. Making Connections … Our Pathways to Learning connects to this by … What excites me about this connection … A question I have about moving forward …
- 20. Learn the Work by Doing the Work … Predicting what students will know and be able to do … through academic task analysis.
- 21. Task Predicts Performance … What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing. ie. Memorization tasks may produce fluency in memorization and recall, but not necessarily understanding.
- 22. Learn the Work by Doing the Work … Students have read a passage and are completing questions on a worksheet. Students will be able to synthesize information from text. Students are able to comprehend information from a reading passage. Students will be able to locate some information from some text. Students will be able to sit and work independently.
- 23. Specific, descriptive, non judgemental information … “Students listen to a guest speaker present about the effects of global warming.” Using evidence to predict what students will know and be able to do: Students will be able to think critically about energy consumption decisions. Students will know the impacts of global warming. Students will know one speaker’s opinion about global warming. Students will be able to listen to a presentation.
- 24. Specific, descriptive, non judgemental information … Ladder of Inference The ladder of inference can be helpful in providing both an image and a language for discussing what it means to be descriptive. The bottom rungs of the ladder are objective description. As you move up the ladder, you get farther from the evidence and closer to your beliefs, assumptions, and conclusions.
- 25. Task One Analysis … TASK A 1. Read the task individually. 2. Brainstorm alone what students will know and be able to do after completing this task. 3. Share out as a table and predict what students will know and be able to do after completing this task. TASK B 1. Read the task individually. 2. Brainstorm alone what students will know and be able to do after completing this task. 3. Share out as a table and predict what students will know and be able to do after completing this task.
- 26. Task Two Analysis … TASK A 1. Read the task individually. 2. Brainstorm alone what students will know and be able to do after completing this task. 3. Share out as a table and predict what students will know and be able to do after completing this task. TASK B 1. Read the task individually. 2. Brainstorm alone what students will know and be able to do after completing this task. 3. Share out as a table and predict what students will know and be able to do after completing this task.
- 27. Pathways to Learning: Strategies … Let’s Go a Little Deeper with Task Two Your table has made predictions for what students will know and be able to do in the second Task B. Now please spend a few minutes in discussion to identify which of our Pathways’ instructional strategies have been activated in this task design.
- 28. Sharing Task Two Predictions … Sharing Out: •Odd numbered tables please stand up and move to the even numbered table one up from yours (ie. table 1 moves to table 2, 33 to 34 and so on). •Two groups make a larger circle around the even numbered table. •Each group then take turns sharing out: • What your group predicted students would know and be able to do in Task A and then Task B • Which Pathways’ strategies your table felt were activated in the Task B design
- 29. Specific, descriptive, non judgemental information … Ladder of Inference The ladder of inference can be helpful in providing both an image and a language for discussing what it means to be descriptive. The bottom rungs of the ladder are objective description. As you move up the ladder, you get farther from the evidence and closer to your beliefs, assumptions, and conclusions.
- 30. Task Tuning … 1. READ: Turn the planning guide to the side with the ‘Action Planning: Unit or Task Design’ and read the task. 2. PREDICT: Complete an individual and then a table group list of predictions about what students will know and be able to do if they complete this task. 3. COMPARE: Now turn the page over to compare your predictions to what the teacher is intending for the students to learn. (Specifically look for the information under ‘The Competencies’ labelled as the Learning Standards.) 4. TUNE: Now talk at your table and document adjustments to ‘Tune the Task’ until your predicted learning outcomes match what the teacher is intending.
- 31. Activity: Predict, Co-Plan, and Triad … Individual: •Each member of your table documents your group’s Task 3 conversation for predicting student learning and how to Tune the Task (5 minutes). Triad: •Stand up, hands up, group up (make a triad from 3 different tables). •Dialogue for common understanding and new ideas (3 x 3 minutes). •Create a synthesis on your placemat. Table Group: •Share out to your group (6 x 2 minutes).
- 32. Teacher Learning Teams … Learning Teams are pairs or groups of teachers supporting each other through co-planning, co-teaching, and co-assessing for the benefit of their students. •Provide a broader sense of teacher expertise and approaches (instructional, skills, content) •Can be more responsive when they are able to approach challenges with a greater variety of options •Develop a deeper understanding of students through each other’s reflections and approaches •Provide a balanced approach to teacher practice (ie. What causes one teacher to be stressed can cause another to be excited and vice versa.) •Support teacher confidence and risk-taking •Report to be more motivated and invigorated by working together •Inherently provide job-embedded teacher learning and mentoring
- 33. After Lunch … 1:00 – 2:20 Co-planning! Convene back in this room at your table. We will relocate to our learning teams shortly afterward. 2:30 Please return to your table.
- 34. Doing what we do … a little differently.
- 35. Lunch
- 36. Let’s Get Started … We learn the work by doing the work!
- 37. Let’s Get Started … Planning Doc e-version: In Outlook, go to All Staff. Use the link to go to GoogleDrive or go to Learning and Achievement on our SD Website
- 39. Group Reflections … Please take turns going around the table and sharing out about your Learning Team’s co-planning. Read your learning team’s task … Share some thoughts about the co-planning process …
- 40. When the Rubber Meets the Road … I found this pathway the easiest to incorporate during task design … I found this pathway the most difficult to incorporate during task design ... I found this the second most challenging pathway to incorporate during task design …
- 41. Closing … Whole Table High Five “Thanks for a great day! You’re awesome!”
Hinweis der Redaktion
- - understand each other for more powerful and purposeful dialogue - more easily learn from each other and support each other - align and provide effective professional learning opportunities - communicate a message that we are clear about our profession and our district work - make what we do more accessible amongst ourselves and to our stakeholders
- Students please enjoy lunch and then come back here for 12:45pm. We have Chef Big D’s catering it for us today. Following lunch, our clerical staff will move to room 212 with Karen Blow, our education assistants will move to room 210 with Tara-Leigh Kain, and our Teacher Learning Teams have designated tables or rooms on your name tags (show where).