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PUT TITLE HEREStudent Success

2011 Summer Program

NAME OF YOUR MODULE HERE

Student Success

2011 Summer Program

STUDENT ACHIEVEMENT IN LITERACY

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Agenda Minds On– Overview, purpose, and context– Learning goals– Group norms– Accountable talk

Action– Literacy needs, interests, and dispositions of adolescents– Talking and listening– Supportive classroom environment – Strategy instruction and the gradual release of responsibility

Consolidation– Accountable talk and learning– Group and personal reflections

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• Establishing a positive learning environment

• Connecting to prior learning and/or experiences

• Setting the context for learning

• Engage students emotionally and cognitively

• Assess students’ prior learning; activate (or build) prior learning

• Develop interpersonal learning, collaborative skills

Minds On

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High Levels of Student Achievement

Reducing the Gaps in Student Achievement

Increased Public Confidence in Our Publicly Funded Schools

Provincial Context: Core Priorities

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School Effectiveness Framework

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Supporting the Instructional CoreLeading Learning – Leadership

INSTRUCTIONALTASK

Student

Teacher/Students

Look For’s Classroom Resources

Learning GoalSuccess CriteriaLearning Tools

IEP

LEARNING:SELF-MONITORING

Board Lead/

Consultant

District

Lead

Coach

Tutor

or Self

Resource Teacher

Coach

INSTRUCTIONALTRAJECTORY

ExampleExample

School(SIP)

Classroom(planning for teaching and learning)

Professional Learning Cycle(collaborative inquiry)

Board(BIP)

Literacy: Writing

Literacy: Writing

Gr. 9 & 10 Applied/Open

Literacy: Writing

Gr. 9 Tech Ed and Visual Arts, Gr. 10 Computer Studies: Common Assessment area - Expression and Organization of Ideas (Achievement Chart)

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A Professional Learning Cycle

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PROGRAMS Specialist High Skills Major Dual Credits Expanded Cooperative

Education Ontario Skills Passport Board Specific Programs

LEADERSHIP DEVELOPMENT• Student Success Leaders• Student Success Teachers• Student Success School and

Cross Panel Teams

EFFECTIVE INSTRUCTION Differentiated Instruction Math GAINS Literacy GAINS Professional Learning Cycle Student Voice School Effectiveness Framework

INTERVENTIONS Credit Rescue / Recovery Transitions Supports/Taking Stock Children and Youth in Care Re-engagement 12 12+Strategy Supervised Alternative Learning School Support Initiative

Student Success Grades 7-12 Key Elements

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Program Change

 In-School & In-Class Preventions

(e.g. Transitions, Differentiated Instruction)

Re-entry to School

 In-School Interventions

(e.g. Credit Recovery)

 In-Class Interventions(e.g. Credit Rescue)

ALL

S

OM

E

FEWPyramid of

Preventions and

Interventions

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Four Corners • Choose the quotation that resonates most with

you

• Go to the corner where the quotation is posted and introduce yourself to your colleagues

• Talk about why this particular quotation is meaningful

• As a group be prepared to highlight your main ideas with the whole group

Community Builder

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Talk in Action

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Learning GoalsWe are learning…

• How accountable talk– supports students’ deeper understanding of subject content– helps students to learn and reflect on their learning– helps students in communicating their knowledge and

understanding

• To connect the use of accountable talk with the literacy needs of adolescents

• How to use a variety of accountable talk strategies to meet the range of literacy needs of students

• How to plan for explicit use of strategy instruction through the gradual release of responsibility

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Me Read? And How!, Queen’s Printer for Ontario, 2009

Accountable Talk

How is accountable talk different than just talk?

Accountable Talk and

Learning Skills

Growing Success, 2010

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Group Norms

• Treat each other with dignity and respect.

• It's okay to not have the answer, and to admit it.

• Problems are presented in a way that promotes mutual discussion and resolution.

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Please watch this video clipWhile viewing, consider:

• how does the teacher “finds out” about students

•how does the teacher differentiate based on this information

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Inside-Outside Circle

• How does talk help to build student understanding?

• What group norms are explicit or implicitly present?

