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LEARNING FOR ALL

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  1. LEARNING FOR ALL Using Professional Learning Communities to Improve Student Learning

  2. DEMOGRAPHICS

  3. LANGUAGE ARTS

  4. MATH

  5. ATTENDANCE/TARDIES

  6. HIGH ACHIEVERS

  7. Why Collaboration? • Read excerpt from Education for Everyone • Discuss the following questions: • Why do we collaborate? • What questions are being asked by my team?

  8. Professional Learning Community(PLC) Defined Educators committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for students they serve. PLC’s operate under the assumption that the key to improved learning for students in continuous job embedded learning for educators. Dufour, Dufour, Eaker, Many, 2006

  9. Question • Can ALL students learn? • What keeps students from learning? • Take 5 minutes to discuss this.

  10. Culture Check What is the schools role in the learning process for students?

  11. School Mission The role of our school is to provide students with the opportunity to learn. We fulfill our responsibilities when we provide students with clear lessons and opportunities to demonstrate their learning. If students fail to take advantage of the opportunities they are provided, they must suffer the consequences of their decisions. See Learning by Doing p. 19-31

  12. Possible Mission The mission of our school is to take credit for all the kids that succeed, and assign blame for the students that don’t. Our mission is to protect the comfort and individuality of the adults that work here. See Learning by Doing p. 19-31

  13. Real Mission ENSURE high levels of learning for ALL students. See Learning by Doing p. 19-31

  14. Guiding Principle The purpose of our school is to see to it that all students learn at high levels, and the future of our students depends upon our success in achieving that purpose.

  15. WARNING!! Many educators say they believe that all student can learn – yet they want to keep their practices the same. If we are not willing to change our practices, then PLC’s become yet another failed program. This is not intended to be a program – it is a process for job embedded professional development and change.

  16. WARNING!! This is NOT A PROGRAM This is a PROCESS FOR CHANGE

  17. Key is the Response The key to improved student learning is being able to identify areas where we can improve and being willing to change to improve where identified.

  18. Reciprocal Accountability Accountability must be a reciprocal process. For every expectation I have of you to perform, I have an equal responsibility to provide you with the capacity to meet that expectation. Richard Elmore, 2006

  19. Reciprocal Relationship Students Teachers System

  20. Change Key Concept: Professional Learning Communities are a process for change. If change is not taking place, then the professional learning community is not functioning.

  21. PLC Composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all.

  22. Focus of Collaboration Collaborative cultures, which by definition have close relationships, are indeed powerful, but unless they are focusing on the right things they may end up being powerfully wrong.

  23. Four Focus Questions for Teams to Address What do we want students to learn? How are we going to know if they learned it? How do we respond if they do not learn it? What do we do if they already know it?

  24. Big Idea #1 Composed of collaborative teams whose members work interdependently to achieve common goals linked to the purpose of learning for all. Focus on the learning not the teaching.

  25. Question #1 What do we want students to learn? Learning By Doing – Chapter 3

  26. Reflective Questions Do you know each standard you want students to learn this year? Do the students know which standards you want them to learn this year? Do your students know which standard you are working on each day?

  27. Question #2 - Part 1 How will we know if they have learned it? Learning By Doing – Chapter 3

  28. Your Testing Experience • Consider a negative experience you have had taking a test. • What did your teacher do that made the testing experience negative? • How did that experience affect your motivation to succeed in the class?

  29. Terry Tate Video Is this how we use assessment?

  30. Two Possible Reactions • Productive: Keep Trying • Unproductive: Stop Trying Confidence: How Winning and Losing Streaks Begin and End. ~Rosabeth Moss Kanter, Crown Business, 2004

  31. Winning Streaks • Confidence • Optimism: An expectation of positive results. • Strong Desire to Succeed. • Self-Analysis in Failure. • High Levels of Effort • Risk Taking--Stretching

  32. Losing Streaks • Pessimism: Expectation of a Negative Result. • A Sense of Futility, Hopelessness, Fatalism. • Waning Effort. • Self-Criticism in Failure. • Denial; Cover Up • Fear of Risk Taking--Defensiveness

  33. The Student’s Emotional Reaction Will Determine What That Student Does in Response.

  34. Winners & Losers • Consider a student you feel is on a losing cycle. • Why is that student a loser in the school system? • How do you think that student feels about his/her ability to succeed in school? • What could be done to help that student change from losing to winning?

  35. Mistaken Belief #1 • High Stakes Tests are good for all students because they motivate learning. Reality: only good for students who expect to succeed. For other students they are a source of embarrassment…

  36. Mistaken Belief #2 • If I judge you to have failed, it will cause you to try harder. Reality: Only true when students feel in control. Otherwise when students fail, they feel…

  37. Mistaken Belief #3 • If a little intimidation doesn’t work, use a lot of intimidation. Reality: when students are intimidated, it leads them to feel afraid of standing out…

  38. Mistaken Belief #4 • To maximize learning, maximize anxiety. Reality: Anxiety causes the brain to lock down which leads students to feel…

  39. Mistaken Belief #5 • It is the adults who use assessment results to make the most important instructional decisions. Reality: Students are the key users of assessment information.

  40. Student Decisions How has your student used the information he/she has gathered from past assessments? What conclusions has he/she drawn from his/her performance on those assessments?

  41. The Student’s Emotional Reaction Will Determine What That Student Does in Response.

  42. Two Possible Reactions Productive: Keep Trying Unproductive: Stop Trying