Designing for Deep Understanding Supporting Effective Teaching, Learning and Leadership Practices Session 5 www.galileo.org/pl
4.1 4 3.9 3.8 3.7 3.6 3.5 3.4 Student Intellectually Teacher Pedagogy Learning Engaging Work Leadership Survey 1 Survey 2
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 Do your colleagues know… • 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.
Why Provide Structure Do your colleagues know… • 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 (Wiliam, D., 2015, p. 200-201)
Critical Media Literacy What skills and/or knowledge do students need to consider critically the information they are exposed to?
Disciplinary Literacy “…consists of the ability to use texts in discipline- appropriate ways or in ways that disciplinary experts would recognize as correct.” • reading • reasoning • investigating • speaking • writing (Draper, as quoted in Lent, p.4)
Disciplinary Literacy “…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)
Last Day… …the importance of having evidence to gather around during your PLC conversations. Today… …the importance of having an expertise-informed lens to interpret and analyze the evidence to move teaching practices and learning forward.
Adaptive Expertise 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. Have the capability to identify when known routines do not work and seek new information about different approaches when needed. (Timperley, Realizing the Power of Professional Learning , p.12)
Adaptive Expertise 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)
Evidence-Informed Conversations SHARING TELLING ADAPTING Teacher shares an Teachers show evidence Teachers discuss activity and brings of student work in wonderings, dilemmas back one sample of relation to a task. They and revisions in relation the best student’s tell how they walked to student evidence. work, another students through the Teachers carefully teacher asks for a task, e.g. why they consider how a particular copy of the lesson organized learning in teaching strategy might and they exchange . groups, but teachers do be used to move the not discuss how this learning forward , and decision impacted consider what evidence student learning . 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)
Using Lenses to Look at Evidence • 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?
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 of Studies, Disciplinary expertise…
Enablers for Effective Professional Conversations • Protocols • Norms • Reflective questioning… • TEF • PLCs • Formative Assessment • Evidence-Informed Strategies Conversations • CBE 3 Year Plan • Educational Research… • Program of Studies • Discipline Expertise… • Cultures of Continuous • Scholarship of Teaching Improvement • Making Visible - • Networks Wonderings, Revisions, • School Development and Dilemmas… Plans…
Enablers for Effective Professional Conversations Read Timperley’s two page synopsis. Highlight areas that might inform your leadership work in your PLC’s.
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.
Facilitating a Protocol Teacher Facilitator Presenter Colleague(s) • Set the context • Keep the • Make • Respond discussion observations thoughtfully to focused on the about what they questions asked analysis of the see in evidence • Offer thoughtful leadership artifact through speculations and the enablers . questions
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 objective 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.
Facilitating a Protocol Teacher Facilitator Presenter Colleague(s) • Set the context • Keep the • Make • Respond discussion observations thoughtfully to focused on the about what they questions asked analysis lens see in evidence • Offer thoughtful speculations and questions
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?
Table Talk 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?
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 ?
Session 6: Preview… How might you work with colleagues to address the Truth and Reconciliation Commission’s Call to Action in your school setting? (page 9) 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)
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 of First Nations, Metis and Inuit
Recommend
More recommend
