Connecting the Dots

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Technology. Connecting the Dots. SIP. SEF. DI. AfL. Multi- Literacies. BIP. Inquiry. TLCP. Higher Order Thinking. Arts. PLC. Student Achievement and Well Being positive relationships among students, staff, parents/guardians, and community members - PowerPoint PPT Presentation


<p>PowerPoint Presentation</p> <p>Connecting the Dots</p> <p>PLCAfLDIHigher Order ThinkingTLCPMulti- Literacies ArtsTechnologyInquiryBIPSEFSIPDI RAFT/ PLC Strategy Goals: </p> <p>To engage all students in cross-curricular literacy learning by supporting teacher collaborative inquiry the creation of inclusive, technology- friendly learning environments higher order thinkingintegration of arts- infused learning</p> <p>DI presentationinvite you into the kitchen--- work in progresssee the menu (muliti year plan)--- deconstruct the recipe BIP--- do some initial taste testing--- smell the smells-- know what the end result should look likesome of our initial successes and challenges are.</p> <p>Here is our kitchen--- the context--- what we hope to achievegoals (multi year plan menu and the BI Working Plan for Student Achievement recipe with accommodations/ modifications for different dietary needs, tastes, preferences.Values- what we are focusing on over the next few yearsStudent Achievement and WellbeingEffective and Appropriate Educational ProgrammingStewardship of Board Resources</p> <p> Student Achievement and Well Being</p> <p>positive relationships among students, staff, parents/guardians, and community membersengagement of students, staff, parents/ guardians, and community members in public education</p> <p>Effective and Appropriate Educational Programsincorporating a new and improved definition of literacy in 21st century student learningproviding equitable access to differentiated and relevant learning opportunities, resources and programsengaging students as partners in their learningembracing environmental awareness</p> <p> Stewardship of Board Resources Enhancing confidence in public education by increasing civic engagement</p> <p>BIP Goal 3</p> <p>By December 2012, students will be more engaged through appropriate programming and learning experiences that are personalized, collaborative and differentiated as measured by perception data from the System Survey. </p> <p>BIP is the very specific work we are doing this year to address needs as defined by our data.</p> <p>1.By October 2012 student achievement at or above the Provincial Standard, will increase in the following priority areas2. By June 2011 there will be a 3% increase in credit accumulation, number of students graduating with OSSD, number of students enrolled in an SHSM3. students will be more engaged through appropriate programming and learning experiences that are personalized, collaborative and differentiated 4. Students will contribute as members of the school community (including students, families and community partners) to the development of a supportive, equitable and inclusive environment that is healthy, safe and environmentally responsible within their classrooms and schools </p> <p>- focus on engagement (What did you do in school today?)goals 3 and 4-multiple entry points for school teams- phase 1, phase 2 and DI/ ARTS at intermediate and Directors leadership speechbroader engagement, well being, innovationinvite open for thinking, open for learning / leading in different ways- together.</p> <p>Strategies: deliver assessment based instruction that is intentionally differentiated to support student interests, strengths, readiness and learning profiles in all subject and program areas; work collaboratively with a focus on Assessment for Learning and DI through a professional teaching and learning cycle that includes reflecting on the impact of the teaching on student achievement and well-being; model higher order thinking and learning environments where digital literacy, inquiry and arts integration are used to engage students in cross curricular literacy; engage students as partners in their learning including the use of evolving technologies; encourage teachers effective use of 21st century learning technologies The strategies to achieve this goal are highlighted in green</p> <p>Resources</p> <p>DI Professional Learning Cycle, 7-12 DI Professional Learning StrategyLiteracy Professional Learning Strategy Ontario Arts Council Artist in Residence ProgramLiteracy@School Learning Centres</p> <p>9What is Literacy? Our evolving definition Literacy in the 21st Century is the acquisition of knowledge, skills and attitudes that enable achievement, personal well being and full participation in an interconnected and changing world community.This is our working policy:</p> <p>Its about the acquisition of knowledge the skills needed.and the attitudes needed to acquire knowledge, skills and attitudes.for the application .for self-esteem and well being.for full participation .addressing equity issues.needs to be at the core of this broad draft. </p> <p>The definition embraces a recognition and valuing of multi-literacies.</p> <p>These are the underpinnings, the foundation on which we built our DI RAFT Plan and Professional Learning Cycle Strategy.Role Who are the leaders and facilitators?AudienceWhat group(s) of educators will experience this professional learning?Format What model of professional learning will be used?What resources will be used?Topic What is the intended learning? What will participants know and be able to do?What will be the evidence of participant learning?What will it look like?Have participants moved from knowing to doing? Curriculum Team including:4 IntermediateConsultants Supported by Consultants for Student Success/ TransitionSpec. Ed ESLLiteracy@School Principal: Jim Forbes, Administrators at each site.Intermediate Team of up to 5 teachers at 8 sites that includes Grade 7,8 teachers in each of the following roles: 1.Demonstration Teacher2.Literacy Teacher3. Spec. Ed Teacher4. 