Overview of the Sessions

Engaging Early LearnersSESSION1

#Thinking about Thinking: Becoming an Independent Reader1MATERIALS FOR SESSION 1

Monographs and Curriculum DocumentsAll available online in PDF. To link to Ministry of Education web addresses, go to Resources at the end of this session.A Guide to Effective Literacy Instruction, Grades 4 to 6 Volume One, Foundations of Literacy Instruction for the Junior Learner, 2006 Student Identity and Engagement in Elementary Schools, Capacity Building Series monograph, 2011Collaborative Teacher Inquiry, Capacity Building Series monograph, 2010 Research ArticlesAll available online in PDF to members of the Ontario College of Teachers. To link to the Members Area of the Margaret Wilson Library, go to Resources at the end of this session.Philosophy in Primary Schools: Fostering Thinking Skills and Literacy (Fisher, 2001)Organizing Literacy Classrooms for Effective Instruction (Reutzel & Clark, 2011)The Classroom Environment First, Last and Always (Roskos & Neuman, 2011)The Ecology of Learning: Factors Contributing to Learner-centred Classrooms Cultures (Crick, McCombs, Haddon, Broadfoot, & Tew, 2007)

HandoutsAll available in Word on this DVD. To access files, go to the Resources at the end of this session.Checklist for an Inclusive Classroom Community Learning Environment Document Statements Four Roles of the Literate Learner Thinking about Inquiry1OverviewBecoming an Independent Reader is a professional learning resource with four sessions:Engaging Early LearnersMaking Thinking VisibleSupporting Student InquiryReflecting on LearningOverview#Thinking about Thinking: Becoming an Independent Reader2Thinking about Thinking: Becoming an Independent Reader is a PowerPoint presentation with four sessions designed to support the exploration of literacy and the development of higher-order thinking skills in the early years. It introduces teachers to inquiry processes and offers practical instructional strategies for helping young children to think about text and to develop their own strategies for becoming independent readers and writers. Although the sessions build upon one another and are meant to be used sequentially, they can also be used independently according to learning needs. Each concludes with suggestions for reading several related research articles which may be used in professional learning communities to engage participants in further inquiry or action research.

The Four SessionsEngaging Early Learners introduces an inquiry stance to teaching and learning and explores the classroom conditions that foster student engagement.Making Thinking Visible examines student engagement in learning opportunities that provoke talk about substantive topics and integrate the four roles of the literate learner.Supporting Student Inquiry investigates the repertoire of strategies that educators use within an integrated approach to student learning. Reflecting on Learning examines listening and questioning strategies that support students in thinking and talking independently about their learning and connects an inquiry approach to learning to the four roles of a literate learners. (learner)Key MessagesThe purposeful integration of the four roles of the literate learner supports higher-order thinking and student independence in early primary classrooms.An inquiry approach to teaching and learning leads to student and teacher efficacy and supports the development of independence in reading.Ongoing reflection on research findings and classroom practices deepens the professional knowledge of educators and informs their teaching practices.Ministry resources (e.g., monographs, webcasts and curriculum documents) support early primary teachers in planning effective literacy instruction. Overview#Thinking about Thinking: Becoming an Independent Reader3SLIDE NOTESBecoming an Independent Reader is a companion to Setting the Stage for Independent Reading.It has been designed to provide several options for professional learning. It can be used as: - a planning framework (e.g., Summer Institute Program)- an inquiry cycle (e.g., learning collaboratively with colleagues)- a learning study (e.g., selecting one session, such as Supporting Student Inquiry, for an in-depth study)All four sessions share the same key assumptions about effective literacy instruction some are given more emphasis in particular sessions than others. All four sessions promote the importance of: - the integration of the four roles of the literate learner across strands with higher-order thinking skills built into the process of learning how to read, write, listen and speak- an inquiry stance, for both students and teachers- scaffolded and intentional teaching with suggestions for how to offer appropriate support so that students learn to articulate their thinking and come to know themselves as learnersThe resource shows how teachers model thinking for students by articulating the strategies that they use in problem solving, critically thinking about text and reflecting upon themselves as readers and writers; it also highlights student sharing of their thinking and learning strategies with one another. The Ministry of Educations Capacity Building Series, What Works? Research into Practice and Guides to Effective Literacy Instruction, Grades 4 to 6 support teachers in planning effective literacy instruction; they provide current, concise research summaries and identify evidence-informed practices to support learning throughout the grades. Becoming an Independent Reader demonstrates that higher-order thinking is not about a series of events or lessons, but rather is developed as a habit of mind; it is planned and created intentionally by teachers in collaborative classroom environments where student voice and choice matter.

