Designing for Deep Understanding Supporting Effective Teaching, - - PowerPoint PPT Presentation

Designing for Deep Understanding

Supporting Effective Teaching, Learning and Leadership Practices Session 5 www.galileo.org/pl

Pedagogy Student Learning Intellectually Engaging Work Teacher Leadership Survey 1 Survey 2

4.1 4 3.9 3.8 3.7 3.6 3.5 3.4

Do your colleagues know…

…that the point of a Professional Learning Community is to determine if our teaching is having a significant impact on student learning as determined by looking at student work?

Why Use Evidence

• Uncover gaps in learning
• Can’t talk in narratives, we have to know for sure.
• Can’t assume students are learning…
• Need to access what each student is thinking to

know if we are reaching all students.

Do your colleagues know…

Why Provide Structure

(Wiliam, D., 2015, p. 200-201)

• Less structure = less productive meetings
• Reduce time people spend trying to figure out what

the meeting will look like

• Structure will fall into the background as

professional learning comes to the foreground

Do your colleagues know…

Critical Media Literacy

What skills and/or knowledge do students need to consider critically the information they are exposed to?

“…consists of the ability to use texts in discipline- appropriate ways or in ways that disciplinary experts would recognize as correct.”

(Draper, as quoted in Lent, p.4)

Disciplinary Literacy

• reading
• reasoning
• investigating
• speaking
• writing

“…doesn’t just show students how to read but how to critique what they are reading, doesn’t just expect students to find evidence but what to do with that evidence, and doesn’t just parcel out knowledge but asks students to use knowledge in meaningful and relevant ways.”

(Lent, p.6)

Disciplinary Literacy

Today…

…the importance of having an expertise-informed lens to interpret and analyze the evidence to move teaching practices and learning forward.

Last Day…

…the importance of having evidence to gather around during your PLC conversations.

Have the capability to identify when known routines do not work and seek new information about different approaches when needed. Effective professional learning communities result in adaptive expertise in teaching. Adaptive experts: continually expand the breadth and depth of their expertise and are tuned into situations in which their skills are inadequate.

Adaptive Expertise

(Timperley, Realizing the Power of Professional Learning, p.12)

Teachers who become “adaptive experts are deeply knowledgeable about both the content of what is taught and how to teach it…They become expert in retrieving, organizing and applying professional knowledge in light of the challenges and needs presented by the students they are

• teaching. Their routines involve being constantly

vigilant about the impact of their teaching on students’ engagement, learning and well-being… Engaging in inquiry and knowledge-building cycles is at the core of their professionalism”.

(Timperley, Realizing the Power of Professional Learning, p. 87-88)

Adaptive Expertise

Evidence-Informed Conversations

SHARING Teacher shares an activity and brings back one sample of the best student’s work, another teacher asks for a copy of the lesson and they exchange. TELLING Teachers show evidence

• f student work in

relation to a task. They tell how they walked students through the task, e.g. why they

• rganized learning in

groups, but teachers do not discuss how this decision impacted student learning. ADAPTING Teachers discuss wonderings, dilemmas and revisions in relation to student evidence. Teachers carefully consider how a particular teaching strategy might be used to move the learning forward, and consider what evidence they might gather that the strategy was effective.

Adapted from Louise Stolls’ Learning Conversation

Personal Reflection

Take a moment to think about what stage of the continuum you would place the conversations within your PLC. What evidence could you point to that your colleagues are developing adaptive expertise? (page 1)

• How do we gather around evidence to engage in

greater depth of professional conversation in our PLC’s?

• How might we provide a lens to look at artifacts in

meaningful and robust ways to move teaching practices forward?

• What expertise and/or research is informing the lenses

that we are using to analyze and interpret evidence?

Using Lenses to Look at Evidence

Is this a good lens?

