January – April 2015Year 3

Welcome Respected Colleagues

Changing Results for Young Readers (CR4YR)

A Provincial Initiative...Goal: To increase the number of engaged,

successful readers in our province

Snapshot of…• Designed to determine best strategies to

support struggling readers through evidence based case studies – focus on one child

• Opportunity for teachers to collaborate at each school and across the district/province

• Support teachers in developing a framework of inquiry relevant to reading instruction

• Collection of provincial data to inform practice

Year 1 and 2 of CR4YR• Provincial Framework…• Early Reading Facilitators & Early Reading

Advocates• Teams from five schools selected• Seven morning sessions throughout the year• Data collected and submitted to the Ministry

• Key Areas of Focus:• Teacher Inquiry model• Collaborative Team Approaches to Support • Self-Regulation (UBC research)• Indigenous Principles of Learning• Reflection and Discussion among Colleagues

Feedback from Year 1 & 2

• Continued focus on:• Teacher Inquiry• Self- Regulation• Aboriginal Worldviews and Indigenizing the

Curriculum• Best practices for Reading Instruction

• Less reflection & more “substance” - strategies for instruction & assessment • Opportunities for more teachers to participate • Fewer sessions in the series• Evidence-based practices for instruction,

assessment & intervention for struggling readers

CR4YR Project Goals

1. Increase the number of NVSD students who are engaged, proficient readers by Grade 3

2. Maximize the collective knowledge of primary teachers

3. Support a community of practice at all schools focused on improving results for struggling readers

4. Enhance teachers’ understanding of literacy instruction & assessment for the full continuum of learners

5. Establish a district-wide understanding of the Core Components of Literacy Instruction…

CR4YR 2015

A new NVSD Leadership Team…• District Early Reading Advocate (Ilona Wardas)• District Leadership Team (FOS Leaders,

teachers)– Kendra Arkinstall– Doreen Berg– Ann Copp– Diana Kilby– Anne Lawson– Janet McLean– Heather Myhre and Jessica Welder – Shannon Sharp– Claire Spofforth– Stephanie Weller

A New CR4YR Format Session 1 – Building the Foundations for Learning

• Engaging the Literacy Learner• Self-Regulated Learning • Indigenizing the Reading Curriculum• Misconceptions and Myths regarding Reading Instruction

Session 2 and 3– Developmental Stages of Reading• Oral Language• Phonemic Awareness & Phonics • Reading Fluency • Vocabulary development • Reading Comprehension

Session 4 – Putting Research into Action• Instructional Practices, Assessment Tools, Intervention

Strategies

• HTTP://CHANGINGRESULTSFORYOUNGREADERS.BCLIBRARIES.CA/

• HTTPS://CR4YRNVSD44.WORDPRESS.COM/

CR4YR Websites

Big Ideas

Strategic teaching practice will have an impact on students’ approach to learning and their success as skilled, proficient, purposeful readers.

When learning is examined through the eyes of students Educators can better help students become their own teachers: as critical planners; as receivers of feedback; and as adaptive learning experts.

Learning TargetsSession #1

I can find evidence of research-based practice that supports learner engagement and literacy development in my practice.

I will offer and seek collegial support in the assessment and growth of my own practice.

I can find evidence of a balanced literacy program inclusive of Aboriginal Principles of Learning in my practice.

Through the process of Inquiry, I will create a plan to incorporate a practice that is different to me.

I am leaving with a question.

Motivation and Engagementare foundational to

Balanced Literacy Learning

• Motivation and student engagement

• Assessment for Instruction – including ongoing formative feedback – know the learner – know yourself

• Classroom and Curricular Adaptations

Graphic from: University of Toronto “balanced literacy diet”www.litdiet.org How to Videos Motivation #56

Self-Assessment…a place to start…

Formative Assessment

• A Fearless Inventory of my own values and practice

• Your self-assessment will inform your starting place

• Some challenging and provocative statements

• Take 10 minutes to yourself

• Begin a conversation with your school team

The Research Says….Dr. John Hattie

Visible Learning for TeachersMaximizing Impact On Learning , 2012

Professor John Hattie is a researcher in education. Currently the Director of Melbourne Educational Research Institute at the U of Melbourne, Australia since March 2011.

