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 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) Engaging in professional learning communities helps to build teachers’ adaptive expertise .
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
Lenses
Towards Ethical Relationality Nurturing intercultural understanding, empathy and respect
Towards Ethical Relationality Nurturing intercultural understanding, empathy and respect
TRC Calls to Action 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 Share information and best practices on teaching curriculum related to residential schools and Aboriginal peoples in Canadian history.
TRC Calls to Action Build student capacity for intercultural understanding, empathy and mutual respect.
TRC Calls to Action Identify teacher-training needs and provide necessary supports.
On what terms can we speak? (Page 1)
Check-in In light of what has been discussed thus far, what reflections or insights do you have?
Principles for guiding teaching, leading and learning towards ethical relationality 1. Reflects authentic Indigenous perspectives voice, and/or knowledge (p. 2)
Principles for guiding teaching, leading and learning towards ethical relationality 2.Honor Indigenous Philosophies: • Notions of Sovereignty • Place-Based Connectivities and Identities • Treaty Sensibilities • Stories to pass on knowledge and ways of being • Time and Temporality
Principles for guiding teaching, leading and learning towards ethical relationality 2. Honor Indigenous Philosophies: 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 3. Provide developmentally appropriate opportunities to build understanding and renew and repair relationships between Indigenous and non-Indigenous Canadians
Principles for guiding teaching, leading and learning towards ethical relationality 4. Reference and use Indigenous artifacts, symbols and/or knowledge in respectful and appropriate ways
Case Study: All My Relations Designed by Shashi Shergill 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
Table Discussion • What evidence of the 4 Principles did you identify within this case study? • How might you use this lens in designing learning?
Small Group Discussion Share a few insights from your school synopsis with your group. • Discuss where you see evidence of the Principle(s) of Ethical Relationally Use the table on page 3 to record key examples.
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.
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 .
Review Video Page 5 - Notes Page 7 - Overview
Go Back to Sit with Your School Team
Leadership Discussion What recommendations do you have for the leadership team at your school for supporting and leading teacher learning? (page 5)
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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