• Informed by research and/or

expertise

• Helps focus professional

conversation

• Helps the group to interpret

evidence and provides direction for adjustments in teaching

• Examples of lenses: TEF, Dylan

Wiliam’s 5 Key Strategies, Program

• f Studies, Disciplinary expertise…

Enablers for Effective Professional Conversations

• TEF
• Formative Assessment

Strategies

• CBE 3 Year Plan
• Program of Studies
• Discipline Expertise…
• Protocols
• Norms
• Reflective questioning…
• PLCs
• Evidence-Informed

Conversations

• Educational Research…
• Cultures of Continuous

Improvement

• Networks
• School Development

Plans…

• Scholarship of Teaching
• Making Visible -

Wonderings, Revisions, and Dilemmas…

Read Timperley’s two page synopsis. Highlight areas that might inform your leadership work in your PLC’s.

Enablers for Effective Professional Conversations

Individual Reflection

Consider the leadership artifact you brought back today. Lens #1: In what ways does the artifact demonstrate one (or more) of Timperley’s enablers for effective professional conversations? Use first column of table on page 2 to gather your thoughts.

Teacher Presenter

Facilitator

Colleague(s)

• Set the context
• Respond

thoughtfully to questions asked

• Keep the

discussion focused on the analysis of the leadership artifact through the enablers.

• Make
• bservations

about what they see in evidence

• Offer thoughtful

speculations and questions

Facilitating a Protocol

Triad Protocol

Each participant will have 10 minutes to present and discuss their leadership artifact. Record insights in table on page 3. Discussion questions after each presentation:

• How does the artifact demonstrate an enabler(s)

for effective professional conversations?

• Strengths of the leadership artifact?
• Next steps?

New Triad Group

Case Study: Conservation Biology

Read through the two case studies (page 4) Lens #2- Program of Studies: Which of the tasks more closely mirrors the discipline of science (as stated in the Program of Studies)? Why?

Case Study Analysis

Looking at Task 2 exclusively, analyze it based on the following categories related to disciplinary literacy (page 5): Lens #3: Disciplinary Literacy Heuristic

(Draper, as quoted in Lent, p.4)

Individual Reflection

• 1. Go to the Program of Studies (lens) related to your

disciplinary literacy artifact. Highlight one (or more) specific

• bjective or outcome your task addressed. (page 6)
• 2. How does your artifact connect to the disciplinary literacy

categories (lens). You might not address all categories.

• 3. Be prepared to share with your group.

Teacher Presenter

Facilitator

Colleague(s)

• Set the context
• Respond

thoughtfully to questions asked

• Keep the

discussion focused on the analysis lens

• Make
• bservations

about what they see in evidence

• Offer thoughtful

speculations and questions

Facilitating a Protocol

Triad Protocol

Each participant will have 10 minutes to present and discuss their artifact. Record insights on page 7. Discussion questions after each presentation:

• How is the artifact connected to the

discipline?

• Disciplinary literacy strengths?
• Feedback/suggestions?

• 1. In what ways are/might you use a lens to analyze

and interpret evidence to move teaching practices and learning forward in your PLC’s

• 2. What expertise/research are you accessing to

inform the lenses you are applying?

Table Talk

Leadership Discussion

(Page 8)

• 1. In what ways have/might your school use lenses to

analyze/interpret evidence to move teaching practices and learning forward?

• 2. What expertise/research are you accessing to inform

the lenses you are applying?

• 3. How might you lead teacher learning this month

towards building adaptive expertise?

How might you work with colleagues to address the Truth and Reconciliation Commission’s Call to Action in your school setting?

Session 6: Preview…

Education and Reconciliation 63.i. - Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. 63.iii. - Building student capacity for intercultural understanding, empathy, and mutual respect. (Truth and Reconciliation Commission of Canada: Calls to Action, 2015, p. 7)

(page 9)

Session 6: Preview…

• understand the historical, social, economic and

political implications of:

• treaties and agreements with First Nations
• agreements with Métis;
• the legacy of residential schools
• gain a knowledge and understanding/respect for, the

histories, cultures, languages, contributions, perspectives, experiences and contemporary contexts

• f First Nations, Metis and Inuit

Leadership Artifact #1 Bring back a lens that you are using to sponsor evidence informed conversations, and a piece of student work analyzed through that lens. Leadership Artifact #2 As a leadership team, identify what is currently happening in your school to support the process of reconciliation. Bring back a synthesis of what was identified.

Feedback Survey