A Childs Perspective on ReadingView a video on the web:

A Childs Perspective on Reading#Thinking about Thinking: Becoming an Independent Reader4SLIDE NOTESThis is a clip of a Grade 2 child talking about reading an example of a child sharing his thinking and making it visible, both to himself and others. This session introduces the importance of student voice, student engagement and an inquiry stance in supporting early learners.Teaching is not about finding the magic answer and applying it. We can only be really good teachers if were always questioning what were doing. Great teaching is a constant quest. Carol RolheiserQuoted in A Contest Quest University of Toronto Magazine, 2006#Thinking about Thinking: Becoming an Independent Reader5DISCUSSIONRead the quote and share a connection to your own teaching.

Setting the PurposeThis session probes the conditions for student engagement by asking the following questions: What classroom conditions characterize learning communities that foster engagement?How might students and teachers co-construct learning to deepen thinking? How does taking an inquiry stance support student engagement? How does it foster independent learning?#Thinking about Thinking: Becoming an Independent Reader6OVERVIEW OF THIS SESSIONThis session explores the learning conditions that foster engagement and lead to independence. More specifically, it: - analyzes the classroom conditions that support engagement and independence by involving students as partners in learning.- examines the evolution of the gradual release of responsibility model and the connection between responsive teaching and student independence. - connects research to practice through analysis and comparisons of monographs and classroom teaching/learning video clips.The session extends understanding of classroom conditions for teaching, learning and student engagement by examining the following resources:- A Guide to Effective Literacy Instruction, Grades 4 to 6 Volume One, Foundations of Literacy Instruction for the Junior Learner, 2006 - Student Identity and Engagement in Elementary Schools, Capacity Building Series monograph, 2011- Collaborative Teacher Inquiry, Capacity Building Series monograph, 2010The session examines a professional inquiry cycle for reflective thinking on teaching and learning in classroom practice. It considers the research for moving thinking forward by suggesting research articles for further study which a) support an inquiry approach to learning and b) provide evidence for the importance of creating learning conditions that foster student engagement.

In adopting an inquiry stance, we push our beliefs out of their resting positions and engage in a cycle where new knowledge provokes new questions and where new questions generate new knowledge. Mitzi Lewison, Christine Leland, Jerome HarsteCreating critical classrooms: K 8 Reading and Writing with an Edge (2008, page 17)#Thinking about Thinking: Becoming an Independent Reader7DISCUSSIONWhat does this statement mean to you? What professional experiences have you had that reflect this statement? Discuss your thinking.Student Identity and Engagement

Ensuring students are listened to and valued and respected for who they are leads to greater student engagement which, in turn, leads to greater student achievement. Student Identity and Engagement in Elementary Schools Capacity Building Series, 2011, page 1#Thinking about Thinking: Becoming an Independent Reader8MATERIALSStudent Identity and Engagement in Elementary Schools, Capacity Building Series monograph, 2011Checklist for an Inclusive Classroom Community

TASKRead the monograph to find descriptions of the characteristics of classroom learning environments that support student engagement. Review the Checklist for an Inclusive Classroom Community and discuss: - How does the checklist reinforce the messages in the monograph about student engagement? - Choose one or two clusters on the checklist (e.g., Atmosphere, Language, Teaching Practices, etc.) and discuss what these look like in your classroom.

DISCUSSIONHow could you use the checklist to improve learning conditions for thinking in your classroom?

Teaching with an Inquiry StanceView a video on the web:

Teaching with an Inquiry StanceGrade 1/2 Teacher#Thinking about Thinking: Becoming an Independent Reader9SLIDE NOTESThis is a clip of a Grade 1/2 classroom teacher talking about how she identifies the learning needs of her students and implements strategies to support them.

DISCUSSIONHow does taking an inquiry stance inform this teachers thinking about her practice? How does her practice contribute to the development of the classroom learning conditions identified in the previous discussion based on Student Identity and Engagement in Elementary Schools and the Checklist for an Inclusive Learning Community?

