acting: “let’s do it!” likes to take act; try new things; plunge in
DESCRIPTION
T ask – Make meaning of the content in Independent Together Supporting the Multilevel Learning Community . I ntent – Build understanding and confidence with multilevel learning. C riteria – Learners will: - PowerPoint PPT PresentationTRANSCRIPT
Task – Make meaning of the content in Independent Together Supporting the Multilevel Learning Community .
Intent – Build understanding and confidence with multilevel learning.
Criteria – Learners will:
• Know how to access the online resources of Independent Together Supporting the Multilevel Learning Community
• know the five essentials for Quality Classroom practice in ML Classrooms
“Multilevel classrooms are based on the premise that the students are
innately active learners who learn in developmentally appropriate ways
within a supportive learning community.”
Acting: • “Let’s Do It!”• Likes to take act; try new things; plunge in
Speculating:• Likes to look at the big picture, the possibilities before acting
Caring:• Likes to know that everyone’s feelings have been taken into consideration, that their voices have been heard before acting
Paying Attention to Detail:•Likes to know who, what, when, why before acting
Independent Together Jigsaw
• Green: Ch. 1 & Multilevel Website• Blue: Ch. 2 • Yellow: Ch. 3• Purple: Ch. 4• Brown: Ch. 5• Pink: Ch. 6- Also look at appropriate BLMs and appendices
for your chapter.
Task – Make meaning of the content in Independent Together Supporting the Multilevel Learning Community .
Intent – Build understanding and confidence with multilevel learning.
Criteria – Learners will:
• Know how to access the online resources of Independent Together Supporting the Multilevel Learning Community
• know the five essentials for Quality Classroom practice in ML Classrooms
Thank you for your participation in today’s learning about the multilevel learning community.
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Wordle - Beautiful Word Clouds
Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the ...www.wordle.net/
AGENDA Manitoba Education ML Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration Half-Day
Goals Educators begin an on-going conversation in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel classroom. 2. Reflect on learning and teaching in your multilevel learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7 Reflection
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Think-Pair
Share BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print IT, 2003
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
DRTA
What is a multilevel classroom in Manitoba?
Defined in IT, 2003, Glossary: 1 teacher 2 or more grade levels in one classroom 2 or more years with same teacher Student-centred
Manitoba Education, Citizenship and Youth
November 2003
www.edu.gov.mb.ca/ks4/cur/multilevel/index.html
Theoretical Underpinnings•Outcome-based curricula•Brain-based research•Model of Explicit Instruction•Formative assessment•The Continuum of Learning, IT, vii
Independent Together: Supporting the Multilevel
Learning Community
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
Independent Together
People Search: Activation Strategy/Formative Assessment for Learning
Find someone who...
Purpose:To identify the experience and expertise within a
learning community; and gather assessment for learning information.
Think About... How could you adapt this strategy in your multilevel learning community?
K-W-L Knowledge Chart Adapted from SFAL 6.95
What do you think you know about the multilevel philosophy in Manitoba classrooms?Think I know now (draw). Think I know now (list).
Want to know…
I have learned… Final concept map or drawing…
Activating Strategy/Assessment for Learning
Think About... How could you adapt this strategy in your multilevel learning community?
“Children with a variety of needs, strengths, abilities, and ways of
knowing are thriving in these classrooms”
Kasten, 1998 in IT1.6.
Concerns/Assumptions• Decreasing enrolment/increasing multilevel
classrooms• Managing learning outcomes/multiple curricula• Getting parents on-board• Negative connotations amongst educators and
parents• “Split grade”• Assessment assumptions = teach-test• Teaching math concepts effectively
Pause and Reflect: A metacognitive and assessment for/as learning strategy during activating/acquiring/applying deeper understandings.
BLM 1 Reflection → Metacognition
WIIFM: Activation Strategy/Formative Assessment for Learning
Source: Politano and Paquin, 2000
What’s In It For Me? Identify a personal professional learning goal…This goal may change as you engage in
conversation and reflection and explore your learning journey or personal inquiry. Take time to pause and reflect with other inquiring minds.