Previously, he was a project director and Professor of Education at the U of Auckland, New Zealand.

Holds a PhD from the University of Toronto, Canada

www.visible-learning.org

Ranking Ladder Group Task 5 mins

Influences and Effect SizesRelated to

Student Achievement

1. (1.44) Helping students develop high expectations for themselves

3. (1.07) Response to Intervention

4. (0.90) Educators providing their colleagues with formative assessment feedback on their teaching practices

6. (0.88) Direct teaching of phonics to a small group of students who need it

10. (0.75) Providing feedback to a student on his/her reading fluency

11. (0.74) Reciprocal Teaching

12. (0.72) Teacher - Student relationships

14. (0.69) Teaching meta-cognitive skills (eg: think alouds during reading)

17. (0.67) Explicit teaching of vocabulary

23. (0.62) Professional Development / Growth

36. (0.54 - 0.6) Phonics instruction for the whole class

46. (0.52) Interactive Video Methods

91. (0.31) Inquiry based models of teaching

94. (0.29) Homework (e.g. spelling lists)

The Inquiry Process

ScanningFocusing

Developing a Hunch

Learning

Taking Action

Checking

What does our focus need to be?

What is leading to this situation?

How and where can we learn more about what to do?

What will we do differently?

Have we made enough of a difference?

What’s going on for our learners?

In List Form

• Scanning: What’s going on for our learners?• Focussing: What does our focus need to be?• Developing a Hunch: What is leading to this situation?• Learning: How and where can we learn more about what

to do?• Taking Action: What will we do differently?• Checking: Have we made enough of a difference?• Repeat

How might this process be evident in your own life? Think about a time when something needed to change or improve. What was your process?

Instructional Contexts for Engagement

1. Learning and Knowledge Goals2. Real World Interaction3. Autonomy Support - Choice4. Interesting Texts5. Strategy Instruction6. Collaboration 7. Praise **8. Evaluation **

(Guthrie, 2001)

**Session #4 will dig deeper into more recent research on the effects of feedback

Self-Regulated Learning

3-2-1 Bridge Strategy • Retrieve original thoughts – now print on right side of

page

• Write 3 words• Write 2 questions about Self Regulation• Write 1 metaphor or simile

BRIDGE: In what ways has your thinking shifted?

A big topic with multiple entry points and perspectives.

Ritchhart, Church, Morrison (2011)

Self-Regulated LearningSelf-Regulation – Brain research, sensory processing, emotional regulation, cognitive regulation, metacognitive strategies

UBC Debra Butler and Nancy Perry

https://www.youtube.com/watch?v=ifkQ7SgSSQw

Self Regulated Learners are:a) metacognitiveb) direct emotions and behaviorc) motivated for learningd) strategic

Self Regulated Learning Occurs in Classrooms Where….

• a) Students’ autonomy is supported• b) Teachers provide instrumental support• c) Teachers engage in non-threatening evaluation practices

Design tasks that involve all students and provide opportunities to develop self-regulated learning because they…a) have multiple goalsb) focus on large chunks of meaningc) integrate content across curricular areasd) extend over long periods of timee) allow for a wide range of processes and products

Canadian Consortium for Self-Regulated Learninghttp://srlcanada.ca/

The Struggling ReaderWhat do we see?

Reframing our thinking about behavior

Anxious about school

Lack self confidence

Defiant

Avoidant

Social challenges

Twist and Talk:

In groups of 2 or 3

Short stroll around the room (2 minutes) and discuss a student whose behavior presents challenges to learning and attention.

Develop a hunch.

Self-Regulated Learning

3-2-1 Bridge Strategy • Retrieve original thoughts – now print on right side of

page

• Write 3 words• Write 2 questions about Self Regulation• Write 1 metaphor or simile

BRIDGE: In what ways has your thinking shifted?

A big topic with multiple entry points and perspectives.

