K-12 presentation with Carole Fullerton on April 15, 2011 What capacities are needed for 21st century learners? What does development of these capacities look like in the classroom?

1. Personalized
Learning:
Competencies
Practice
3 R’s
Saltspring
April
15,
2011
Faye Brownlie & Carole Fullerton

2. Why this focus?

3. How the world’s best performing
school systems come out on top
– Sept. 2007 McKinsey & Co.
,
1. Ge%ng
the
right
people
to
become
teachers
2. Developing
them
into
effec9ve
instructors
3. Ensuring
that
the
system
is
able
to
deliver
the
best
possible
instruc9on
for
every
child

4. McKinsey Report, 2007
The
top-­‐performing
school
systems
recognize
that
the
only
way
to
improve
outcomes
is
to
improve
instruc9on:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interac9on.

5. • Coaching
classroom
prac9ce
• Moving
teacher
training
to
the
classroom
• Developing
stronger
school
leaders
• Enabling
teachers
to
learn
from
each
other

6. Making Connections
• Improving teaching
versus improving
teachers...
• To really improve
teaching we must invest
far more than we do
now in generating and
sharing knowledge
about teaching.

7. How the world’s most improved
school systems keep getting
better
- McKinsey & Co., 2010
Mourshed,
Chijioke,
Barber

8. Good to Great Systems
• Focus
on
the
professionalism
of
teachers
• The
values
and
behaviors
of
the
educators
propel
the
system
forward
(not
centrally
controlled)
• Develop
common
language
about
the
craL
of
teaching
• Teacher
and
administrator
coaches

9. Great to Excellent Systems
• Learning
communi9es:
peer-­‐led
support
&
accountability
• Focus
on
student
learning
• Open
up
classroom
prac9ce
–
de-­‐priva9ze
• Ac9on
research
• Collabora9ve
prac9ce
among
educators
• Encourage
innova9on
in
teaching

10. Lesson Study – A vehicle for change
• A collaborative process
for co-designing, field
testing and refining
lesson sequences in math
• Lesson study shifts our
focus from teachers to
teaching - a necessary
shift if teaching is ever to
become a knowledge-
based profession.

11. Teaching and Learning in the
21 st Century
The
future’s
already
here
–
it’s
just
unevenly
distributed.
William
Gibson

12. BC Ministry of Education’s context for
21st Century Learning
• Cri9cal
thinking
and
problem
solving
• Collabora9on,
teamwork,
leadership
• Cross-­‐cultural
understanding
• Communica9on/compu9ng
ITC
literacy
• Career
and
learning
self-­‐reliance
• Crea9vity
and
innova9on
• Caring
for
personal
health
and
planet
earth

13. The teeter totter
kids curriculum
kids

14. This
is
a
learner’s
world
–
it
is
not
about
more
schooling
–
it
is
about
more
learning.
Valerie
Hannon:
The
InnovaCon
Unit,
England

15. BC MoE context for 21st Century Learning
The 7 Competencies
• Cri9cal
thinking
and
problem
solving
• Crea9vity
and
innova9on
• Communica9on/compu9ng
ITC
literacy
• Collabora9on,
teamwork,
leadership
• Cross-­‐cultural
understanding
• Career
and
learning
self-­‐reliance
• Caring
for
personal
health
and
planet
earth

16. Critical thinking & Problem-Solving
• “Think
different”
• Applica9on
of
skills
to
new
situa9ons
• The
capacity
to
reason
– Depends
on
good
ques9ons

17. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?

18. Creativity and innovation
• Flexibility
in
approaching
problems
• Ques9ons
count…
– How
can
you…?
– How
many
ways
can
you
find?
– What
might
it
be?

19. Creativity and innovation
• How
can
you
find
the
sum
of
36
+
48?
• How
many
ways
can
you
find?

20. Collaboration, teamwork & leadership
• Working
together,
smarter
together
• Talk
and
learning
–
in
math
• Nego9a9ng
meaning
through
language
and
shared
experience

22. Cross-cultural understanding
• Choosing
text
which
represents
different
points
of
view
(literature
circles,
picture
books)
• Considering
whose
voice
is
NOT
being
represented
• Working
with
the
social
responsibility
rubric
across
the
curriculum

24. • We
are
the
children
of
Korphe.
• We
live
in
a
village
in
the
mountains
of
Pakistan.
• Our
families
grow
and
gather
the
food
we
eat.
• Our
mothers
eave
and
sew
the
clothes
we
wear.
• We
make
up
our
own
games,
and
we
make
our
own
toys....

25. • That
was
before
a
stranger
stumbled
into
our
village.
• He
was
cold,
hungry,
and
sick.
• We
gave
him
tea
and
food
and
a
bed
near
the
fire.
• He
told
us
his
name
was
Greg
Mortenson
and
that
he
was
a
nurse.
• …

26. How can I help my students see
geography as an opportunity to
problem solve, to address the
impact of geographical features
on people’s lives…? Catriona
Misfeldt, It’s All about Thinking

27. Essential Questions
 W hat stories do these data or
this chart, graph, or map tell?
Whose stories are they?
 W hat data are the most
revealing and representative of
the quality of life?
Catriona Misfeldt, It’s All about
Thinking

28. Communication & media literacy
• Interpre9ng
media
and
using
technology
– Picking
the
right
tool
for
the
job
• Involvement
in
a
par9cipatory
culture
–
meaning-­‐making
beyond
the
classroom

30. Communication & media literacy

31. Career and self-reliance
• Autonomy,
independence
and
accountability
• Taking
responsibility
for
the
learning
• Being
ac9ve
in
the
act
of
learning

32. Dan Meyer says…
“Create patient problem-solvers”
“Let the students ask the questions.”
“Be less helpful”

33. Curiosity
• A
produc9ve
a%tude
towards
learning…
Engagement
in
the
act
of
learning

34. Career and learning self-reliance
Gradual
Release:
modeling
guided
prac9ce
independent
prac9ce
independent
applica9on
Do
your
students
leave
you
more
independent
than
when
they
arrived?