Think About... How could you adapt this strategy for your multilevel learning community?
Literature Review: Characteristics of Successful Multilevel Classrooms
• Well informed educators and parents• Classroom-based formative assessment• Differentiated instruction• Integrated curriculum• Inquiry• Independent learners• Community of learners • Time
K 1 2 3 4 5 6 7 8
http://www.edu.gov.mb.ca/k12/cur/multilevel/index.html
Think-Pair-ShareA strategy to activate prior knowledge or initiate
inquiry, acquire new ideas, wonderings, thinking from others, or, to apply/share new ideas, wonderings, reflective thinking with others.
Assessment for Learning- Think-Pair-Share is a rich context to listen for prior knowledge, new ideas, a developing inquiry process, questioning skills, strategic thinking, deeper understandings, …
Think About... How can you adapt this strategy to deepen understandings? assess deepening understandings?
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
Independent Together
AGENDA Manitoba Education ML Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration Half-Day
Goals Educators begin an on-going conversation in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel classroom. 2. Reflect on learning and teaching in your multilevel learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7 Reflection
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Think-Pair
Share BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print IT, 2003
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
DRTA
1.Learning and Teaching in the Multilevel Classroom
“The challenges of learning and teaching in a
multilevel classroom will result in great rewards
as all partners begin to understand the benefits that multilevel
classrooms offer” (IT 1.9)
2.The Learning CommunityStudents – Parents – Teachers – Administrators
“The ultimate goal of the learning community is to support its most integral member:
the independent learner” (IT 2.3)
3.Assessment for/as Learning
…teachers are observing students at various levels of development, and taking them from where they are towards the end-of-year learning outcomes. IT, 3.4
K 1 2 3 4 5 6 7 8
4. Differentiation
“Teachers in multilevel classrooms teach ‘individually’ all at once”
Dorta, in Bingham, 1995
IT, 4.3
5. Curriculum Integration
At the heart of every curriculum is teaching students how to learn and instructing
students in the skills of independent inquiry.
IT,
INTEGRATED THEME/TOPIC: Teacher Choice, Negotiated or Student Choice Time/Date: 4-8 weeks GOAL(S): What do I want my students to know and do to show or celebrate their learning? What do I want to do to facilitate the success of my students' inquiry? PERFORMANCE(S)/DEMONSTRATION(S)/PRODUCT(S): How will my students show what they know and can do. CLASSROOM PROCESSES: How will I design the learning teaching context? [Choose one or two of: inquiry, workshop approach; multiple intelligences; …]
Curricular Connectons
What subjects do I want to integrate?
Curricular OUTCOMES What do I want the students to know and/or be
able to do?
Instruction: LEARNING/TEACHING/ASSESSMENT STRATEGIES How will I find out what they already know?/What will I see and hear? How will I facilitate student inquiry?/ What learning will I see and hear? How will I/they know what they have learned?/ What quality of learning will I/we see and hear?
RESOURCES/SOURCES People; technology; print; multimedia.
ELA Mathematics
Science
Physical Education / Health Education
Information and
Communication
Technologies
Focus on 1-2 Learning Outcomes from each curriculum.
INQUIRY PROCESS Activating: Teacher led Shared-Negotiated Student led
Choosing theme/topic.
Identifying and recording prior knowledge.
Asking initial questions.
Exploring and selecting primary and secondary sources.
Planning for inquiry. Acquiring Gathering, processing and recording information.
Focusing the inquiry. Applying Planning to express learning
Creating performance(s)/ product(s)
Celebrating and Reflecting Optional: Culminating event
Primary: Field Trip Expert Artifacts Secondary (Text Set): Mulitmedia Print Web
6. Integrated Learning through Inquiry:
A Guided Planning Model
Building classrooms around inquiry engages students, integrates process and content from all disciplines, and fosters self-directed learning. IT, 6.3
BLM 9
Correction 6.4Guided Inquiry
The teacher as reflective practitioner and keen observer.
