Learning for All K-12 Professional Learning Facilitator's Guide - - PowerPoint PPT Presentation

Learning for All K-12 Professional Learning Facilitator's Guide Deepening educator thinking about supporting students with special

education needs to enhance equitable practice for all learners

@tc2thinks @UshaJames www.tc2.ca The Critical Thinking Consortium

usha.james@mail.utoronto.ca

Usha James, Executive Director, The Critical Thinking Consortium (TC2)

LD@school May 19, 2020

FACIL ITATOR’S G UID E

K –12 PROFESSIONAL LEARNING

Learning

for All

2017

A brief

• verview of
• ur journey

thus far

Background

A Study of “Essen/al for Some, Good for All”

• By leading from the middle, school

board leaders can drive system-wide change.

• Special educa>on reform can

provoke posi>ve change across the en>re system. Hargreaves & Braun (2012)

Background (Cont.)

The development and implementa>on of Learning for All, A Guide to Effec/ve Assessment and Instruc/on for All Students Kindergarten to Grade 12

We wondered…

• How might strong gains in capacity and understanding

at the district school board level transfer to the prac8ce

• f all educators?
• How might professional learning opportuni8es offered

thus far be enhanced and extended to move beyond compliance and awareness to support deep educator thinking and reflec8on about their prac8ce?

• How do we expand and deepen a successful but long

running ini8a8ve?

A thinking approach to professional learning

A thinking approach to professional learning

FACI LI TATO R’ S G UI DE

K –12 PROFESSIONAL LEARNING

Learning

for All

2017

Rate the complexity of teaching

Very complex

Fairly straighLorward

ONen complex

What factors contribute most to the level of complexity?

Very simple

A B C D

“Teaching students with learning disabilities is like... because...”.

A B C D

How might a robust learner profile help?

Module One: Knowing the Learner

The learning challenge: Create or contribute to a robust learner profile for students with learning disabili8es

How robust is this learner profile?

Dan is a grade 5 student with learning disabilities. He enjoys school, gets along well with his classmates and loves class discussions.

• What would you add? Change?
• What is needed for a robust learner profile?

Learning

f

• r

All

2017

Reflecting on a thinking approach to professional learning

• What did you notice about the

approach we took to professional learning?

• What are some of the hurdles

encountered when nurturing teacher thinking and practice about teaching students with learning disabilities?

• What are some of the goals for school

and system change around meeting all students’ needs?

A thinking approach to professional learning

FACI LI TATO R’ S G UI DE

K –12 PROFESSIONAL LEARNING

Learning

for All

2017

Promo>ng thinking schools and systems

Module One Overview

Knowing the Learner: Sessions 1.0 Learning Launch (Introduction) 1.1 Understanding Learning Differences 1.2 Examining Sources That Inform a Learner Profile 1.3 Recognizing and Capturing Patterns 1.4 Consolidating Our Learning

Module One Overview

Knowing the Learner: Sessions 1.0 Learning Launch (Introduction) 1.1 Understanding Learning Differences 1.2 Examining Sources That Inform a Learner Profile 1.3 Recognizing and Capturing Patterns 1.4 Consolidating Our Learning

Understanding Learning Differences

Challenge: By the end of this session, educators will… DraN a script they might use to ar>culate their understanding of learning disabili>es to a student teacher so he/she might beVer understand.

Each session has an authen>c challenge that educators face. They start the session by sharing their ini>al

• thoughts. At the end,

they will revisit the challenge and refine their response based

• n what they learned

Goals

1.

Recognize that all individuals have a unique paVern of strengths and needs that form a key part of a robust learning profile

2.

Understand the nature of learning disabili>es in the context of school and curriculum. For example:

• We all learn differently
• We have various strategies to help us learn
• Students with learning disabili>es process informa>on

differently

• Learning disabili>es vary in severity

3.

Become aware of (or review) and consider the implica>ons

• f the cogni>ve processing skills involved in learning

4.

