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LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2

LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2

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LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2

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  1. LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2 Curriculum And Assessment Policy Branch Early Years Division The Literacy and Numeracy Secretariat Spring 2014 1

  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 2

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  4. Reflections on Learning About Learning “Intentionally interrupt”the conception of leadership as “lead knower” rather than “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 transformation of learning in K and beyond?

  5. Moving from …rushing to “evaluation” (assessment of learning) Moving towards …slowing down and documenting what we see and hear without evaluation (assessment for learning) Moving From …Towards 5

  6. Build Relationships and Develop the Nuance of Noticing 89 6 35

  7. Observing Learning and Pedagogical Documentation 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. 7

  8. 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? 8

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  11. Documenting/Studying/Communicating Learning Use the sample protocol provided on your tableto study the pedagogical documentation your groupdocumented. 11

  12. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team how will you continue to support learningabout learning? 12

  13. Thinking About the Documentation 13

  14. 45 14

  15. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team how will you continue to support learningabout learning? 12

  16. Moving from …the valid stage of documenting the story (what events or activities happened) Moving towards …negotiated and co-constructed …slowing down and moving to the study of learning (evidence of thinking and learning) Moving From...Towards 16

  17. A Triangulation of Assessment Data Making Thinking/Learning Visible Doing Observation Pedagogical Documentation Conversation Product Saying Representing 17

  18. 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? 18

  19. A Triangulation of Assessment Data Making Thinking/Learning Visible Assessment for Assessment for Assessment as Pedagogical Documentation Assessment As Assessment of Assessment of 19

  20. Pedagogical Documentation and the Relationship with Assessment for and as Learning “Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.” (Assessment Reform Group, 2002, p. 2) in Growing Success, pg. 31 20

  21. Pedagogical Documentation and the Relationship with Assessment for and as Learning “Assessment as learning focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.”(Western and Northern Canadian Protocol, pg. 42), in Growing Success, pg. 31 21

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  23. Self-Regulation and Well-Being 36

  24. Moving From...Toward Moving towards … slowing down documenting, analysing, studying, questioning with the children, with our colleagues, with families … revisiting documentation to more deeply understand learning and for different purposes Moving from …feeling we have to always know or understand the thinking and learning immediately 24

  25. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team how will you continue to support learning about learning? 25

  26. Pedagogical Documentation and the Relationship with Assessment for and as 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) 27

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  29. Moving From...Towards Moving towards … thinking about the interrelationships and reciprocity between assessment for, as and of learning Moving from …viewing assessment for,as and of learning in a linear way

  30. Pedagogical Documentation and the Relationship with Assessment for and as Learning While revisiting and analysing documentation with children, educators both model and learn the language of assessment as learning. While the children are revealing their thinking about their own learning (metacognition) the educator gains further insights into the children’s thinking and learning (assessment for learning)

  31. Pedagogical Documentation and the Relationship with Assessment for and as Learning “I/[We] observe you, and while I [we]observe you, I [we]‘capture’ you. But at the same time I[we] also modify my [our] own knowledge. So observation is not only an individual action but also a reciprocal relationship. It is an action, a relationship, a process that makes us aware of what is happening around us.”(Rinaldi, 2004)

  32. 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? 33

  33. Documenting/Studying/Communicating Learning Use the sample protocol provided on your table to study the pedagogical documentation provided. 34

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  35. 36 25

  36. To ….. …..negotiated andco-constructed ….. “next steps” for growth and learning in response to evidence gathered in pedagogical documentation Moving from…. ….”next steps” being activity focused Moving From...Towards 37

  37. Thinking About Assessment of Learning “Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.” (Western and Northern Canadian Protocol, p.55) In Growing Success, p.31 How will you continue to support assessment of learning and next steps for learning? 38

  38. What are We Learning About Learning? 39

  39. Thinking About Assessment of Learning and Next Steps for Learning How is your thinking about Part 3 in the protocol evolving? 40

  40. Next Steps Board Leadership Teams • role of the learner • role of the leader 41