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 Slide 2 Welcome and overview 1. 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 Slide 3 Over 25 years of collaborative inquiry: Slide 4
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 Slide 5 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 Slide 6 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 Slide 7 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 Slide 8 Breakthrougha head-turning
moment Slide 9 Our game-changer Slide 10 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 Slide 11 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 Slide 12 2 minute: What challenges do
you see what questions to do have about implementing and assessing
competency-based learning? Slide 13 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. Slide 14 Todays
goal Find practices that will support the implementation and
assessment of competency-based learning. Slide 15 The Framework
Chunk 1 Slide 16 Learning Round Context: one cycle develops
multiple competencies in Gr.6/7 learners brand new to the practice
Slide 17 Task: Explain an important message or lesson and how you
might use the message in your life Lesson
1ConnectingProcessingTransformingReflecting 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 Slide 18 Slide 19 Slide 20 Slide 21 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 Slide 22 Slide 23 Weaving with Clues
Feathers Two eggs Broken arrow Slide 24 Thinking like an observer
predict a big idea or message that might unfold in the text Slide
25 Slide 26 Slide 27 Slide 28 Slide 29 Learning Round: lesson 2
Task: Write to send an image of the situation Lesson 3
ConnectingProcessingTransformingReflecting 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: Image DetailTagline 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 Slide 30 Using samples to
build criteria for powerful writing What works? What is powerful?
Slide 31 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! Slide 32 Slide 33 Slide 34
Slide 35 Slide 36 Task: Write in role to show who was the fool and
why. After finishing work with the texta beginning for the final
response Slide 37 WHOLE CLASS INDEPENDENT READING PERSONAL INQUIRY
Slide 38 Learning Round: lesson 3 Task: Write to send an image of
the situation Lesson 3 ConnectingProcessingTransformingReflecting
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: Image DetailTagline 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 Slide 39 Slide 40 Slide 41
Slide 42 2 minute: What was important to you and why? Slide 43
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 Slide 44 Heather Brown, SD6/61 Senior
Science Slide 45 Conceptual & Procedural Understanding Slide 46
Effects on learners the teacher on colleagial learning Sonia
Kraljevic Grades 6-8 Slide 47 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 Slide
48 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 Slide 49 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 Slide 50 Donna Schelter Grades 4/5 Slide 51
Paul Kopf Grade 1 Slide 52 Slide 53 2 minute: What was important to
you and why? Slide 54 Strengths/Features of the Approach
Preliminary findings from a sampling of participants 2012-2013
study of SmartLearning: Megan Anakin, senior researcher Otago
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/individualised/ student-centred instruction
Focused on student achievement/assessment/curriculum
Guides/scaffolds student learning Students set their own goals and
take responsibility for their own learning Focused on student
achievement/assessment/curriculum Slide 55 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
Slide 56 Chunk 3 Lessons on supporting educators Slide 57 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. Slide 58 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!!!! Slide 59 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 & challeng es; learning from each others
applications; new learning Collaborative planning, co- teaching and
coaching Skill & competency- focused workshops Learning round
where we Slide 60 Q & A 9 minutes Slide 61 TASK: What practices
did you find to support the implementation and assessment of
competency-based learning? Slide 62 Reflections: Strengths you see
in the practices Goal: 72 hour rule Slide 63 Slide 64 If we dont
search for more well never find it Galen Weston Slide 65 If nothing
ever changed, there would be no butterflies author unknown Slide 66
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.cawww.smartlearning.ca @susanclose5
