A Guide to Contextualizing Classroom Images, Clips, Video...

Collecting, reviewing, and revising the content for the MYe-Handbook

CONTENTSPurpose of GuideOverview of Contextualizing ProcessAn Example: Using Questioning within an Inquiry StanceContextualizing Process: Essential Elements• Teacher’s Goal/Purpose • 5 Action Steps to Maximize Student Engagement• Classroom Process(es)/Learning Teaching Context• Targeted Learning Outcomes• Learning Teaching Experience: Strategies for Instruction/ Assessment• Criteria for Assessment• Focused Observations (“verbatim” notes and monitoring learning)• Reflections• Resources, Sources, LinksTemplateCriteria for Peer Assessment (to be developed with the team)

PURPOSE of GUIDEThe purpose of this guide is to serve as a tutorial

to assist you in contextualizing your classroom images/clips/videos ‘in the context of best practice’. Slide # 4 shows the overall process, and slide # 5 shows an example of this process in a learning teaching experience (a question-ing strategy within an inquiry stance) which we engaged in at our May team development meeting to extend our understanding of “workshop”.

OVERVIEW

Contextualizing Process: Placing Learning and Teaching in the Context of Best Practice

This graphic organizer shows the overall process of contextualizing classroom images, clips, or videos for the MY electronic handbook. In your classroom or adopted classroom, as you plan for instruction, curriculum, and assessment, consider the essential elements of this process. Your image(s) will show some aspect of this process, and, your documentation will provide the whole story, that is, what we cannot see, but need to know in order to “show” how to maximize student engagement.

The following slides break down the process by each essential element, and provide some suggestions. Please do not feel limited to these suggestions.

A hard copy of this process may be download from slide 17 or <...........>

Contextualizing Classroom Images, Clips, Videos

Teacher’s Goal: __________________________________________________________________

Five Key Action Steps for Maximizing Student Engagement Action steps nurtured throughout this learning teaching experience...

□ Honouring the Middle Years' learner □ Responsive teaching and learning □ Building learning relationships □ Student voice, choice □ Community involvement

Classroom Process(es) or Authentic Learning Teaching Context

□ Workshop □ Co-operative Learning □ Inquiry □ Teacher Presentation Lesson □ Mini-lesson □ Celebration of learning □ Exploration □ Field Trip □ Community Service □ Other:

Targeted Learning Outcomes for Assessment:

Learning Teaching Experience (Instruction/formative assessment)

□ Activating Strategy(ies):

□ Acquiring Strategy(ies):

□ Applying Strategy(ies):

Criteria for Assessment □ □ □

Observations I.e. BLM 5 Focused Observation Form, IT- collecting evidence of wondering, questioning, problem-solving, reflecting, setting a goal, etc.) Record “verbatim”: what you see and hear an engaged student thinking (aloud ), saying in conversations with others, doing , ....

Teacher’s Reflections: I noticed...; I heard...; I wonder ...; N ext time...; Something that surpr ised me... Sources/Resources/Web site url...

Clip ID: ________________________ Permission Form: ______ Note: ___________________________

EXAMPLE see myhandbook.wikispaces.com for completed form <http://www.myhandbook.wikispaces.com>

This example contextualizes a learning teaching experience based on inquiry questioning (Beane). The Sort and Predict strategy, SFAL 6.33, is evidence of thinking and a developing understanding of “workshop”. The essential elements of this learning experience have been documented to tell the whole story.(Development Team Meeting: Tuesday, May 5, 2009).

