MULTI-GRADED LEARNING PROJECT

DAYJanuary 24, 2012

9:00 – 9:15 Welcome and introductions Envelope Game (Teaching a multi-grade is like…because…)

9:15 – 9:45 Group Graphic – Challenges and Strategies9:45 – 10:25 Multi-graded supports and Inquiry 10110:25 - 10:30 Identifying the day’s work 10:30 – 10:45 Nutrition break10:45– 12:00 Moving forward (work time)12:00 – 12:45 Lunch12:45 – 1:15 Michael and additional supports…1:15 – 2:45 Planning time continued2:45 – 3:00 Parking lot

Teaching in a multi-graded environment is like...because...

You said…

But, in the time being, it would be nice for split grade teachers to have the opportunity to express the challenges in an open and supportive environment.

Group GraphicChoose a jellybean from the

container.Follow instructions for getting into

groups.Together, fill out the graphic (20

minutes)Whole group sharing (10 minutes)

Considerations...

Curricular comfort Planning Instruction Assessment Inquiry Classroom Management

Examine criteria Focus on the commonalities first Determine the “why” of the outcomes

(step back) Determine the differences Social Studies example Physical Education example http://curriculum.nesd.ca/?q=node/358

When both you and your students know the destination (criteria), everyone becomes empowered to be responsible for the learning journey.

You no longer have to “hold all the cards” for successful learning. It becomes a shared responsibility. Your role is to consistently reinforce and expect the required understanding.

Remember, the premise of UbD is that all planning emerges from the criteria. It provides clarity for everyone.

You said…

I would be interested in any information around instructional strategies/tech tools that could help aid inquiry.

From thinking back to the multi-graded session we did last year, you spoke on how to plan for both grades, and different steps to follow. One thing that I still struggle with is how to deliver the lesson to both grades when the content is different.

Inquiry…

…is approaching learning deeply, from the inside

out.

Schellert, Datoo, Ediger and Panas, 2009

Curiosity and the fundamental flip

Inquiry…

…you wonder about something and you want to know it—in fact you’re driven to know it because

it’s intriguing, puzzling, fascinating, and/or personally

meaningful to you.

Diane Parker, 2007

Moving from answering to asking

Moving from solving to seeking

Moving from definitive to open-ended

clarification

Inquiry relies on problems that are of emerging relevance to students.

However, relevance does not have to be pre-existing for students.

Relevance can emerge through teacher mediation.

We may have to “hook” students into wondering

Brainstorming activity

What kinds of learning excites students?

How do you know when they are excited?

What kinds of learning excites you?

Consider authentic and engaging audiences and purposes!

Date: Topic:

Hook:

What activities, artifacts, images, invitations, and experiences are you going to use to hook interest and set the stage for the inquiry? How will you begin to teach students to be curious about this topic?

Compelling question(s):

What question(s) will you start with to engage students and to set a strong purpose for their inquiry? What questions will you ask to prompt even more questions?

Knowledge and Vocabulary:

What knowledge and vocabulary will you use to add focus, clarity and understanding? How does this knowledge and vocabulary connect to the outcome?

Groupings and process:

What are your parameters for groupings? Pairs? Individual? Make sure you have backfilled with the necessary skills to be able to work in the groupings you decide on. What processes will you allow? How will you activate prior knowledge?

Tool box:

What are the tools you will invite students to use? What skills have you spent time building? Is this their first exploration or are they seasoned inquirers?

Further questions generated:

What questions emerged from the inquiry process? How did students move more deeply into the topic? Where can students record their questions?

Information gathering process:

Where and how will students record their new understandings? Where is data stored? How have you made students aware of the importance of this information? How will it lead to future inquiry? Why is it important?

Readiness needs (backfilling):

What are the prerequisite skills students must have before engaging in this inquiry? What tools and groupings will require some skill development? Make sure students are ready to engage in inquiry. When and how will you work on those skills?

Lesson-end assessment:

How will you know if each and every student has learned something? How will you measure progress toward your criteria?

Inquiry lens How can I avoid giving answers? How can I encourage students to come to their

own understanding? How can I make this compelling? Interesting?

Engaging? How can I stay out of it for longer? Talk less? Do

less of the work? How can I be okay with ideas that aren’t exactly

what I think they should be? How can I come to recognize healthy struggle

from unhealthy struggle? How can I structure my classroom to encourage

inquiry?

Habits of experts

Ask good questions Break problems into parts Look for patterns Rely on evidence Consider other perspectives Follow hunches Use familiar ideas in new ways Collaborate with others Welcome critique Revise repeatedly Persist Seek new challenges Know yourself

Curriculum Corner Update

Multi-graded supports Instructional tools Planners FNMI websites and supports

(plus a new consultant!) Inquiry supports

You said…

 Personally, I think technology is a vital, if not the most important tool that will allow success to be realized in split grade classrooms. The other key part is knowing where we are going in an outcome so that it keeps us in line when things get crazy. Using technology and the criteria as the basis for planning and inquiry (which is another key piece), students can consistently explore the topics in a common structure to allow the outcomes to be studied.

New literacies

Invite students to develop the competencies necessary to build on, not just consume or borrow, other people’s ideas.

Require students to use digital technologies to think with not just consume or produce a “polished product.”

Using Google sites for inquiry

Nutrition break

You said…

I am looking at planning for teaching Social Studies 7/8 together in semester 2 so any time I can get to just look at these curriculums and see where things might align will be helpful to me. Or suggestions from other teachers who have done this.

I'd like to work on Math 6/7 - Shape and Space or Statistics and Probability -making lesson plans so that we match each other's outcomes as best as possible 

I know I am going to have K-2 next year and I would like to get my head around doing the 3 grades. I am hoping to meet with other K-2 teachers and work with them to come up with ideas of how to make things work effectively.

As for the planning and organizing of lessons and units, I would like the opportunity to look at how the outcomes align again and work on organizing units for those related outcomes.

I am really hoping to get some practical ideas of how to deliver multiple curricula at the same time especially with elementary students who may have limited independent inquiry or research skills.  I am going to the social studies multi-grade in-service later. Those are courses at the grade 3/4 level I am having difficulty with as I am doing them completely separately.  Science is the other area of main concern I see for teaching in combination. 

MOVING FORWARDWork time!!

Lunch!!

Click icon to add picture

MICHAEL GATINThoughts and supports...

You said…

As I continue to build and pursue outcome based assessment with the curricula, I am getting closer to conceptualizing the portfolio in ELA for my students. I have tried each year to make this work, but there always seems to be something missing. I think I'm almost there, but I'm still missing something.

Parking lot