Oreo Cookies

In Gr. 5/6 at QEB, students were using their senses to uncover a repertoire of descriptive words to reflect their YUMMY oreo cookie experience. 

Students were asked to write one paragraph describing an oreo cookie to someone who has no idea what an oreo cookie is. 

After sharing their written responses, students were given an oreo cookie and asked to re-write their paragraph using personal experience along with co-constructed success criteria. 

Finally, students became each other's "critical friend" to receive immediate feedback about their descriptive paragraph. 

Student Voice - Listen and Learn

Today, I had the privilege of speaking with students at DPS about the following prompt:

What would you like your teacher to know about you as a learner? 

Here are some video clips. Please check them out and LISTEN to what students have to say!

What is a TLCP? Why Use It?

Teaching-Learing Critical Pathway is a promising model used to organize actions for teaching and student learning. The TLCP, inspired by a strategy presented by Michael Fullan,Peter Hill and Carmel Crévola in their book Breakthrough. 

The basic idea of the pathway is that classroom practice can be organized in a practical, precise and highly personalized manner for each student, with the intended outcome being increased achievement for all students. The model which sequences the work of each PLC is an organizer for deep learning and inquiry. However, it should be noted that a teaching-learning pathway is not simply a technical exercise. It also involves new ways of working together.

The Teaching-Learning Critical Pathway also promotes focused, precision teaching and assessment, based on current student needs, over a long period of time. The pathways are continuous thus allowing PLCs to apply their new knowledge in a variety of contexts. The team de-constructs expectations and learns deeply about;

• the concepts, skills and strategies their student will need to learn
• evidence-based instructional and assessment strategies they will use in the classroom
• current student achievement in relation to the expectations

A culture of true collaboration is born as the PLC discusses, analyze, plan, moderate, implement, adjust and reflect throughout the process. A culture of "rigor, inquiry and intimacy"(Keene 2008), which recognizes the strengths of both the PLC and the individual which comprise it is fostered. The TLCP supports the PLC towards becoming learners who fervently seek to understand.

Student Benefits

• Scaffolded instruction based on individual, current achievement levels (Gradual release of responsibility)
• Transparent assessment criteria and rubrics (students know by what standards their work will be assessed by peers, teachers and themselves)
• Quality Instruction based on evidenced based strategies
• Students know each week and over the course of the teaching sequence what they need to know and be able to do
• Engagement in the readings and tasks through the use of a "Big Idea"
• A climate of high expectations
• Specific teacher and peer feedback based on the co-created rubric which will help them to develop a clear understanding of their strengths, weaknesses and next steps
• Provided with many opportunities to develop and demonstrate their learning
• Provided with many opportunities to develop and demonstrate critical thinking
• Provided with many opportunities to reflect and adjust their learning path
• A cycle of continuous improvement toward their goals

"The teaching-Learning Critical Pathway makes use of the following high-yield strategies for improving student achievement:

• Setting high expectations for students (Brophy and Good, 1974)
• Using assessment for learning to guide instruction (Chappuis et al. 2005)Providing frequent, useful and useable feedback for students (Black and Wiliam 1998)
• Understanding the meaning and scope of curriculum expectations (Reeves, 2002)
• Engineering effective classroom discussion, questions and learning tasks that elicit evidence of learning (Marzano, Pickering and Pollack, 2001)
• (Capacity Building Series Teaching-Learning Critical Pathways Secretariat Special Addition #6)

School Benefits

·         Job embedded professional learning -- PLCs learn by doing

o    school staff learn in the "Gemba"

·         "Just in time" support from colleagues

·         Collective responsibility for ensuring student success

·         Includes an administrator, teachers and support specialists (Learning Resource Coach and/or Learning Strategies Consultant and/or Program Resource Teacher)

·         Facilitated by a school administrator

·         Ownership by the school staff

o    A high level of internal accountability

·         Promotes lateral capacity building --learning colleague to colleague

·         Gives individuals the opportunity to share their strengths

·         Risk inspiring culture

·         Promotes a collaborative culture of inquiry

·         Promotes common understanding of;

o    Curriculum expectations

o    Terms

o    Instructional strategies

o    Assessment tools and strategies

o    Big ideas

·         "Road Blocks" become important moments of learning for the PLC

·         Built from the School Success Plan

·         Promotes innovation

Teaching-Learning Critical Pathways (TLCP)