[This contextualizing process is similar to that used in the development process of the new Arts curriculum framework shared by Joe Halas on Monday, May 4, 2009. http://www.edu.gov.mb.ca/k12/cur/arts/framework/]

Contextualizing Classroom Images/Clips/Video (An Example)

Sort and Predict Source: Success for All Learners 6.34, 6.35

Goal: My goal was to model an inquiry stance with small groups to gain insights on personal understandings, and to apply my learning to the MYH. Five Key Action Steps for Maximizing Student Engagement Action steps nurtured throughout this learning teaching experience... □ Honouring the Middle Years' learner Responsive teaching and learning Building learning relationships □ Student voice, choice □ Community involvement Possible classroom processes touched on were: □ Inquiry (ELA FFI; LwICT; science FFI...) □ Co-operative learning (SFAL 5.7)

Targeted Learning Outcomes for Assessment □ 1.24 Extend understanding, 8-54. □ 3.1.2 Ask questions, 8-164. □ 3.1.3 Contribute to group inquiry, 8-170. □ 5.1.1 Compare responses, 8-366 Learning Teaching Experience (Strategies for instruction/formative assessment, SFAL ch6, McTighe, Marzano, Valencia, Shepard...) Activating: (Beane: Questioning self) I n rega rd to ‘workshop’ i n your pra cti ce, wha t a re you won d er i n g/ thi n ki n g/reflecti n g?

Acquiring: (Beane: Questioning the larger community) I n rega rd to ‘workshop’ i n the MYH, wha t a re you won d eri n g/ thi n ki n g/ reflecti n g?

Applying: I am using this learning teaching experience as an exemplar for ‘contextualizing classroom images, etc.’ and posting it on the wiki. Criteria for Assessment Because I targeted outcomes at the outset to reflect learners’ needs, my focus for formative and summative assessment was determined at that moment. I have lifted the criteria from column 3 in the ELA FFI. (In the classroom I would list the criteria on BLM 5 Focused Observation, IT, and begin the process of generating criteria, assessment for/as learning, with the students over the next weeks, BLM 2, IT). □ Ask questions to clarify understanding of new information. □ Contribute personal ideas and knowledge to help establish group inquiry.... □ Make comparisons between personal reactions to experiences and the reactions of others. Observations (“verbatim notes” from BLM 5 Focused Observation, IT.) “Wha t d o you mea n by workshop?”; “Do you mea n wr i ters’ workshop?”; “Wha t i s best pra cti ce?”; “I ca n see thi s con n ecti n g to a l l a spects of best pra cti ce?”; “I ca n see the 5 key a cti on s steps bei n g fa ci l i ta ted i n workshop?”; “How do you dea l wi th stud en ts who d o n ot work wel l i n groups?”

Reflections I noticed different degrees of engagement between the outset and the final whole group conversation. Engagement became more focused with time. I am wondering how comfortable we are with an inquiry stance. I am curious as to who will take this back into the classroom to explore this little snippet of inquiry, to construct deep thoughtful questions, to maximize student...

Structu re/Orga n i za ti on

Wha t a re the essen ti a ls tha t must be expl i ci tly ta ught pr i or to workshop?

Wha t a re the key elemen ts of workshop?

Wha t i s the “d efi n i ti on ” of workshop?

How ca n we/shou ld we tea ch the complex col la bora ti ve ski l l s requ i red for “workshoppi n g”?

Appl i ca ti on

Where ca n workshop be a ppl i ed to other con ten t a rea s ou tsi d e of L.A?

...en ga gemen t of other tea chers? / i n terpreta ti on of con ten t a rea s?

When i s workshop the most a ppropri a te orga n i za ti on ?

En vi ron men t for Lea rn i n g Wha t a re the resources

tha t a re n eed ed ? Do we propose ma n y

possi ble workshop scen a r i o mod els or on e gen er i c flexi ble mod el?

How d o we bu i ld i n ti me for meta cogn i ti ve reflecti on i n a workshop scen a ri o?

How d o you bu i ld the cl i ma te of r i sk ta ki n g i n the lea rn i n g en vi ron men t?

Assessmen t How d oes a ssessmen t

a n d workshop con n ect?

How ca n we be con fi d en t tha t we a re meeti n g ou tcomes i n a n i n qu i ry?

