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LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2. Curriculum And Assessment Policy Branch Early Years Division The Literacy and Numeracy Secretariat Spring 2014. 1. HYPER: excessively OPIA: view, look eye, see. HYPER-OPPERY. To look beyond the surface

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LEARNING ABOUT LEARNING:

LEADING IMPLEMENTATION K- 2

Curriculum And Assessment Policy Branch

Early Years Division

The Literacy and Numeracy Secretariat

Spring 2014

1


Hyper oppery

HYPER: excessively

OPIA: view, look eye, see

HYPER-OPPERY

  • To look beyond the surface

  • To view exceedingly closely

  • To see over and through expectations and assumptions into the depth of meaning available in each moment (Anne Pelo 2014)

2


Learning goal

To find the relationships among:

  • the overall expectations and what the document describes as learning

  • the curiosity, questions and wonderings of the children that may go beyond the expectations

  • ways in which we assess the learning

Learning Goal

3


14

5


6


Reflections on learning about learning
Reflections on Learning About Learning

“Intentionally Interrupt” the conception of leadership: moving from “lead knower” towards “lead learner.”

The historic conception makes those in leadership positions reluctant to model what “not knowing” looks like and the result is a lost opportunity to give others – by example – permission to not know (adapted from Katz, 2010 p.1)

What are you learning about learning as described in the proposed program document and communication of learning?

As a leadership team how will you continue to support the transformational learning in Kindergarten and beyond?


Communication of learning
Communication of Learning

The Kindergarten Program

Assessment for/as and of Learning


4


Assessment for, of and as learning


Supporting a continuum of teaching and learning

Relationships

Learning Through Play and Inquiry

Educators as Co-Learners

Environment as Teacher

Pedagogical Documentation

Reflective Practice and Collaborative Inquiry

Belonging Well-Being Engagement Expression

SUPPORTING A CONTINUUM OF TEACHING AND LEARNING


Overview of Proposed Changes to

The Kindergarten Program 2014

  • Reorganization of the front matter

  • Four-frame structure for expectations


Overview of Proposed Changes to

The Kindergarten Program 2014

  • Other changes that help educators to see the document as a professional learning tool:

  • Embedding of external and classroom research

    • Clarifying misconceptions

    • Strengthening understanding


Overview of Proposed Changes to

The Kindergarten Program 2014

  • Other changes that make the document user-friendly for multiple audiences:

  • Text features

  • Design of the document

  • Interconnections


Rethinking misconceptions

We can’t do play-based inquiry learning in grades 1 and 2 because we have specific content to cover.”

Rethinking Misconceptions

Think about:

  • the overall expectations related to processes and dispositions

  • four categories of the Achievement Chart focus on Communication, Understanding and Application and Thinking

  • one category of the Achievement Chart focuses on knowledge of content with understanding


Children are Competent and Capable:

Rethinking Learning Environments


What are we learning about learning

How do we know learning is happening?

How are we co-constructing and negotiating learning?

How are we documenting evidence of learning?

How do we communicate learning?

What Are We Learning About Learning?


Children are Competent and Capable:

Rethinking Learning Environments in Grades One and Two

26

25

25


Rethinking misconceptions1
Rethinking Misconceptions

“Pedagogical Documentation is different than other evidence that we would include as “assessment” evidence.”



27 Environments

Children are Competent and Capable: Rethinking Learning Environments

25


How are we documenting evidence of learning studying co constructing and communicating learning
How Are We Documenting Evidence of Learning, Studying, Co-Constructing? and Communicating Learning?

Gandini and Kaminsky (2004) similarly describe it as a “pedagogy of listening,” broadening the notion of documentation to include the collection of many forms and types of text to make student learning visible and to create an authentic record for dialogue, reflection and analysis. Pedagogical documentation is not done at the end of a lesson or unit, as a summative assessment, but is ongoing – a cyclical process that facilitates growth and improvement.” (Capacity Building Series – Pedagogical Documentation, 2012)


Documentation
Documentation Co-Constructing? and Communicating Learning?

Visible Learning: surfaces and documents children’s thinking, working theories, and ideas that pique their interest

Reciprocal dialogue: creates opportunity for clarification, checking understandings, misunderstandings, connections to prior knowledge

Reflection: requires considerable analysis of what the documentation reveals; inspires further inquiry


“The time adults spend observing and documenting, and then interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).


Video segment
Video interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).Segment

  • http://video.com/36323323


Time for Teams interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).

Take time to be in the :

  • role of the learner

  • role of the system leader


36 interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).

33



Moving from towards
Moving From ...Towards Environments

Moving from

…rushing to “evaluation” (assessment of learning)

Moving towards

…slowing down and documenting what we see and hear without evaluation (assessment for learning)


Learning about learning
Learning About Learning Environments

How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?

How is your thinking evolving?

As a leadership team, how willyou continue to support learning about learning?

35


Build Relationships and EnvironmentsDevelop

the Nuance of Noticing

38

89

36


Observing Learning and Pedagogical Documentation Environments

Rinaldi (2001) describes pedagogical documentation somewhat paradoxically as “visible listening” – using notes, slides, videos and so on to reconstruct children’s learning paths and processes.

38


v Environments

39


40 Environments


Documenting studying communicating learning
Documenting/Studying/Communicating Learning Environments

Use the sample protocol provided to study the pedagogical documentation provided.


Learning about learning1
Learning About Learning Environments

How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?

How is your thinking evolving?

As a leadership team, how willyou continue to support learning about learning?

35


Thinking About the EnvironmentsDocumentation


45 Environments

44


Learning about learning2
Learning About Learning Environments

How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?

How is your thinking evolving?

As a leadership team, how willyou continue to support learning about learning?

35


Learning goal1
Learning Goal Environments

To find the relationships among:

  • the overall expectations and what the document describes as learning

  • the curiosity, questions and wonderings of the children that may go beyond the expectations

  • ways in which we assess the learning


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