Teaching Learning Critical Pathways is an effective inquiry model for Professional Learning Communities who are seeking to continuously improve student learning. It gives Educators a framework in which they can explore critical thinking. Research tells us that humans learn best when concepts are:

introduced a few at a time	important to the learner
taught over a long period of time	applied in a variety of texts & contexts	(Keene 2008)

The TLCP precipitates focused, precision teaching and assessment, based on current student needs, over a long period of time. The pathways are continuous thus allowing PLCs to apply their new knowledge in a variety of contexts. 

If you or your school teams are interested in learning more, check out the Capacity Building Series, Teaching-Learning Critical Pathways at:

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/teaching_learning.pdf

Critical Thinking

Designing Critical Challenges - Usha James

Critical Challenges may take one of the following six forms:
Critique the piece, Judge the better or the best, Rework the piece, Decode the puzzle, Design the specs, and Perform to specs
If students or teachers are to be successful at questions/tasks that invite thinking, they need these Intellectual Tools:

Background Knowledge (content, specific expectations)
Criteria for Judgement (factors that they should consider when making a decision
Thinking Strategy (graphic organizer or series of steps to help students sort through content and apply criteria
Habits of Mind (personal characteristics students will need to be successful)

For more information please visit here: http://www.tc2.ca/wp/profresources/criticaldiscussions/

Optimistic vs. Pesimisstic

In a Kindergarten class at QEB, students are exploring the difference between pesimisstic and optimistic. How does this mindset affect who are we are people and learners?

Strategies to Support Self-Regulation

In Dr. Stuart Shanker's book, Calm, Alert and Learning - Classroom Strategies for Self-Regulation, he refers to the motor analogy, asking one key question: How is your motor running today? 

                     Low? Just Right? High?

The following picture is a classroom sample in a JSK in which the educators has brainstormed a variety of feelings with their students to help them gain a better understanding of what those feelings areand how they can translate into responses for the motor analogy. 

SNAP (Stop Now and Plan)

is another strategy that Dr. Stuart Shanker suggests as a highly effective strategy to insert a pause into student's automatic reactions so they are able to think of an alternative action before verbally or physically acting out.



The MindUP Curriculum Grades K-2, Brain-Focused Strategies for Learning and Living supports the importance of knowing how your brain works and leads to self-regulation through repeated lessons that focus on daily deep breathing and attentive listening

MindUP makes my brain happy, so I can learn better." - David, first grade

Self-Regulation

Self-Regulation has been a focus in Early Learning. What is self-regulation? How can we as educators promote the development of self-regulation?

“Self regulation is the ability of children to regulate their own emotions, behaviours, and attention increase over time with maturation, experience and responsive to relationships.”

FDELKP Draft 2010 page 6-7.

Dr. Stuart Shanker: Kindergarten Matters Video clip It’s About Self Regulating. Shanker shares the following message:

-Play based learning is the best way for children to learn how to self-regulate

-What is the difference between self-regulation and compliance?

-Important that we always reinforce the importance of safety for self and others

-regulating one’s behavior is about understanding purpose for one’s behavior

-Educator’s knowledge base and play based learning are critical to children developing self regulation; a child needs space to find what fascinates them as well as the things that they want to do/learn about

-play based learning creates a passion for learning and learning requires self-regulation = the importance of the three BIG blocks of time to: Work to Learn, Play to Learn, Listen to learn – makes it explicit for children as to their purpose in Kindergarten

What conditions might help children to self regulate?

-knowing every child and their learning needs

-asking good questions to elicit student understanding/feelings

-modeling what it feels like and sounds like to be calm and alert to learn?

-lead children through a process of self-discovery and self-regulation

What else can Educators do?

-Educators need to stay regulated and help each other become self aware; stay calm and alert

What needs to be considered?

-need to re-think the role of the teacher and the child

-encourage stay on task, re-directing their own learning

-opportunities to communicate student thinking and show case their learning

-co-constructing learning centers (e.g., pizza store…create a list of what should be in the pizza store)