Ritchhart, Church, Morrison (2011)

Brain and Body Break

https://www.youtube.com/watch?v=Q-GLuydiMe4

See you in 15 minutes

Group Conversation

• Read and discuss the phrases at your table

• In what ways do you connect personally, professionally, collaboratively with these phrases?

• Find and discuss evidence of these phrases in your practice and in the learning environment of your school

Professional Collaboration

• Interactive and on-going process• Mutually agreed upon challenges• Capitalizes on different expertise, knowledge

and experience• Roles are blurred• Mutual trust and respect• Create and deliver targeted instruction• GOAL: better meet the needs of diverse learners

Why collaboration / co-teaching?• Based on the belief that collaborative planning, teaching, and

assessing better addresses the diverse needs of students by creating ongoing effective programming in the classroom

• It allows more students to be reached

• It focuses on the ongoing context for learning for the students, not just the specific remediation of skills removed from the learning context of the classroom

• It builds a repertoire of strategies for teachers to support the range of students in classes

Learning in Safe Schools, Brownlie page 102

In what ways have you accessed / offered support for your learners, colleagues, your own practice?

It’s All About Thinking: Collaborating to Support All Learners

https://www.youtube.com/watch?v=Tp1Vp4GYcN4

Collaborative Check In

• Collaboration and Co-Teaching• Teaching with Intention and Learning Targets• Teaching to Diversity• Responsive Teaching• Universal Design for Learning• Backward Design• Inquiry Learning• Formative Assessment• Gradual release of responsibility

How are we doing as a collaborative team? What’s working? What will we change?

Where to next?

Reading 44A Core Reading Framework

1999 revised 2004

• Reading Research Tab

“To be engaged readers, students must recognize the value of reading and their own potential as readers and learners. Readers need both the skill and the will to read.”

Reading 44 (p 223)

Fact or Myth?

Learning to read, like learning to talk, is a natural process.

With time, all children will eventually learn to read.

Genetics rule: if the child has dyslexia, he or she cannot be helped.

If you start at a disadvantage, you will never catch up.

After Grade 3, children are done learning how to read.

Children can learn to read by relying heavily on context cues.

Students can master reading comprehension if they just read, read, and read.

English has so many irregular spellings and inconsistencies that it is impossible to teach.

From Foundations of Literacy: An Evidence-based Toolkit for the Effective Reading and Writing Teacher (Canadian Language

and Literacy Research Network, pp. 14

MYTH

MYTH

MYTH

MYTH

MYTHMYTH

MYTH

MYTH

Principles Guiding Practice• Expect that each child will learn to read.

• Provide exemplary reading instruction to all children.

• Tailor reading instruction to meet individual needs of children who are experiencing difficulties learning to read (know your student well).

• Intervene early, providing a coherent and sustained effort to improve literacy skills.

• Identify and address academic and non-academic roadblocks to reading success (know your student well).

S. Graham & K.R. Harris (2012) Helping Children Who Experience Reading Difficulties Prevention and Intervention In Engaging Young Readers p 44

The Inquiry Process

ScanningFocusing

Developing a Hunch

Learning

Taking Action

Checking

What does our focus need to be?

What is leading to this situation?

How and where can we learn more about what to do?

What will we do differently?

Have we made enough of a difference?

What’s going on for our learners?

Revisit Learning Targets• I can find evidence of research-based practice that impacts

learner engagement and literacy development in my practice.

• I can find evidence of a balanced literacy program inclusive of Aboriginal Principles of Learning in my practice.

• I offer and seek collegial support in the assessment and growth of my own practice.

• Through the process of Inquiry, I will create a plan to incorporate a practice that is different to me.

• I am leaving with a question.

In Your Seat Door Prize

Thank you from your CR4YR colleagues

Reminder to hand out reading for session 2

Sources• John Hattie ( 2012) Visible Learning for Teachers Maximizing Impact on Learning p. 207-211

• Pyramid graphic borrowed of U of Toronto http://www.oise.utoronto.ca/balancedliteracydiet/Motivation_for_Literacy/index.htm

• Learning in Safe Schools, Brownlie page 102

• Spirals of Inquiry