7/8 Lead5. Designated Transition Pathways Contact6. ELL TeacherNote: Schools can expand teams to include others (EA for example) by flexible use of release time.3 Face to face full day workshop sessions for school teams (before/ during/ after) teaching (differentiated as a pre-assessment of participants indicates) 4 Ongoing (job-embedded in-the-school learning opportunities (pre and post) using Powerful Designs such as Lesson Study, Action Research or Co-teaching as determined by the team.Resources:Ministry Reach Every Student DI Training packages (focus on Assessment for Learning and Literacy. parts 1 &amp;2)SEAL documentRevised Transition Learning Profile TemplateAssessment resource (Anne Davies Classroom Assessment that Works) and YRDSB Guidelines for Assessment Intermediate Teams (including the Litearcy@School demonstration classroom teachers) will deepen understanding of elements of Assessment for Learning to differentiate instruction/ assessment for studentsIntermediate Teams will be familiar with and beginning to applya number of DI models (RAFT, Choice Charts, Tiered Assignments, Graphic Organizers) to personalize instruction Teachers visiting the Literacy@School demonstration sites will benefit from: a refined contextualization of school visits to explicitly model assessment based instruction that is intentional and differentiated to support students strengths, interests and needs; anda focus on Literacy/ Digital Literacy through the lens of DI and AfL in pre/ during and post visits.DI RAFTSetting the context--- movement from larger group sessions of 150 participants organized by (geographic regions) 2 reps from each elementary school/ 6 from each high school--- all schools</p> <p>Opportunity for Going Deeperbringing together a smaller group of schoolshow would we choosereal concern about equality/ equity/ accesswhich schools would we pick?Focus on 7/8 intermediate when is it going to be our turn?</p> <p>The PLC ModelRAFT 2010 - 2011</p> <p>Phase 2 Differentiated InstructionDay 1: Full day (5 release days)L@S: Full day (1/2 day visit, day planning) day day day day day day daySharingSuggestions for a timetablePlanning or co-teaching and debriefingCo-teaching of lesson 1Planning Co-teaching of lesson 2Planning Co-teaching of lesson 3</p> <p>WelcomeDifferentiated InstructionLearning GoalTo collaboratively plan, implement and reflect on (impact on student achievement) an assessment based unit that is differentiated to meet the strengths, needs and interests of all learners.To network with other intermediate teachers and work collaboratively.To collaboratively plan and implement an assessment based learning block that is differentiated to meet the strengths, needs and interests of all learners.</p> <p>Our BWW site</p> <p> DI siteCheck to make sure its up to dateUsing the iPod</p> <p>Using the iPod to activate our learning.8</p> <p>Using the iPod to activate our learning.Using the iPod</p> <p>Playlists&gt;What is DI?</p> <p>Watch any or all of the first 3 video clips.Setting Team Norms</p> <p>Thinking of the 7 Grandfather Teachings they come from the Aniishwaabe teachings -- how do these teachings relate to our work in team building. Take a few minutes to think about which of these teachings best relate to your team and then relate which might help you form the working norms for your team, and which are crucial for the workings of the larger group to take us from group to team.As far as Group Norms we need them to function. -- Rules of the gameAs far as Team Norms -- the functional game plan to succeed as a team.</p> <p>What do I want them to learn?How will I know they are learning it?How will I design the learning so that all will learn?Planning with the End in MindAssessmentHow will students demonstrate their knowledge and skills while they are learning?How will we monitor their progress?Product, observation, conversations, How will I plan with DI in mind?What instructional strategies are appropriate for the learners in my class?Adapted from the Ministry of Education, OntarioBeginning with diagnostic assessments. Not only what students know about the content area, but also learning styles, intelligences, etc., refer back to earlier activity in the morning.</p> <p>What assessments will you utilize to ensure that the students are gaining the necessary knowledge and skills throughout the instruction? Remember that assessments include observation, conversations and products. How will you build in opportunities for feedback and opportunities to practice and refine their understanding.What do I want them to learn?How will I know they have learned it?How will I design the learning so that all will learn?Planning with the End in MindEvaluationHow will students demonstrate their knowledge and skills when they have finished learning?What evidence will be produced? Products Observations ConversationsAdapted from the Ministry of Education, OntarioHow will the student demonstrate that they have gained the necessary knowledge and skills in the unit? In order to evaluate your students, you need to be clear about what your learning targets are and what is the success criteria for that knowledge and/or skills. Evaluation is what happens after the learning has occurred. It is the judgment thats made about how well the student has demonstrated their knowledge and skills connected to the learning targets.</p> <p>27ConversationsObservationsProductsWritten workProjects, VideosPerformancesCOPConferencing with studentsQuestioning studentsStudent portfoliosAnecdotal notesWatching literature circlesWatching science experimentsHow do we collect and make sense of all the learning data?</p> <p>Video Clip here</p>