Game-changing Practices Inspire Deep Learning

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Game-changing Practices Inspire Deep Learning

• Presentation team
• Susan Close, SD40 retired
• Heather Brown, SD6/61
• Sonia Kraljevic, SD34
• Donna Schelter, SD54
• Paul Kopf, SD67
• Ann Nottingham, SD40 retired

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Welcome and overview

• Connecting
• The power of inquiry
• A system game-changer
• A goal
• 2. Processing
• Chunk 1 The framework
• Chunk 2 K-12 applications
• Chunk 3 Implementation and Q A
• 3. Transforming
• Your take-aways
• 4. Reflecting noticing strengths

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Over 25 years of collaborative inquiry
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Studies over time

• The Genelle Project BCTF study
• Young Writers K-12 provincial initiative
• WRIT E in Langley K-12 cross-grade teams
• ReadWriteThink Maple Ridge-Pitt Meadows
• Learning for Success multi-district (1994-2001)
• SD40 district research teams (2000-2005)
• SmartLearning (2012-2013) 7 B.C. 1 Alberta
  district

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The Power of Inquiry

• We shall not cease from exploration
• And in the end of our exploration
• Will be to arrive where we started
• And know the place for the first time.
• T.S. Eliot, The Gidding

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Guiding Principles

• Vision compelling goal
• Hone our skills learn from each other from the
  literature
• Put ourselves in the place of most opportunity-
  the classroom relentless focus on practice
• Keep our eyes on the prize Is what we are doing,
  giving us what we want? How do we know?
• Open invitations with structures for
  support

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What is a game-changer?

• For us a game-changer is
• something that has the potential to alter the
  overall outcome for students and teachers
• an AH-HA moment where you see something in the
  learning that shifts your thinking, your beliefs
  your understandings

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Breakthrougha head-turning moment
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Our game-changer
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The system game-changer Competency-based
learning

• The ultimate goal is for learners to employ
  core competencies every day for core
  competencies to be an integral part of the
  learning in all curricular areas.
• Ministry of Education, 2014

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Competency-based Learning

• What challenges do you see or what questions do
  you have about the implementation and assessment
  of competency-based learning across the
  curriculum?
• Ministry of Education, 2014

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2 minute What challenges do you see what
questions to do have about implementing and
assessing competency-based learning?
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Predict

• What do you predict you will see when you say "we
  did it?"
• Generating has the effect of making the mind
  more receptive to new learning when you are
  asked to struggle with solving a problem before
  learning how to solve it, the concept or solution
  is better learned and more durably remembered.
• Brown, Roediger III, McDaniel, 2014.

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Todays goal

• Find practices that will support the
  implementation and assessment of competency-based
  learning.

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Chunk 1

• The Framework

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Learning Round Context one cycle
develops multiple competencies in Gr.6/7
learners brand new to the practice
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Task Explain an important message or lesson
and how you might use the message in your life
Lesson 1 Connecting Processing Transforming Reflecting
Whole-class Competencies personal social Confidence Self-awareness Self-monitoring Thinking Communication ELA reading and critical thinking, metacognitive strategies before, during and after reading Brain-talk A/B in a thinking-way Establish criteria for powerful learning Set personal s-t-r-e-t-c-h goals Weaving with Clues Image Analysis Walk-to-talk Set the Image Write to predict a message or lesson Noticing learning students in writing teachers reflecting to the learners
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A/B in a thinking-way___ and I decided who
would be A and who would be B by __, therefore I
am ___ because _____.

• Criteria for Powerful Learning
• Focus
• Concentration
• Asking lots of questions
• No negative side-talk
• Important ideas

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Weaving with Clues

• Feathers
• Two eggs
• Broken arrow

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Thinking like an observer predict a big idea
or message that might unfold in the text
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Learning Round lesson 2Task Write to send an
image of the situation
Lesson 3 Connecting Processing Transforming Reflecting
Applying Skills Knowledge during Guided Independent Reading Goals personal social use reading to develop writing Set the goal Read to find what is important to remember Set personal stretch goals Model Interviewing partners Use criteria to set personal s-t-r-e-t-c-h goals Tools ImageDetailTagline A/B with RASA Guess my Tagline Review criteria Review goals Tool Set the Image Write to send an image Find evidence of meeting goals Notice strengths Set a new goal Reflections students teachers
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Using samples to build criteria for powerful
writing

• What works? What is powerful?

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Gap Analysis

• rambling garden
• pride of magnificent peacocks
• rushes and reeds
• elegant swans
• look ridiculous
• fear the swans
• great strength
• No home! No happiness! No life!

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Task Write in role to show who was the fool and
why.