Connecting the documents

and identifying classroom conditions that support student engagement

#Thinking about Thinking: Becoming an Independent Reader10MATERIALSLearning Environment Document Statements chart paper, markers

TASKUsing the Learning Environment Document Statements, select statements from a cross-section of the documents that support or expand the discussions about the learning conditions in Student Engagement and Identity and the Inclusive Classrooms checklist.Record key words/phrases from the handout that identify classroom conditions that support student engagement and independence.

DISCUSSION How are these conditions reflected in your classroom environment?

Authentic Real-life Inquiry in KindergartenView a video on the web:

Authentic Real-life Inquiry in Kindergarten#Thinking about Thinking: Becoming an Independent Reader11MATERIALSKey words/phrases that identify classroom conditions that support student engagement and independence (from previous slide)

TASKWhile viewing the video, scan the key words and phrases.As a group, consider which ones were evident in the clip and best capture teacher actions and student behaviour.

DISCUSSIONHow does this classroom environment support student engagement? How do the students demonstrate their independence as learners?

Gradual Release of ResponsibilityView a video on the web:

The Gradual Release of Responsibility#Thinking about Thinking: Becoming an Independent Reader12SLIDE NOTESBefore viewing, review the Gradual Release of Responsibility model outlined in A Guide to Effective Literacy Instruction, Grades 4 to 6 Volume One, Foundations of Literacy Instruction for the Junior Learner, 2006, pages 8083. This model, studied in the previous resource Thinking about Thinking: Setting the Stage for Independent Reading, promotes responsive teaching.

TASKIdentify the strategies the teacher in the clip is using to lead students toward independence.

DISCUSSIONHow does using the Gradual Release of Responsibility model lead to student independence?

Peer Conferencing in Grade 2View a video on the web:

Peer Conferencing in Grade 2#Thinking about Thinking: Becoming an Independent Reader13SLIDE NOTESThis is a clip from a Grade 2 classroom illustrating a student conferencing with a partner, immediately following the lesson in the previous clip. As you watch, think about: - earlier conversations about the classroom conditions that support students moving to independence - the discussion from the previous slide about how the Gradual Release of Responsibility model supports students and teachers learning together in collaborative relationshipsThis is the first experience these two students (one an English language learner) have had with peer conferencing.

DISCUSSIONHow might you establish classroom learning conditions that support student independence? Adapted from Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004). For discussion purposes only.

Thinking about The Four Roles of the Literate LearnerClick here to connectClick here to connectClick here to connectClick here to connect#Thinking about Thinking: Becoming an Independent Reader1414MATERIALS Four Roles of the Literate Learner

SLIDE NOTES Allan Luke and Peter Freebody developed the Four Resources model (1990) to describe the purposeful integration of the four roles of the literate learner. This model has been widely used and adapted in jurisdictions across the world. In Ontario, the Expert Panel on Literacy in Grades 4 to 6 elaborated on the four resources model to suggest four roles for the junior learner. The version of the Four Roles presented here is adapted from Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6 in Ontario (2004) with further elaboration provided by the Collaborative Inquiry in Literacy 200809 and 200910, and is for discussion purposes only.Setting the Stage for Independent Reading explored higher-order thinking and the Four Roles of the Literate Learner, dedicating specific sessions to each role, with a final session focusing on their integration. For more information click on each role for links to these sessions.

DISCUSSIONConsidering the clips in this session, how does the integration of the four roles of the literate learner support the learning conditions that foster student engagement and independence?

Thinking about InquiryWhat are the learning needs of our students?What do they already know?What do they need to learn and do?How do we build on what they know?What are our learning needs?

What do we already know that we can useto support student learning needs?

What do we need to learn to doto support student learning needs?

What sources of evidence/knowledgecan we utilize to learn this?What teaching actions will support student learning within the tasks and experiences?What was the impact of: the learning tasks/experiences? our teaching actions? What learning tasks and experiences can we design to support student needs?#Thinking about Thinking: Becoming an Independent ReaderMATERIALSThinking about Inquiry

SLIDE NOTESThe questions highlighted in the Professional Learning Cycle are foundational to an inquiry stance; they can be used to guide ongoing thinking about teaching and learning throughout the sessions and beyond.The purpose of reflective thinking at the end of each session is to link the new learning to both classroom experiences and future professional inquiries. This session has focused on understanding the learning conditions that support early primary students in thinking about their own learning as they become independent readers.

REFLECTIVE THINKING: ENTRY POINTS FOR PROFESSIONAL INQUIRYHow might responsive teaching support your students in thinking about their own learning?What are the classroom conditions that support student engagement, metacognition and independence?How might an inquiry stance and an increased focus on classroom conditions expand and deepen learning opportunities for our students?How might an inquiry stance to teaching and learning lead to a stronger sense of self-efficacy for us, as educators, and for our students?