35. • Learning
intenCons
• DescripCve
feedback
quesCons:
– What’s
working?
– What’s
not?
– What’s
next?

36. KinemaCcs
–
Jacob
Martens,
Vancouver
• The
future
locaCon
and
moCon
of
objects
can
be
predicted
based
on
their
past
locaCon
and
moCon.

37. B
D
A
Learning
Inten9ons
-­‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi9on
and
event.
I
can
differenCate
between
a
clock
reading
and
a
9me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differenCate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.

38. B
D
A
Learning
Inten9ons
-­‐
Doing
I
can
solve
problems
involving:
displacement,
Cme
interval,
and
average
velocity.
I
can
construct
posiCon-­‐Cme
graphs
based
on
data
from
various
sources.
I
can
use
posiCon-­‐Cme
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-­‐Cme
graphs
based
on
data
from
various
sources.

39. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)

40. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

41. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
lec,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”

42. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

46. Professional Collaboration
• De-­‐priva9ze
prac9ce
• Share
knowledge
and
exper9se
“ Together
we
are
bejer.”
• Target
instruc9on

47. Professional Collaboration
• Co-­‐planning
• Co-­‐teaching
• Co-­‐assessing

48. Together we are better . . .
By
sharing
our
collec9ve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
ac9on
based
on
this,
we
can
bejer
meet
the
needs
of
all
students.
It’s
All
about
Thinking
–
Brownlie
&
Schnellert

49. Together we are better . . .
By
sharing
our
collec9ve
exper9se
about
teaching
and
learning
we
can
bejer
implement
plans
of
ac9on,
and
thus
we
can
bejer
meet
the
needs
of
all
students.
It’s
All
about
Thinking
–
Brownlie
&
Schnellert

50. Elements of Cooperative
Teaching
Cooperative problem solving / Cooperative Teaching
processing / presenting / planning /
presence
Cooperative presenting / planning / Cooperative Instructing
presence
Cooperative planning / presence Cooperative Working
Cooperative presence Cooperative Existing
Low Levels of Involvement High
From: Hourcade and Bauwens. Cooperative Teaching - Levels of Involvement

51. Together we are better . . .
Working
with
Sue…
How
can
I
engage
my
students
in
problem-­‐
solving?
How
can
I
promote
more
strategic
thinking?

52. Planning for instruction. . .
• What’s
the
important
thing
to
know?
• What
background
knowledge
do
students
already
have?
How
can
we
ac9vate
it?
• Task
design:
complex
but
accessible,
engaging
• Materials
–
concrete
to
abstract
• Adapta9ons,
extensions
• Debrief
/
summary
–
highligh9ng
the
big
math
ideas…
what
will
we
collect?
• Assessing
the
BMI

53. I am going to make cookies for Valentine’s Day.
I'm going to put little candy hearts on each one!
I want to put 5 little candy hearts on each cookie.
There are 35 candy hearts in the package.
How many cookies can I make?
How can you figure it out?

56. Together we are better . . .
Hi
Carole,
I
just
had
to
tell
you
about
my
math
lesson
today.
I
found
this
great
book
…
Acer
we
read
the
book
and
talked
about
the
story
I
wanted
to
do
some
math
with
it.
…..
Acer
school
I
reflected
on
the
lesson
and
came
to
this
conclusion.
…..
So
my
quesCon
to
you
is
what
should
I
do
now?
….
I
think
I
actually
know
what
you
are
going
to
say.
I
should
probably
do
all
three
of
these
things.
Thanks
for
listening
to
me.
Wri9ng
to
you
helped
me
to
reflect
on
the
lesson.
Sue

57. The teeter totter
kids curriculum
kids

58. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
pajern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoCce
literacy
elements
used
• Brainstorm
for
a
list
of
potenCal
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
one
of
the
teachers

59. Sun
Run
Jog
together
Heaving
panCng
pushing
The
cumbersome
mass
moves
along
10
K

60. Garnet’s
4/5s
Literary
Elements
• Simile
• Rhyme
• AlliteraCon
• Assonance

61. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

65. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

66. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

67. Majic
LafaCng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry

68. The teeter totter
kids curriculum
kids

69. Together we are better . . .
The
math
department
at
McMath
How
can
we
get
our
students
communicaAng
in
math?

71. Asking different questions

72. Parallel Tasks

74. Assessment strategies

75. Frayer diagrams
• Fill out the following Frayer diagram for your concept or
big math idea. Be sure and include as much information
as you can – numbers, pictures, words and examples.
A definition An example
concept
A non-example A diagram

77. The teeter totter
kids curriculum
kids

78. Ways to collaborate
• Learning
teams
• Cross-­‐grade
buddy
classes
• Grade
or
subject
group
teams
• Classroom
visits:
observe
and
give
feedback
• Lesson
study
• Pedagogical
lab

79. Questions to Think and Talk About
with a Partner
1. How
might
you
-­‐
or
do
you
-­‐
use
what
you
have
seen
in
your
school?
What
adapta9ons
would
you
make
to
bejer
fit
your
context?
2. How
would
this
work
help
your
students?

80. Personalized Learning
kids curriculum
kids

81. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
Math
&
Science,
2011
(in
press)
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
English
&
Humani9es,
2009
• Brownlie,
Feniak,
Schnellert
-­‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie
-­‐
Grand
Conversa9ons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-­‐
Instruc9on
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004
• Brownlie,
King
-­‐
Learning
in
Safe
Schools,
Pembroke
Publishers,
2000