Review the defini>on of Learning Disabili>es in PPM8

Understanding Learning Differences

Each session has clearly ar>culated goals for the facilitator to share with par>cipants

How might you explain learning disabilities to a new teacher or an occasional teacher?

• What would you say?
• What would be difficult about

this task?

• What questions might you

need answered to support your own understanding first?

Task: How did you get here?

• On a blank piece of paper,

record how you got from your home to this conference so that someone else could follow your route.

Each session has an a variety of interac>ve and engaging ac>vi>es that help build par>cipants’ background knowledge about the topic.

Learning, Learning Variation, Learning Disability

Consider the following quesFons:

• If you were being assessed on your ability communicate

your travel route from home to an unfamiliar loca>on (i.e. if it was a “curriculum requirement”), how successful would you be?

• If you would find this task challenging:
• would you need specific support/accommoda>ons?
• would you have other strengths to compensate?
• would this skill be considered disabling if it were

deemed to be essen>al?

Reflection

• If you were required to only draw a map for this task,

how successful would you have been? What feelings might have surfaced for you? Or conversely, if you were restricted to wri>ng direc>ons.

• What might be the experience of students when

tasks demand weaker skillsets?

• What is the rela>onship between the demands of a

task and how students will perform?

• How do task requirements affect strategies students

may use?

FAC ILITATOR ’S GUID E

Learning

for All

2017

Key points: Make explicit the connec>ons between success and feeling successful and between student success and well-being. Emphasize or paraphrase par>cipant answers that point to the teacher’s role in selec>ng tasks for students and to using knowledge of students’ strengths and needs to inform task development. Key points are suggested throughout to help the facilitator point out and explain crucial informa>on that illustrates the connec>on between the ac>vi>es and the topic.

FACILITATOR’ S GU ID E

Learning

for All

2017

Brainstorm what might be common misconcep>ons about learning disabili>es that they may have to dispel in their explana>on to their student teacher. Once they have had some >me to talk to a partner, share the Ministry’s descrip>on of what a learning disability is not:

• A learning disability “is not the result of a lack of acuity in

hearing and/or vision that has not been corrected; intellectual disabili>es; socio-economic factors; cultural differences; lack of proficiency in the language of instruc>on; lack of mo>va>on or effort; gaps in school aVendance or inadequate opportunity to benefit from instruc>on” (PPM8)

FACILITATOR’ S GU ID E

Learning

for All

2017

What might be confusing about that statement? What might need clarifica>on?

• A learning disability “is not the result of a lack of acuity in

hearing and/or vision that has not been corrected; intellectual disabili>es; socio-economic factors; cultural differences; lack of proficiency in the language of instruc>on; lack of mo>va>on or effort; gaps in school aVendance or inadequate opportunity to benefit from instruc>on” (PPM8) Par>cipants are constantly invited to think about the informa>on being presented to help them engage with it and make meaning.

FACI LI TATOR’ S G UI D E

K –12 PROFESSIONAL LEARNING

Learning

for All

2017

Which processes do Dan and Elisa explicitly

• r implicitly refer to?

Prac>cal resources like videos from LD@school are linked in the facilitators’ notes.

Understanding Learning Differences

Challenge: By the end of this session, educators will… DraN a script they might use to ar>culate their understanding of learning disabili>es to a student teacher so he/she might beVer understand.

At the end of each session, par>cipants return to the challenge and revise their ini>al thinking based on what they’ve learned.

Module One Overview

Knowing the Learner: Sessions 1.0 Learning Launch (Introduction) 1.1 Understanding Learning Differences 1.2 Examining Sources That Inform a Learner Profile 1.3 Recognizing and Capturing Patterns 1.4 Consolidating Our Learning

Module One Overview

Knowing the Learner: Sessions 1.0 Learning Launch (Introduction) 1.1 Understanding Learning Differences 1.2 Examining Sources That Inform a Learner Profile 1.3 Recognizing and Capturing Patterns 1.4 Consolidating Our Learning

L e a r n i n g

for All

2017

L e a r n i n g

for All

2017

What can we learn about our learners from

• bservations, conversation and products?
• What do you

already know about the thinking of each

• f your students?
• What are your

data sources?