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Collaborative Teacher Inquiryreciprocalrelevantcollaborativereflectiveiterativereasonedadaptive#Thinking about Thinking: Becoming an Independent ReaderMATERIALSCollaborative Teacher Inquiry monograph, 2010

SLIDE NOTESThe role of teacher inquiry is emerging as a critical part of the daily work of teachers.Through collaborative inquiry, teachers integrate new knowledge and understanding of student learning and classroom instruction into their existing professional practice.Educators involved in a collaborative professional inquiry may wish to consider how their inquiry reflects the seven characteristics described in this monograph.

Moving Thinking ForwardConfirmation bias is the tendency to seek confirmation of what we already think, believe, know and do.When we read professionally, our natural inclination is to focus on the things that confirm what we already think, believe, know and do.Katz and Dack suggest that in order to intentionally interrupt the confirmation bias, we should highlight the things we dont agree with and create an opportunity to make our tacit knowledge explicit to create the conditions for possible real, new learning. Adapted from StevenKatz and Lisa DackIntentional Interruption (in press)#Thinking about Thinking: Becoming an Independent Reader17SLIDE NOTESInquiry processes are grounded in both professional practice and current research. It is through consideration of research that: - teacher thinking is either confirmed or dissonance created causing teachers to move forward in their thinking, learning and practice- rich conversations and subsequent inquiries lead to collaborative and reflective professional learning that is iterative and reciprocal as educators come to deeper or new understandings through questioning and discussionThe research articles on the next slide are intended to provoke professional thinking and lead to deeper or new understandings about the focus of this session, Engaging Early Learners.

Connecting Theory and PracticeWith such wide and varied bodies of knowledge to explore, and limited time to act on the specific needs of students, it is important that the use of expert knowledge is strategic and purposeful. Collaborative Teacher Inquiry, Capacity Building Series, 2010, page 4

Research articles to support ongoing professional learning are available to all members of the Ontario College of Teachers in the Members Area/ Margaret Wilson Library.Click here to connect#Thinking about Thinking: Becoming an Independent Reader18Research Reflections on Engaging Early Learners

The Ecology of Learning: Factors Contributing to Learner-centred Classroom Culture(Crick, McCombs, Haddon, Broadfoot, & Tew, 2007)

Organizing Literacy Classrooms for Effective Instruction(Reutzel & Clark, 2011)

Philosophy in Primary Schools: Fostering Thinking Skills and Literacy (Fisher, 2001)

The Classroom Environment First, Last and Always(Roskos & Neuman, 2011)#Thinking about Thinking: Becoming an Independent Reader19SLIDE NOTESThe articles selected to inform your inquiry work are of two kinds: - research-tested which are based on one or more studies that have tested the impact of a particular practice or approach- research-based which are designed to be consistent with research findings but which have not been tested in a research study (Nicole M. Martin, 10 Things Every Literacy Educator Should Know About Research The Reading Teacher, Vol. 65, September 2011)TASKRead the article and reflect on the findings.Make connections between the findings and your experiences with students and the learning conditions in your context. Think about the current conditions in your context: - What conditions described in the article are clearly evident? - Are there modifications/adaptations that you might consider as a result of reading the article?Share key points of your thinking with colleagues.Curriculum DocumentsSessions 1 4The Ontario Curriculum, Grades 18: Language, 2006 (revised)The Ontario Curriculum, Grades 18: Science and Technology, 2007 (revised) The Ontario Curriculum, Grades 18: Mathematics, 2005 (revised)The Ontario Curriculum, Grades 18: The Arts, 2009 (revised)The Ontario Curriculum, Grades 18: Health and Physical Education, 2010 (revised/interim edition) All resource and curriculum documents used in Thinking about Thinking sessions are available online in PDF click to download file to desktop.A Guide to Effective Literacy Instruction, Grades 4 to 6 Volume One, Foundations of Literacy Instruction for the Junior Learner, 2006 Part 1 & Part 2The Full-Day Early Learning Kindergarten Program, 20102011 (draft version) Resources#Thinking about Thinking: Becoming an Independent Reader20MonographsSessions 1 4Asking Effective Questions in Mathematics Capacity Building Series, 2011Collaborative Teacher Inquiry Capacity Building Series, 2010Critical Literacy Capacity Building Series, 2009Getting Started with Student Inquiry Capacity Building Series, 2011Grand Conversations in Primary Classrooms Capacity Building Series, 2011All monographs used in Thinking about Thinking sessions are available online in PDF click to download file to desktop.Integrated Curriculum What Works? Research into Practice, 2010Integrated Learning in the Classroom Capacity Building Series, 2010Lets Talk about Listening Capacity Building Series, 2009Primary Assessment Capacity Building Series, 2010Student Identity and Engagement in Elementary Schools Capacity Building Series, 2011

