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Leadership for Learning MEDL 650

Leadership for Learning MEDL 650. Session 5 March 14-15 2014. VIU. Check In. Two rounds: 1. Personal touching base 2. Respond to ONE of these questions: What is something you have been thinking about since learning from your colleagues at the research day?

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Leadership for Learning MEDL 650

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  1. Leadership for Learning MEDL 650 Session 5 March 14-15 2014 VIU

  2. Check In Two rounds: 1. Personal touching base 2. Respond to ONE of these questions: • What is something you have been thinking about since learning from your colleagues at the research day? • What is something you have read recently that really piqued your interest? • What is something working well in your own practice that is related to the themes of this course?

  3. Four Key Questions Reflections on what you learned as a result of posing the key questions and what you might do as a result Groups of 4

  4. WHAT IF LEARNING ENVIRONMENTS were designed around the needs of the learners?

  5. ILE – small group exploration • What are some key features of the ILE you explored? • Listen for possible applications to your own setting.

  6. Spirals of Inquiry

  7. Why inquiry? Evidence from BC and beyond

  8. 2004 to 2010 Goal: to achieve sustainable improvement in literacy practices by supporting schools to engage in evidence-based inquiry at both the macro (school-wide) and micro (classroom) levels. Schools engaged with the project for two years.

  9. Focus on Sustainability What happens when the project is over and the focused literacy support has ended? Two key findings Timperley and Parr http://literacyonline.tki.org.nz/

  10. Whereas, when schools engaged in an iterative inquiry, re-focusing on persistent issues of underachievement that still existed, investing in continued knowledge-building and establishing coherence of instructional practices across curriculum areas, they improved on their achievement gains over time.

  11. Impact Study • Spaces for shared engagement and collaboration • Generative spaces for action and change • Spaces for deep, sustained learning Catherine McGregor, 2013

  12. “As I grew in my understanding of inquiry, unknowingly I was bringing some of my colleagues along with me. …We were no longer evaluating methods as good or bad but instead we were wondering, tweaking, applying, revising, sharing and wondering some more.”

  13. “Now that I have experienced the power of inquiry in working with my colleagues, I could never go back to my old ways.”

  14. What have we learned about inquiry?

  15. Scanning What’s going on for our learners?

  16. Focusing Where are we going to put our attention?

  17. Developing a Hunch How are WE contributing to this situation for our learners?

  18. New Learning How and where will we learn more about what to do?

  19. Taking Action What will we do differently?

  20. Checking How will we check that we are making enough of a difference?

  21. Groups of 3 • What is really important about each phase of the spiral?

  22. Groups of 3 Now that you have the big ideas…. Pick one of your settings. • What would be a strong approach at each phase of the spiral? • What would be a less effective approach?

  23. Formative assessment - a focus on feedback • What did you learn about feedback from your reading of Embedded Formative Assessment? • How does this connect with the growth mindset?

  24. Carol Dweck on Praise

  25. Critique and Feedback

  26. Dylan Wiliam on feedback

  27. Perspectives on assessment • With those who read the same article: • Key points • How might you use this article and with whom?

  28. Intentions • Innovation – learning from around the world • Spiral of inquiry – going deeper • Formative assessment – new perspectives

  29. Looking ahead • Paper – Professional Learning Plan - April 5 • Visual presentation - April 11 • Four questions – continuing to learn

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