• What do those

sources tell you?

• What do they

not tell you?

Observa>ons Conversa>ons Products

OBSERVATIONS

When might you inten>onally and strategically observe students?

CONVERSATIONS

Who might you talk to about the students’ specific strengths and needs?

PRODUCTS

Where might you find informa>on that will help you beVer understand the student?

• grappling with a math

problem

• talking about their

thinking

• using manipula>ves
• sor>ng images
• other?
• former teachers
• SERT
• parents/guardians
• the student!
• other?
• Ontario Student

Record (OSR)

• Report cards
• IEP
• Psychological

Assessment

• student work (not just

final products)

• other?

What are you looking for? What do you no8ce? Are you observing or inferring? How are you tracking? What ques8ons will you ask to help you get a fuller picture of the student? How do you make sense of the informa8on you find? What paFerns do you no8ce? What ques8ons arise?

OBSERVATIONS

When might you inten>onally and strategically observe students?

CONVERSATIONS

Who might you talk to about the students’ specific strengths and needs?

PRODUCTS

Where might you find informa>on that will help you beVer understand the student?

• grappling with a math

problem

• talking about their

thinking

• using manipula>ves
• sor>ng images
• other?
• former teachers
• SERT
• parents/guardians
• the student!
• other?
• Ontario Student

Record (OSR)

• Report cards
• IEP
• Psychological

Assessment

• student work (not just

final products)

• other?

What are you looking for? What do you no8ce? Are you observing or inferring? How are you tracking? What ques8ons will you ask to help you get a fuller picture of the student? How do you make sense of the informa8on you find? What paFerns do you no8ce? What ques8ons arise?

OBSERVATIONS

When might you inten>onally and strategically observe students?

CONVERSATIONS

Who might you talk to about the students’ specific strengths and needs?

PRODUCTS

Where might you find informa>on that will help you beVer understand the student?

• grappling with a math

problem

• talking about their

thinking

• using manipula>ves
• sor>ng images
• other?
• former teachers
• SERT
• parents/guardians
• the student!
• other?
• Ontario Student

Record (OSR)

• Report cards
• IEP
• Psychological

Assessment

• student work (not just

final products)

• other?

What are you looking for? What do you no8ce? Are you observing or inferring? How are you tracking? What ques8ons will you ask to help you get a fuller picture of the student? How do you make sense of the informa8on you find? What paFerns do you no8ce? What ques8ons arise?

OBSERVATIONS

When might you inten>onally and strategically observe students?

CONVERSATIONS

Who might you talk to about the students’ specific strengths and needs?

PRODUCTS

Where might you find informa>on that will help you beVer understand the student?

• grappling with a math

problem

• talking about their

thinking

• using manipula>ves
• sor>ng images
• other?
• former teachers
• SERT
• parents/guardians
• the student!
• other?
• Ontario Student

Record (OSR)

• Report cards
• IEP
• Psychological

Assessment

• student work (not just

final products)

• other?

What are you looking for? What do you no8ce? Are you observing or inferring? How are you tracking? What ques8ons will you ask to help you get a fuller picture of the student? How do you make sense of the informa8on you find? What paFerns do you no8ce? What ques8ons arise?

OBSERVATIONS

When might you inten>onally and strategically observe students?

CONVERSATIONS

Who might you talk to about the students’ specific strengths and needs?

PRODUCTS

Where might you find informa>on that will help you beVer understand the student?

• grappling with a math

problem

• talking about their

thinking

• using manipula>ves
• sor>ng images
• other?
• former teachers
• SERT
• parents/guardians
• the student!
• other?
• Ontario Student

Record (OSR)

• Report cards
• IEP
• Psychological

Assessment

• student work (not just

final products)

• other?