Resources#Thinking about Thinking: Becoming an Independent Reader21Research ArticlesSessions 1 4Session 1The Ecology of Learning: Factors Contributing to Learner-centred Classroom Cultures (Crick, McCombs, Haddon, Broadfoot, & Tew, 2007)The Classroom Environment First, Last and Always (Roskos & Neuman, 2011)Philosophy in Primary Schools: Fostering Thinking Skills and Literacy (Fisher, 2001)Organizing Literacy Classrooms for Effective Instruction (Reutzel & Clark, 2011)Session 2 Making Thinking Visible How to Promote Engagement, Understanding and Independence in All Learners (Ritchhart, Church & Morrison, Karin, 2011) Critical Literacy in Australia: A Matter of Context and Standpoint (Luke, 2000) Using the Everyday to Engage in Critical Literacy with Young Children (Vasquez, 2009) Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations (Gjems, 2010)

ResourcesAll research articles are available online in PDF to members of the Ontario College of Teachers. Click here to proceed. #Thinking about Thinking: Becoming an Independent Reader22Research ArticlesSessions 1 4Session 2 (continued)The Nature of Student Teacher Discourse in an Elementary Classroom (Dickson, 2005) Orchestrating Discussions (Smith, Hughes & Engle, 2009)Teachers Talking to Young Children: Invitations to Negotiate Meaning in Everyday Conversations (Gjems, 2010)Session 3Its a Mystery: A Case of Implementing Forensic Science in a Preschool Science Inquiry (Howett, Lewis & Upson, 2011)Reading Through a Disciplinary Lens (Juel, Hebard, Haubner & Moran, 2010)Inquiring Minds Learn to Read, Write and Think: Reaching all Learners Through Inquiry (Wilhelm & Wilhelm, 2010)An Early Start on Thinking (Epstein, 2008)New Horizons in Comprehension (Keene, 2010)

Resources#Thinking about Thinking: Becoming an Independent Reader23Research ArticlesSessions 1 4Session 4Childrens Self-Assessment of Their Schoolwork in Elementary School (Elder, 2010)Using Self-assessment in Elementary Classrooms (Bingham, Holbrook & Meyers, 2010)Whos Afraid of the Big Bad Answer (Aukerman, 2006) Launching Self-Directed Learners (Costa & Kallick, 2004)Talking in Class: Remembering What is Important about Classroom Talk (Johnston, Ivey & Faulkner, 2010)Resources#Thinking about Thinking: Becoming an Independent Reader24HandoutsSessions 1 4Checklist for an Inclusive Classroom CommunityLearning Environment Document StatementsFour Roles of the Literate LearnerThinking about InquiryMaking Thinking Visible Document Statements

Resources

#Thinking about Thinking: Becoming an Independent Reader25VideosSessions 1 4Resources

SESSION 1A Childs Perspective on Reading 1.02Teaching with an Inquiry Stance Grade 1 / 2 Teacher 3:11Authentic Real-life Inquiry Kindergarten 4:27The Gradual Release of Responsibility 7:19Peer Conferencing in Grade 2 2:43

SESSION 2Talking About Learning in Kindergarten 2:14Reading Different Texts Grade 2 4:03Play-Based Learning in Authentic, Real-Life Contexts Kindergarten 2:17Relevance and Authenticity: Articulating Values and Beliefs and Taking Action Grade 2 6:20Reading the World: Allan Luke 5:12

SESSION 3Its About a Repertoire: Allan Luke 0:44An Inquiry Approach to Learning Grade 1/2 Teacher 3:06Inquiry in Kindergarten 3:06Sharing Learning in Grade 1 2:11

SESSION 4Student Teacher Reading Conference Grade 1 4:26Questioning and Listening Grade 1 3:14Consolidating the Learning Grade 2 5:55

#Thinking about Thinking: Becoming an Independent Reader26