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CBE Mathematics Learning LeadersApril 21, 2016
Brenda Heater Kenzie Rushton
Indy Lagu Dr. Barb Brown
Den Rattee
http://galileo.org/pl
Leading Teacher Learning…
• through professional conversations around student work
• through designing learning with colleagues • through effective Professional Learning
Communities
Protocols to Promote Evidence Informed Conversations
A protocol An agreed upon guideline for a conversation • it is the existence of this structure -- which
everyone understands and has agreed to -- that supports a certain kind of conversation to occur -a professional conversation focused on student learning, inspiring excellence
Social Occasion
Professional Conversation
Overview of Protocol Evidence Informed Conversations
Part A: Individual Reflection (10 min)
Part B: Sharing (45 - 60 min)
Part C: Group Reflection (10 min)
Effective Comments
• Causes thinking (a cognitive response rather than an emotional response)
• Clear, focused and specific feedback • Clearly related to the learning goals - helps close the gap • More work for the recipient than the donor - requires
action
Given the student work that you brought forward today, identify some comments that you would use to move students learning forward for this work.
Closing the loop- Identify what the “Proof of Learning” would be.
Providing feedback that moves learning
forward
Teaching Practices
• activating student thinking/ reframed problems • principles of effective teaching • authentic to the discipline of math • formative assessment strategies • feedback to move learning forward • making our teaching visible • activating students as owners of their own learning
Leadership Practices
• leading evidence informed conversations • kind, specific and helpful questions to promote
reflection on effective teaching practices • conversations centred on design • promoting professional conversations through the
use of protocols • enablers that promote effective professional
conversations
•Leading through modelling effective teaching practices
•Leading the professional learning of colleagues through designing together, Evidence Informed Conversations, PLCs and/or other opportunities to influence learning
Individual Reflection Effective Comments
Reflect on the evidence you brought back on the impact of effective comments:
Map out the teaching to make the teaching visible for others.
Partner Sharing 1. Teacher presenter describes the teaching and presents
the student work for their colleagues to review. (5 min)
2. Colleague responds to the work indicating what they are seeing in regards to the impact the feedback is having on the students understanding (5 min)
3. Together next steps for the teacher and the students are discussed in light of the evidence that is presented. (5 min)
Rotate roles
Clarifying learning
intentions and criteria for
success
Activating learners as owners of their learning
Activating learners as
instructional resources for one another
Eliciting evidence of student thinking
Providing feedback that
moves learning forward
5 Key Strategies of Formative Assessment Dylan Wiliam
Features of Self-Regulated Learning 1. Forethought- consideration of goals, expectancies
and standards preceding completion of a task. 2. Self monitoring and using learning management
strategies 3. Self-reflection- follows the learning efforts,
involves the evaluation of self mastery, causal attributions, and reactions to the task and performance
Activating learners as owners of their learning
Self Regulation
Share the evidence from the video that displayed features of self-regulated learning.
Identify one element that you have been applying in your context and one next step in strengthening self-regulated learning.
Features of Self Assessment: 1. Clearly establishing success criteria (using
exemplary work or co-creating a rubric) 2. Critique of work in terms of expectations (Create a
rough draft of their assignment: word problem or lab report)
3. Revising the work (use the rubric to self assess our work and make improvements, peer assess the work and make improvements)
Activating learners as owners of their learning
Self Assessment
Sponsoring a Scholarship of Teaching
Respond to the questions regarding your and your school’s continuous improvement this year
https://goo.gl/KVOxGA
Realizing the Power of Professional Learning
• Focus of Conversation • Processes • Knowledge Inputs • Relationships • Culture
Timerpley video
Effective Learning Conversations
Learning Intentions: 1. Build relational trust within the PLC 2. Have teachers experience the potential of collaborative
task design 3. Deepen understanding effective task design
Intentional Design for Teacher Learning
1. How do I invite students into learning? 2. How do students get feedback along the way? 3. How do I develop/sequence subtasks?
Leadership Reflection
Use the prompts in your working documents to synthesize the leadership conversation, or the evidence of how you have nurtured instructional excellence, that you brought back to share today.
1. Present your reflection of leadership in a small group of 3-4 people (5 minutes each to share).
2. Table group listens for characteristics of evidence informed conversations.
3. Discuss:”What are your next steps in nurturing instructional excellence at your school?” (5 minutes)
Sharing Artifacts of Leadership
10 minutes per person. Rotate after each person.
Develop a scholarship of teaching effectiveness
Survey your students to gain insight about your teaching effectiveness either using the survey prompts provided or ones that you generate in relation to teaching effectiveness
As part of the planning for next year, engage your leadership team in a conversation around the enablers of professional conversations and consider the structures, processes and protocols that you might create/use.