What are you looking for? What do you no8ce? Are you observing or inferring? How are you tracking? What ques8ons will you ask to help you get a fuller picture of the student? How do you make sense of the informa8on you find? What paFerns do you no8ce? What ques8ons arise?

Examining Products

L e a r n i n g

for All

2017

Analyzing conversations

L e a r n i n g

for All

2017

Module One Overview

Knowing the Learner: Sessions 1.0 Learning Launch (Introduction) 1.1 Understanding Learning Differences 1.2 Examining Sources That Inform a Learner Profile 1.3 Recognizing and Capturing Patterns 1.4 Consolidating Our Learning

Our findings

“I am blown away by the discussions that were formed and the connec8ons that educators have made to their prac8ce but also to the work that they are already doing.” (Principal / Special Educa8on Lead, Superior Greenstone District School Board)

Teacher-generated tools

Teacher-generated tools

“Today focused primarily on discussion of the use of tools and what we have learned about our students This process of going deeply into the student OSR was the greatest learning for our team and was the area in the modules that provided them with the greatest learning and change to their prac8ces The biggest learning was that they needed to have a team to look through the material and to determine items in a profile together. (biggest impact - collabora8on as a school team)” (Principal / Special Educa8on Lead, Superior Greenstone District School Board)

Now what?

• Module One: Knowing Your Learner
• Materials are available on EduGAINS
• Module Two: Planning for Responsive and Differentiated Assessment and Instruction
• Funded by NOEL: Northern Ontario Education Leaders (8 Northern Ontario

Districts)

• Collaborating with districts to develop rich sources to examine
• To be released before the end of the school year
• Module Three: Facilitating, Assessing and Responding to Learning in the Moment
• Seeking funding and partnership to develop in 2020-2021
• Module Four: Reflecting on impact of instruction and assessment to determine next

steps

• Seeking funding and partnership to develop in 2020-2021

Module Two Overview

SESSION TITLE 2.0 Learning Launch 2.1 Grouping Students for Success [or…What are the most effec>ve ways to group my students?] 2.2 IdenFfying the focus of the lesson [or…How might I select a meaningful focus for a lesson?] 2.3 Choosing effecFve learning tasks and quesFons [or…How might I choose the right learning tasks for my students?] 2.4 SelecFng effecFve instrucFonal strategies [or…How might I design instruc>on to ensure student success?] 2.5 Confirming student learning [or…How do I design powerful opportuni>es for meaningful assessment in my lesson?] 2.6 ConsolidaFng Our Learning

SESSION TITLE Professional challenge in each session (dra[) 2.0 Learning Launch Develop a list of criteria to ensure that students are grouped for successful learning 2.1 Grouping Students for Success Develop a list of powerful ques>ons that can guide the crea>on of student groupings 2.2 IdenFfying the focus of the lesson Refine the lesson learning goals to make them more meaningful. 2.3 Choosing effecFve learning tasks and quesFons Rank order sample learning tasks and ques>ons according to their effec>veness. 2.4 SelecFng effecFve instrucFonal strategies Create a visual representa>on of the learning path of a sample lesson. 2.5 Confirming student learning Suggest the most effec>ve >ming and formats for collec>ng data within a sample math lesson 2.6 ConsolidaFng Our Learning Summarize how thinking about responsive and differen>ated instruc>on has been confirmed, deepened, challenged, or refined

Module Two Overview

Promo>ng thinking schools and systems

@tc2thinks @UshaJames www.tc2.ca The Critical Thinking Consortium

usha.james@mail.utoronto.ca

Usha James, Executive Director, The Critical Thinking Consortium (TC2)

is a non-profit organization of Partner groups and Individual members dedicated to supporting critical, creative and collaborative thinking..

Thank you!

FACI LI TATO R’ S G UI DE

K –12 PROFESSIONAL LEARNING

Learning

for All

2017