Inquiry Process The student as reflective and active learner
Formative Assessment• Target learning outcomes.• Focus observations.• Develop criteria.• Confer with students.
•Plan and revise instruction.• Reflect.• Celebrate.
Activating Formative Assessment• Set learning goals.
• Focus inquiry.• Develop criteria.• Participate in conferences.• Revise inquiry plan.
•Reflect.• Celebrate
Acquiring
Applying
Blackline MastersAppendices
GlossaryBibliography
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
Independent Together
K-W-L Knowledge Chart Adapted from SFAL 6.95
What do you think you know about the multilevel philosophy in Manitoba classrooms?Think I know now (draw). Think I know now (list).
Want to know…
I have learned… Final concept map or drawing…
BLM 7- Activating Strategy to explore initial questions, and to begin planning for inquiry.
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
Independent Together
Inquiry Notebook FFI 3.1.1 (p. 3-132)
What I think I know… Question…
Survey each chapter title-
Write 1-2 question(s) for each chapter-
Acquiring Strategy to engage in making meaning of text- a before reading strategy.
Assessment for Learning Strategy to assess prior knowledge and questioning skills.
Accessing new ideas and information from a variety of sources.
Notemaking IT, Appendix C, adapted from Strategies, p.
116
Main Ideas(Copy chapter headings, and leave 2-3 lines between each.)
Supporting Details(Make jot notes of only the important information.)
Reflections(What does this make me think/wonder?)
Acquiring Strategy to engage in making meaning of print text- a during reading strategy.
Assessment for Learning Strategy to assess identifying key ideas and supporting details from texts.
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9
Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
Independent Together
Teach the multiple intelligence model so learners can choose to share new learning in a way which they can best communicate their understanding.
An applying strategy to plan for sharing through the MI model.
Assessment for Learning Strategy to show prior knowledge, MI strengths, or, an Assessment of Learning strategy to show understanding at the end of a learning experience.
TASK: In partners/group, determine which SMART you will use to represent your chapter. Represent your learning on experience chart paper.
Gallery WalkAn applying strategy to celebrate learning.However, depending where this strategy is
implemented in a learning experience, a Gallery Walk my also be a way to activate prior knowledge, or to acquire new ideas and information.
This is a rich opportunity to focus observations on learning outcomes to determine understanding- Assessment for/of Learning.
Think About... How you can adapt this strategy for your ML learning community.
BLM 1An applying strategy to guide students in reflective thinking/ metacognition. Depending upon where this strategy is implemented in a learning teaching experience, it may also be an activating or an acquiring strategy.
Assessment for/as/of Learning- evidence of reflection or metacognitive thinking, deepening understandings, and self assessment.
Concerns/ Assumptions
Think about... Sources/Resources** Not included in IT, 2003
Demographics- declining enrolment
an opportunity for maximizing student learning- deepen understanding of IT, 2003.
Independent Together: Supporting the... School/classroom visitations *Article: Bartley, J. 2009, MAME Newsletter, Spring 2009
Managing learning outcomes/multiple curricula
targeting outcomes and integrating curricula to meet the needs of each learner and to uncover curricula. McTighe, 2006.
IT, 2.15; 3.5; chapter 5, chapter 6 IT, BLM 9 * http://www.edu.gov.mb.ca/k12/cur/ela/index.html- Click Tutorial: How to use the ELA Foundation for Implement... * MAME: http://multiagemanitoba.org/
Getting parents on-board
engaging parents as experts. IT, chapter 2 *www.edu.gov.mb.ca/ks4/cur/multilevel/index.html* MAME: http://multiagemanitoba.org/
Negative connotations…
facilitating inquiry and reflective conversations; celebrating learning.
* MAME: http://multiagemanitoba.org/ School/classroom visitations
“Split grade” a classroom continuum of learning. IT, chapters 2, 3, 4, 5, 6 IT, BLM 9 School/classroom visitations
Assessment : teach-test; assign-assess
strategic instruction and processes- authentic contexts for observing evidence of learning over time.