• What skills do students need to have in order for talk to be accountable in this class?

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Students do the subject — not hear or read about it.

Action includes: • Introducing new learning or extending/reinforcing prior learning

• Providing opportunities for practice and application of learning (from teacher modelling to guided and shared practice to independent practice)

Instruction includes:• Modelling• Guided practice and scaffolded exploration • Co-construction of understanding • Gradual release of responsibility • Differentiation • A variety of groupings and collaborative structures

Action!

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Adolescents’ Needs, Interests, and Dispositions

• Need for control/autonomy• Interest in technology/media• Need to be heard• Disposition to debate• Need to make a difference• Need to belong• Sense of accomplishment

Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International

Reading Association

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“Teachers who link instruction with needs, interests, and dispositions of students … nurture a connection that motivates students to engage with authentic literacy tasks.”

Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders.

Newark, DE: International Reading Association, 18.

What are the implications for instructional practice?

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Needscontrol/autonomyto be heardto make a differenceto belong

Carousel Brainstorming

Intereststechnology, media

Dispositionsto debate

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Think-Pair-Share-Square

Why is talk so important in the

grade 7-12 classroom?

How does talk meet the needs, interests, and dispositions of adolescents?

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Listening

But despite the benefits and amount of time spent listening, only a small amount of what we hear actually registers. Consequently, the development of active listening skills needs explicit teaching, modelling, and practice in every subject.

Because listening is often used in conjunction with the skills of speaking, reading, and writing, strong listening skills enable students to succeed more easily in these other communication processes.

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Connecting Research to Practice: Listening Guide

Save the Last Word

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Classroom Management

organization, protocols, policies, and routines

Classroom Set-up

physical arrangement of furniture and resources to optimize learning

Relationships for Learning

positive interactions of teacher and students and, students with their peers

Classroom Dynamicsestablishing and maintaining

conditions that allow students to engage in powerful learning

through deliberate and purposeful planning, actions, and responses

http://www.edugains.ca/resources/ClassroomDynamics/ClassDynamicsIntroGraphicOrgan.doc

Conditions that Support Accountable Talk

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Supporting Accountable Talk -Resources

1. AER Video, Segment 5, Engaging Students in Conversation: http://www.edugains.ca/resourcesAER/VideoLibrary/index.html?movieID=11

2. Me Read? And How! pages 36, 37

3. Many Roots, Many Voices, page 19

4. Think Literacy Cross-Curricular Approaches, Discussion Etiquette, page 176,

5. Social Skills Anchor Chart, Math GAINS : http://www.edugains.ca/resources/ClassroomDynamics/SocialSkillsAnchorCharts.pdf

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Supporting Accountable Talk

• Select a resource of interest to you

• Read/view the resource

• Summarize your resource and your response using a method of your choice

• Be prepared to participate in the three step interview

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Three-Step Interview

• What can be done to establish a supportive climate in your classroom that encourages students to engage in open communication?

• How can the expression of diverse opinions, positions, and feelings be encouraged without fear of censure?

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Strategy Instruction and the Gradual Release of Responsibility

“When students internalize the use of literacy strategies so they can monitor their own comprehension, take effective notes, use graphic organizers without prompting to plan essay writing, and summarize what they read, they are well on their way to becoming strategic readers and writers.”

Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 95.

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Strategy Instruction

and the

Gradual Release of Responsibility

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World Café

• How do you use the gradual release of responsibility for explicit strategy instruction so that students can successfully and independently use the strategy?

• How does the Strategy Implementation Continuum support Differentiated Instruction?

Strategy Implementation Continuum

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Consolidation• Helping students demonstrate what they have learned

• Providing opportunities for consolidation and reflection

• Check for conceptual understanding of critical learning through reflection, summary, application, consideration of alternative approaches

• Use whole-class discussion, journals, exit cards

• Prepare for/anticipate follow-up or next lesson

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Reflection

Place Mat

Back in the classroom…. what does this look like, sound like?

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Reflection

Personal Reflection

How will I use accountable talk to support literacy in grades 7 to 12?

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Feedback

Please provide session feedback

using the online survey.