LEADING IMPLEMENTATION K 2 Curriculum And Assessment Policy Branch Early Years Division The Literacy and Numeracy Secretariat Spring 2014 To look beyond the surface To view exceedingly closely ID: 582993
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LEARNING ABOUT LEARNING:LEADING IMPLEMENTATION K- 2
Curriculum And Assessment Policy Branch
Early Years Division
The Literacy and Numeracy Secretariat
Spring 2014Slide2
To look beyond the surface
To view exceedingly closelyTo see over and through expectations and assumptions into the depth of meaning available in each moment
(
Anne Pelo 2014)
HYPER-OPPERY
HYPER: excessivelyOPIA: view, look eye, see
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To find the relationships among:
the overall expectations and what the document describes as learning the curiosity, questions and wonderings of the children that may go beyond the expectationsways in which we assess the learning
Learning
Goal
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Reflections on Learning About Learning
“
Intentionally Interrupt”
the conception of leadership: moving from “lead knower” towards “lead learner.”
The historic conception makes those in leadership positions reluctant to model what “not knowing” looks like and the result is a lost opportunity to give others – by example – permission to not know (adapted from Katz, 2010 p.1)What are you learning about learning as described in the proposed program document and communication of learning?
As a leadership team how will you continue to support the transformational learning in Kindergarten and beyond? Slide9
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Communication of Learning
The Kindergarten Program
Assessment for/as and of learningSlide11
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Assessment
for, of
and
as
learningSlide13
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Children are Competent, Curious, Capable of Complex Thinking, Rich in Potential
Child and Family Programs
Child Care
Kindergarten
Elementary
SUPPORTING A CONTINUUM OF LEARNING AND TEACHING
Relationships
Learning Through Play and Inquiry
Educators as Co-Learners
Environment as Teacher
Pedagogical Documentation
Reflective Practice and Collaborative Inquiry
Belonging Well-Being Engagement ExpressionSlide14
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Reorganization of the front matter
F
our-frame
structure for expectations
Overview of Proposed Changes to The Kindergarten Program 2014Slide15
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Other changes that help educators to see the document as a professional learning tool:Embedding of external and classroom research
Clarifying misconceptions
Strengthening understanding
Overview of Proposed Changes to
The Kindergarten Program 2014Slide16
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Other changes that make the document user-friendly for multiple audiences:Text featuresDesign of the document
Interconnections
Overview of Proposed Changes to
The Kindergarten Program
2014Slide17
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Rethinking Misconceptions
“We can’t do play-based inquiry learning in grades 1 and 2 because we have specific content to cover.”
Think about:
the overall expectations related to processes and dispositions
four categories of the Achievement Chart focus on Communication, Understanding and Application and Thinking
one category of the Achievement Chart focuses on knowledge of content with understanding Slide20
Children are Competent and Capable:
Rethinking Learning EnvironmentsSlide21
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What Are We Learning About Learning?
How do we know learning is happening?
How are we co-constructing and negotiating learning?
How are we documenting evidence of learning?
How do we communicate learning?Slide22
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Children are Competent and Capable:
Rethinking Learning Environments in Grades One and Two
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Rethinking Misconceptions “Pedagogical Documentation is different than other evidence that we would include as “assessment” evidence.”Slide24
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Children are Competent and Capable: Rethinking Learning EnvironmentsSlide25
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Children are Competent and Capable: Rethinking Learning Environments
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How Are We Documenting Evidence of Learning, Studying, Co-Constructing? and Communicating Learning? Gandini and Kaminsky (2004) similarly describe it as a
“pedagogy of listening,”
broadening the notion of documentation to include the collection of
many forms and types of text to make student learning visible and to create an authentic record for dialogue, reflection and analysis. Pedagogical documentation
is not done at the end of a lesson or unit, as a summative assessment, but is ongoing – a cyclical process that facilitates growth and improvement.” (Capacity Building Series – Pedagogical Documentation, 2012)Slide27
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Documentation
Visible Learning
: surfaces and documents children’s thinking, working theories, and ideas that pique their interest
Reciprocal dialogue
: creates opportunity for clarification, checking understandings, misunderstandings, connections to prior knowledge
Reflection: requires considerable analysis of what the documentation reveals; inspires further inquiry
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“The time adults spend observing and documenting, and then interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As
Carlina
explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (
Rinaldi
, 2001).Slide30
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Video Segmenthttp://video.com/36323323Slide31
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Time for Teams
Take time to be in the :
role of the learner
role of the system leader
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Children are Competent and Capable: Rethinking Learning EnvironmentsSlide34
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Moving From ...TowardsMoving
towards
…slowing down and documenting what we see and hear without evaluation (assessment
for learning)
Moving from …rushing to “evaluation” (assessment
of learning)Slide35
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Learning About LearningHow/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving?
As a leadership team, how
will you continue to support learning
about learning?35Slide36
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Build Relationships and Develop the Nuance of Noticing
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8Observing Learning and Pedagogical Documentation
Rinaldi (2001) describes pedagogical documentation somewhat paradoxically as “visible listening” – using notes, slides, videos and so on to reconstruct children’s learning paths and processes.Slide39
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Documenting/Studying/Communicating LearningUse the sample protocol provided to study the pedagogical documentation provided.Slide42
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Learning About LearningHow/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving?
As a leadership team how will you continue to support learning about learning? Slide43
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Thinking About the DocumentationSlide44
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Learning About LearningHow/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving?
As a leadership team how will you continue to support
learning about learning? Slide46
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To find the relationships among:the overall expectations and what the document describes as learning
the curiosity, questions and wonderings of the children that may go beyond the expectations
ways in which we assess the learning
Learning Goal