• After finishing work with the texta beginning
  for the final response

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WHOLE CLASS
INDEPENDENT READING
PERSONAL INQUIRY
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Learning Round lesson 3Task Write to send an
image of the situation
Lesson 3 Connecting Processing Transforming Reflecting
Independent reading Applying skills in just-right texts Goals Personal social Use reading to develop writing Use writing samples from lesson 2 to refine criteria for powerful writing Use criteria to set personal s-t-r-e-t-c-h goals Independently read and apply skills in just-right texts Tool ImageDetailTagline A/B with RASA Guess my Tagline Teacher conducting individual coaching conferences and/or Small group focus sessions Review criteria Review personal goals Tool Set the Image Write to send an image Find evidence of meeting goals Notice strengths Set a new goal Reflections students teachers
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2 minute What was important to you and why?
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Chunk 2 What have educators
learned?

• Heather Brown Senior Science, SD6/61
• Sonia Kraljevic Middle School, SD34
• Donna Schelter Grades 4/5, SD54
• Paul Kopf Grade one, SD 67
• Participants in the 2012-2013 SmartLearning study

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• Heather Brown, SD6/61
• Senior Science

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Conceptual Procedural Understanding
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Effects on learners the teacher
on colleagial learning

• Sonia Kraljevic
• Grades 6-8

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Smart Learning and Students

• Creates Classroom Community
• High Time-on-Task
• Exposed to Multiple Perspectives
• Meets the needs of ALL students
• struggling students
• high achievers
• English language learners
• adolescent learners

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SmartLearning Teachers

• In the Classroom
• Ease of classroom management
• All inclusive
• Continual formative assessments
• Meaningful summative assessments
• Plans easily adapted
• Numerous competencies developed
• As a Team
• Collaboration using common language and tools
• Multi grade consistency, continuum created across
  grades
• demonstration, co-teaching and coaching over time
  
• co-planning, collegial support, sharing of
  expertise

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• As a Team
• Collaboration using common language and tools
• Multi-grade consistency, continuum applied across
  grades
• demonstration, co-teaching and coaching over time
  
• co-planning, collegial support, sharing of
  expertise

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• Donna Schelter
• Grades 4/5

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• Paul Kopf
• Grade 1

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2 minute What was important to you and why?
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Strengths/Features of the ApproachPreliminary
findings from a sampling of participants
2012-2013 study of SmartLearning Megan Anakin,
senior researcherOtago University, Dunedin NZ

• Includes and engages all learners
• Develops deeper understanding/thinking
  
• An approach/framework to address all learning
  outcomes/integrated/interrelated skills/big
  picture/end in mind
• Students work at their own level/differentiated/in
  dividualised/ student-centred instruction
• Focused on student achievement/assessment/curricul
  um
• Guides/scaffolds student learning
• Students set their own goals and take
  responsibility for their own learning
• Focused on student achievement/assessment/curricul
  um

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• Focused on teaching/learning specific
  skills/tools
• A brain-based teaching framework
• Research-based
• Active/hands-on/partner-work/team-work skill
  development
• Common language between teachers and
  students/moves from whole group instruction to
  independent practice

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Chunk 3

• Lessons on supporting educators

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• The Power of Learning Rounds
• It is so much easier to talk about a bullfight
  than it is to get into the ring with the bull.

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Reflection following a learning round

• After planning a lesson with a colleague more
  experienced with the practices
• Wait until you see our taglines from the
  little postcard we chose! The experience truly
  knocked my socks off. And the work showed me who
  could and who couldnt generate a summary
  statement for a picture! Yet!!!! I even had them
  send the image they drew into their partners
  thinking, and had them invite their partners to
  try to guess taglines. It was so great!!!!

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Structures that worked

• Open invitations join a
  project with a compelling goals
• Identifying practices successes from the
  past what research is saying to implement and
  study common assessment
• Learning Rounds classroom-based
  contexts to see and learn from promising
  practices
• Scheduled focus sessions sharing successes
  challenges learning from each others
  applications new learning
• Collaborative planning, co-teaching and coaching
• Skill competency-focused workshops
• Learning round where we

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Q A 9 minutes
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TASK

• What practices did you find to support the
  implementation and assessment of competency-based
  learning?

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ReflectionsStrengths you see in the
practicesGoal 72 hour rule
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If we dont search for more well never find
itGalen Weston
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If nothing ever changed, there would be no
butterflies
author unknown

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Thank you for joining us today.

• Susan Close
• Heather Brown
• Sonia Kraljevic
• Donna Schelter
• Paul Kopf
• Ann Nottingham
• Two documents to access
• Insights into the Brain and Learning
• Game-changing Practices Inspire Learning
• BCSSA Website or www.smartlearning.ca
• _at_susanclose5