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Designing for Deep Understanding Supporting Effective Teaching, - - PowerPoint PPT Presentation
Designing for Deep Understanding Supporting Effective Teaching, - - PowerPoint PPT Presentation
Designing for Deep Understanding Supporting Effective Teaching, Learning and Leadership Practices Session 6 www.galileo.org/pl Adaptive Expertise Adaptive experts continually expand the breadth and depth of their expertise and are
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…have the capability to identify when known routines do not work and seek new information about different approaches when needed. 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)
Engaging in professional learning communities helps to build teachers’ adaptive expertise.
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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
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Lenses
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Towards Ethical Relationality
Nurturing intercultural understanding, empathy and respect
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Towards Ethical Relationality
Nurturing intercultural understanding, empathy and respect
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Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for K-12 students.
TRC Calls to Action
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Share information and best practices
- n teaching
curriculum related to residential schools and Aboriginal peoples in Canadian history.
TRC Calls to Action
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Build student capacity for intercultural understanding, empathy and mutual respect.
TRC Calls to Action
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Identify teacher-training needs and provide necessary supports.
TRC Calls to Action
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On what terms can we speak?
(Page 1)
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In light of what has been discussed thus far, what reflections or insights do you have?
Check-in
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- 1. Reflects authentic Indigenous perspectives
voice, and/or knowledge (p. 2)
Principles for guiding teaching, leading and learning towards ethical relationality
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- Notions of Sovereignty
- Place-Based Connectivities
and Identities
- Treaty Sensibilities
- Stories to pass on knowledge
and ways of being
- Time and Temporality
2.Honor Indigenous Philosophies:
Principles for guiding teaching, leading and learning towards ethical relationality
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Excerpt from Thomas King’s Borders The border guard was an old guy. As he walked to the car, he swayed from side to side, his feet set wide apart, the holster on his hip pitching up and down. He leaned into the window, looked into the back seat, and looked at my mother and me. “Morning, ma’am.” “Good morning.” “Where are you heading?” “Salt Lake City.” “Purpose of your visit?” “Visit my daughter.” “Citizenship?” “Blackfoot,” my mother told him. “Ma’am?” “Blackfoot,” my mother repeated. “Canadian?” “Blackfoot.”
Principles for guiding teaching, leading and learning towards ethical relationality
- 2. Honor Indigenous Philosophies:
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- 3. Provide developmentally appropriate
- pportunities to build understanding and
renew and repair relationships between Indigenous and non-Indigenous Canadians
Principles for guiding teaching, leading and learning towards ethical relationality
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- 4. Reference and use Indigenous artifacts,
symbols and/or knowledge in respectful and appropriate ways
Principles for guiding teaching, leading and learning towards ethical relationality
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At your table group, number off 1-4. Each person will look for evidence of their respective Principle in the video case study. Use page 2 to record your observations.
Case Study: All My Relations
Designed by Shashi Shergill
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Case Study: All My Relations
Designed by Shashi Shergill
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- What evidence of the 4 Principles did you
identify within this case study?
- How might you use this lens in designing
learning?
Table Discussion
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Share a few insights from your school synopsis with your group.
- Discuss where you see evidence of the Principle(s)
- f Ethical Relationally
Use the table on page 3 to record key examples.
Small Group Discussion
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Individual Reflection: Lens
Consider the leadership artifact you brought back today.
- 1. What research and/or expertise informed the lens used?
- 2. In what ways did the lens help the group interpret the
evidence?
- 3. How did the lens provide direction for adjustments in
teaching? Use page 4 to gather your thoughts.
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Partner Discussion
Each participant will present and discuss their leadership artifact. Discussion question:
- In what ways did the lens help nurture
teachers’ adaptive expertise? Record insights on the bottom of page 4.
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Review Video
Page 5 - Notes Page 7 - Overview
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Go Back to Sit with Your School Team
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Leadership Discussion
What recommendations do you have for the leadership team at your school for supporting and leading teacher learning? (page 5)
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Engage your school’s leadership team in a discussion about how you might work together to help lead or support teacher learning throughout the 2017-18 school year.
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