School District No.48Students Run to Learn Here!

Pathways to Learning!

We are honoured to be learning on the Traditional Territory of theSḵwx̱� wú7mesh Úx̱wumix̱w and St’át’imc Nation.

Shape of the Day …

8:15 to 8:45 Registration and Refreshments

9:00 to 9:30 Welcome9:30 to 12:15 Learning the Work by Doing the Work:

Task AnalysesCo-Planning

12:15 to 1:00 Lunch

1:00 to 2:15 Co-Planning with Teacher Learning Teams2:15 to 3:00 Closing Activity

Where Have We Been …

Where Have We Been?2011 / 2012•Exploration of our future and preparation for building a plan

2012 / 2013•Board of Education: New Strategic Plan•Pathways to Learning Year Zero: Collaborative Development of Education Plan•40 people (Board, Ed Leadership, Teachers, CUPE, Parents)

2013 / 2014•Pathways to Learning Year One: Creating Common Language•SD 48 Enhancement Agreement: Create Balance Together

Five Days and Forty people:

We examined:-our own and each others’ thoughts-input from our community-what research tells us

We collaborated to create:– a new goal statement (Student Competencies)– K to 12 assessment plan for our work (ongoing committee work)– and an action plan (Pathways to Learning)

Pathways to Learning Process …

17 teachers5 principals / vice principals CUPE staff

District staffAboriginal partnersParentsTrustees

Systemic Change …

Isolation to Collaboration

Reaction to Purpose and Focus

Compliance to Engagement

Tony Wagner, Change Leadership, 2005

Where Have We Been …

Where Have We Been?

2011 / 2012•Exploration of our future and preparation for building a plan

2012 / 2013•Board of Education: New Strategic Plan•Pathways to Learning Year Zero: Collaborative Development of Education Plan•40 people (Board, Ed Leadership, Teachers, CUPE, Parents)

2013 / 2014•Pathways to Learning Year One: Creating Common Language•SD 48 Enhancement Agreement: Create Balance Together

Creating Common Language …

Continuing with ‘Creating Common Language’

Deepening our understanding of our student competencies.

Deepening our understanding of our instructional Pathways to Learning.

Learning Intentions for the Day …

Moving forward with ‘Learning the Work by Doing the Work’

Task Analysis:We will be able to make predictions about student learning through academic task analysis.

Teacher Learning Teams:We will begin to learn how to collaborate with a learning team.

Co-Planning (for Co-Teaching and Co-Assessing): We will be able to co-plan one or more ‘safe, purposeful, powerful’ tasks / units with outcomes related to student competency development.

Learning Intentions for the Day …

Welcome Activity…

Be More Dog!

Welcome Activity…

Be More Dog!

Welcome Activity …

Moving forward with ‘Learning the Work by Doing the Work’

Task Analysis:We will be able to make predictions about student learning through academic task analysis.

Teacher Learning Teams and Collaborative Models of Support (CMOS):We will practice collaborating with a learning team and/or CMOS.

Co-Planning (for Co-Teaching and Co-Assessing): We will co-plan one or more ‘safe, purposeful, powerful’ tasks / units with outcomes related to student competency development.

Learning Intentions for the Day …

These Are Exponential Times …

Making Connections …

Our Pathways to Learning connects to this by …

What excites me about this connection …

A question I have about moving forward …

Learn the Work by Doing the Work …

Predicting what students will know and be able to do …

through academic task analysis.

Task Predicts Performance …

What determines what students know and are able to do is not what the curriculum says they are supposed to do, or even what the teacher thinks he or she is asking students to do. What predicts performance is what students are actually doing.

ie. Memorization tasks may produce fluency in memorization and recall, but not necessarily understanding.

Learn the Work by Doing the Work …

Students have read a passage and are completing questions on a worksheet.

Students will be able to synthesize information from text.

Students are able to comprehend information from a reading passage.

Students will be able to locate some information from some text.

Students will be able to sit and work independently.

Specific, descriptive, non judgemental information …

“Students listen to a guest speaker present about the effects of global warming.”

Using evidence to predict what students will knowand be able to do:

Students will be able to think critically about energy consumption decisions.

Students will know the impacts of global warming.

Students will know one speaker’s opinion about global warming.

Students will be able to listen to a presentation.