IT, chapter 3 IT, BLM 9 IT, BLM 5 or 11
Teaching math concepts effectively
planning for math workshop to include concrete, connecting, and symbolic learning and teaching experiences.
IT, chapters 4-5 IT, BLM 9 *MAME: http://multiagemanitoba.org/
Essential Questions
to Move Practice Forward, Bartley 2009
• What do I/we want to know and be able to do at the end of this professional learning experience? What is my/our goal?
• What will the evidence of learning/understanding look/sound/ feel like?
• How will we facilitate our conversations or professional learning journey?
• What are the targeted outcomes?• How will the inquiry evolve?• What resources will be needed to meet our goal?• How will we celebrate our new understandings, and, with
whom?
School Planning: An Example...
Acknowledgements• Bartley, Joan. (2009). A Resource Document for Teachers and the Multilevel/Multiage Learning Community: Have You Seen It? MAME Newsletter, Vol. 2, Issue 3. Winnipeg, MB: MAME SAG The Manitoba Teachers’ Society.
• Friesen, Sharon. (2008). Effective Teaching Practices: A Framework. Galileo Educational Network.Toronto, ON: Canadian Education Association.
• MAME: http://multiagemanitoba.org/• Manitoba Education and Training• Manitoba Education Training, and Youth• Manitoba Education and Youth• Manitoba Education, Citizenship and Youth: www.edu.gov.mb.ca/ks4/cur/multilevel/index.html
AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9 Integrated Theme/Topic Making Meaning of Multilevel Learning and
Teaching in Manitoba Duration 1 Day
Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).
Performance(s)/ Demonstration(s)/Product(s)
Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...
Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...
Curricular Connections
Curricular Outcomes
Instruction: Learning, Teaching, and Assessment Strategies*
Learning Resources/
Sources
1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.
2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.
Inquiry Process
Activating
Teacher-Led
Shared/ Negotiated
Student-Led
Choosing a theme or topic. X
Identifying and recording prior knowledge.
People Search
K-W-L Chart
Pause-Reflect
Asking initial questions. WIFM K-W-L Chart
Pause-Reflect
Exploring and selecting primary and secondary sources.
Planning for inquiry. BLM 7
Acquiring Gathering, processing, and
recording information. Inquiry Notebook
Flexible groupings
Focusing the inquiry. BLM 7 Note-making
Own choice
Applying Planning to express learning. Discussion BLM 7 [MI]
*Summative Assessment Criteria Task: performance/
demonstration/ product Reflection
Creating performance(s)/ demonstration(s)/ product(s).
BLM 8 Gallery Walk
Celebrating and reflecting. Reflection Pause-Reflect
Optional
Culminating Event Community sharing and celebration!
Primary Sources Field Trip X Expert
X Artifacts Secondary Sources (Text Set) X Multimedia
X Print
X Web LwICT Aboriginal
Perspectives Curricular
Connections FFI SFAL Thinking
Framework
X
English Language Arts
Mathematics
Science
Social Studies
Physical Education/ Health Education
Information and Communication Technologies
The Arts
DRTA: IT
BackgroundSurvey, May 2000 Release of IT- YAG,
2003-2005BU Collaborative Summer Institutes2004 to present
MECY Focus Project 2009
New curricula
Multiple learning outcomes
Time
Professional Learning
Support & resources
Accountability
Development team: Northern urban, rural, Hutterian , French immersion...Release of Independent Together: Supporting the Multilevel Learning Community, (IT) 2003Half day workshops for administratorsFull day workshops for educators
PL / Admin or Special Ed certification, Manitoba Education
Graduate credit
Required undergraduate course
Team: Northern urban, rural, Hutterian , French immersion, university researcher...
Number 1 identified need: “the ML philosophy and pedagogy (IT)... needs to be understood and implemented”...
Manitoba Education Multilevel Responsive Workshops 2010
Reflecting on current practice and a multilevel philosophy in Manitoba schools to meet the needs of your
multilevel learning community.
Facilitated by~
Val Noseworthy, Consultant, Manitoba Education
Rosalind Robb, Consultant, Manitoba Education
Joan Bartley, Independent Consultant