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Learning Across the Curriculum April 24, 2010

A Collaboration between reDESIGN and the Office of Multiple Pathways to Graduation

“I believe we need to create a pedagogy of joy and justice. When Michael writes a stunning essay about language policy in Native American boarding schools, there is joy because he finally nails this form of academic writing, but there is also justice in talking back to years of essays filled with red marks and scarred with low grades. There is joy because he's learned a craft that he felt beyond his reach; there's justice because Michael and his classmates learned to question policies that award or deny status based on race and class.”

--Linda Christensenexcerpt from Teaching for Joy and

Justice

Exhibits of Best Practice

Visit each of the Exhibits set up around the room.

Share feedback and noticings

Invest

igati

on I often wish... that I could rid

the world of the tyranny of facts. What are facts but compromises? A fact merely marks the point where we have agreed to let investigation cease.

--Bliss Carmen

Collaborative Problem-Solving

Literacy CirclesLiteracy Circles

Creating Civilizations

Diabetes Role Play

Investigation: A simulation At each table there is an

collaborative content-area investigation to complete.

Work with your table on the investigation.

Ask 2 people in the group to be note-takers: • 1 writes up the group’s

work• 1 notes the group’s

strategies: the group’s planning, monitoring, and synthesizing

5 min. Writing 15 min. Table Share

๏ What would your unit/lesson launch need to look like to make this a successful investigation? What needs to be scaffolded?

๏ What did this experience do for you as a learner?

๏ What would your role as a teacher be during this activity?

๏ What did you notice about the learning strategies/habits of mind/Bloom’s in this activity? What levels were you being asked to operate at?

Reflect

ion

Reflect

ing

on

th

e G

rou

p’s

Pro

cess

Strategy Note-Takers Share-out

•What did the group do to investigate investigation?

•Why did they do it this way?

•What other way(s) could they have done it?

•How did it work as a process?

Th

e Q

ualit

ies

of

a G

ood

Invest

igati

on

“The beginning of knowledge is the discovery of something we do not understand.”

--Frank Herbert

Invest

igati

on I often wish... that I could rid

the world of the tyranny of facts. What are facts but compromises? A fact merely marks the point where we have agreed to let investigation cease.

--Bliss Carmen

Group of 5

Group of 5Group of 5

LewGroup of 5

Math

Group of 5

An LAC Investigation

1.As a group, generate 5 or 6 genuine questions you have about the creation of effective investigations (write on chart paper).

2.Use a video + several texts to explore your group’s questions on Investigation. (see next slide)

3.Designate a strategy note-taker who notes the group’s strategies for investigation: the group’s approach to planning, monitoring, and synthesizing

Investigating Investigation

As you watch the video look for ideas that help you think about your

group’s questions. A possible template...

?? 1 ?? 2 ?? 3 ?? 4 ?? 5

45

min

. B

REA

KB

REA

K

BR

EA

K

BR

EA

K

Gallery Walk on Investigation

Walk around the room to view the questions and responses.

Put a large check-mark by those that resonate with you.

Tracy will share out some of the responses that have the most votes.

Share any “ah-ha” moments.

Strategy note-takers share any observations about the group’s process (next slide).

Reflect

ing

on

th

e G

rou

p’s

Pro

cess

Strategy Note-Takers Share-out

•What did the group do to investigate investigation?

•Why did they do it this way?

•What other way(s) could they have done it?

•How did it work as a process?

Pla

nnin

g Invest

igati

ons

I often wish... that I could rid the world of the tyranny of facts. What are facts but compromises? A fact merely marks the point where we have agreed to let investigation cease.

--Bliss Carmen

Transforming understanding into performance…One Approach:

•Create something tapping into higher-level thinking

•Apply content knowledge to real world situations

•Take on a role with a specific audience

•Demonstrate content knowledge through writing

•Build communication skills

Planning an Investigation

A Planning Tool:

•Clearly describe a task

•Provide a role and audience for the task

•Establish criteria for completing the task

•Include evidence of understandings identified in stage 1 ( desired results)

•Create a student friendly checklist

Planning an Investigation

Create a Rubric:

Planning an Investigation

RememberUnderstand/

ApplyAnalyze Evaluate

Synthesize/Create

Sharing the Investigations we have created.

Noticings/Learnings

Sharing the Investigations we have created.

Noticings/Learnings

Synthesizing: Connecting Elephants

At a table with your school:

Connected to...

Big Ideas

Used?

Share Out

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Next Conference:Next Conference:May 15th: 9:30a-3pMay 15th: 9:30a-3p

Bring Examples of Bring Examples of Integration of:Integration of:

•metacognitionmetacognition•investigationinvestigation•synthesissynthesis