Specific, descriptive, non judgemental information …

Ladder of InferenceThe ladder of inference can be helpful in providing both an image and a language for discussing what it means to be descriptive. The bottom rungs of the ladder are objective description. As you move up the ladder, you get farther from the evidence and closer to your beliefs, assumptions, and conclusions.

Task One Analysis …

1. Read the task individually.2. Brainstorm alone what students will know and be able to do after

completing this task.3. Share out as a table and predict what students will know and be

able to do after completing this task.

TASK A

TASK B

1. Read the task individually.2. Brainstorm alone what students will know and be able to do after

completing this task.3. Share out as a table and predict what students will know and be

able to do after completing this task.

Task Two Analysis …

1. Read the task individually.2. Brainstorm alone what students will know and be able to do after

completing this task.3. Share out as a table and predict what students will know and be

able to do after completing this task.

TASK A

TASK B

1. Read the task individually.2. Brainstorm alone what students will know and be able to do after

completing this task.3. Share out as a table and predict what students will know and be

able to do after completing this task.

Pathways to Learning: Strategies …

Let’s Go a Little Deeper with Task Two

Your table has made predictions for what students will know and be able to do in the second Task B.

Now please spend a few minutes in discussion to identify which of our Pathways’ instructional strategies have been activated in this task design.

Sharing Task Two Predictions …

Sharing Out:

•Odd numbered tables please stand up and move to the even numbered table one up from yours (ie. table 1 moves to table 2, 33 to 34 and so on).

•Two groups make a larger circle around the even numbered table.

•Each group then take turns sharing out:

• What your group predicted students would know and be able to do in Task A and then Task B

• Which Pathways’ strategies your table felt were activated in the Task B design

Specific, descriptive, non judgemental information …

Ladder of InferenceThe ladder of inference can be helpful in providing both an image and a language for discussing what it means to be descriptive. The bottom rungs of the ladder are objective description. As you move up the ladder, you get farther from the evidence and closer to your beliefs, assumptions, and conclusions.

Task Tuning …

1. READ: Turn the planning guide to the side with the ‘Action Planning: Unit or Task Design’ and read the task.

2. PREDICT: Complete an individual and then a table group list of predictions about what students will know and be able to do if they complete this task.

3. COMPARE: Now turn the page over to compare your predictions to what the teacher is intending for the students to learn. (Specifically look for the information under ‘The Competencies’ labelled as the Learning Standards.)

4. TUNE: Now talk at your table and document adjustments to ‘Tune the Task’ until your predicted learning outcomes match what the teacher is intending.

Activity: Predict, Co-Plan, and Triad …

Triad:•Stand up, hands up, group up (make a triad from 3 different tables).•Dialogue for common understanding and new ideas (3 x 3 minutes).•Create a synthesis on your placemat.

Table Group:•Share out to your group (6 x 2 minutes).

Individual:•Each member of your table documents your group’s Task 3 conversation for predicting student learning and how to Tune the Task (5 minutes).

Teacher Learning Teams …

Learning Teams are pairs or groups of teachers supporting each other through co-planning, co-teaching, and co-assessing for the benefit of their students.

•Provide a broader sense of teacher expertise and approaches (instructional, skills, content)•Can be more responsive when they are able to approach challenges with a greater variety of options•Develop a deeper understanding of students through each other’s reflections and approaches•Provide a balanced approach to teacher practice (ie. What causes one teacher to be stressed can cause another to be excited and vice versa.)•Support teacher confidence and risk-taking•Report to be more motivated and invigorated by working together•Inherently provide job-embedded teacher learning and mentoring

After Lunch …

1:00 – 2:20Co-planning!

Convene back in this room at your table.

We will relocate to our learning teams shortly afterward.

2:30Please return to your table.

Doing what we do … a little differently.

Lunch

Let’s Get Started …

We learn the workby doing the work!

Let’s Get Started …

Planning Doc e-version:In Outlook, go to All Staff. Use the link to go to GoogleDrive or go to

Learning and Achievement on our SD Website

Group Reflections …

Please take turns going around the table

and sharing out about your Learning Team’s co-planning.

Read your learning team’s task …

Share some thoughts about the co-planning process …

When the Rubber Meets the Road …

I found this pathway the easiest to incorporate during task design …

I found this pathway the most difficult to incorporate during task design ...

I found this the second most challenging pathway to incorporate during task design …

 

Closing …

Whole Table High Five

“Thanks for a great day! You’re awesome!”