Goal/PurposeThink about your planning, a

caption, reflection... which articulates your instructional goal- What do I want my students to know, be able to do, and feel at the end of this theme, learning teaching experience... Consider:

learners’ needs and queries5 key actionsinfusing LwICT into the learning

teaching contextsOther

Goal: My goal was to model an inquiry stance* with small groups to gain insights into personal understandings of “workshop”, and to apply my learning to the MYH development process.* A Questioning Strategy within an Inquiry Stance(Beane, Raphael, Milton, ELA FFI, LwICT, IT)

5 Key Actions to Maximize Student Engagement

Think about images, captions, reflections... which show-

□ Honouring the Middle Years' learner

Responsive teaching and learning

Building learning relationships

□ Student voice, choice□ Community involvement

This example focused on the key action responsive teaching and learning, and building relationships.Responsive teaching and learning-Through our conversations I have gleaned evidence which may indicate we come with a wide variety of knowledge and understanding of what workshop looks and sounds like in the MY classroom. We may even be at various points along a learning continuum as to how we are implementing workshop as a context for instruction. I chose a questioning strategy within an inquiry stance to gather more information about “workshop”– responding to our need to deepen our understanding, and, to apply our knowledge to our classroom images of “workshop”. Building relationships-Triads were established to maximize engagement and facilitate risk taking.

Classroom Processes or Authentic Learning/Teaching Context

Think about images, captions, reflections... which show-

your instructional goal- What do you want students to know, be able to do, and feel at the end of this theme, learning teaching experience...

a workshop learning environment .

your students engaged in inquiry, exploring an issue.

your students constructing criteria for assessment.

infusing LwICT into the learning teaching contexts.

Workshop Co-operative Learning InquiryTeacher presentation Mini-lesson/explicit instructionAssessment as learning i.e. goal setting, Y-chart, portfolios... Celebration of learning i.e. student led conference, culminating celebration, going public... Field trip Community service Other

Targeted Learning Outcomes

Think about images, captions, reflections... which show-

learners’ needs (5 key actions) your instructional goalthe learning outcomes- which

will meet the learners’ needs as they journey toward the learning outcomes.

target 2-3 learning outcomes to guide your instruction/ assessment and uncover curricula (McTighe et al).

(for formative and summative assessment)

1.24 Extend understanding, 8-54. 3.1.2 Ask questions, 8-164. 3.1.3 Contribute to group inquiry, 8-170.5.1.1 Compare responses, 8-366For a detailed tutorial on targeting learning outcomes see <k12/cur/ela/ffi_slideshow2007.pps>

Learning Teaching Experience

Think about images, captions, reflections... which show-

instructional strategies which are synonymous with formative assessment (assessment for/as learning)

differentiation-scaffolding i.e. text sets, co-operative and flexible groupings, a workshop context, LwICT...

literacy across the curriculum learners on their feet rather than on

their seats 5 key actions other...

Strategies for instruction/ formative assessment: MECY FFIs, SFAL, IT, Beane, Brownlie, Darling-Hammond, Davies, Mills, Shepard,...

Activate Questioning (Beane)

Acquire Sort and Predict, SFAL 6.33 Gallery Walk, SFAL 6.80

Apply

Team members will apply and extend understanding of ‘workshop’ as an authentic context for instruction and learning in their classrooms and submit images for the MYH.

Criteria for Assessment

Think about images, captions, reflections... which show- students constructing criteria for quality work <link

BLM 2, IT> students using criteria for self and peer assessment descriptive feedback by students and teacher(s)

directly connected to criteria and/or student learning goals.

students using continua to monitor learning your focused observations based on criteria learners’ and teacher(s’) reflections parents engaged in the assessment for learning

process celebrating learning revising and/or setting new learning goals performance/project which could show summative

assessment evidence of co-operative learning skills and strategies (ELA GO 5); inquiry skills and strategies (ELA GO 3, science FFI; social studies FFI; LwICT); applying learning and understanding beyond the classroom i.e. service work (social studies FFI, sustainable development, ELA GO3 and GO 5...)

Available from targeted outcomes listed in MECY FFI docs (column 3) and LwICT continuum.I targeted outcomes at the outset to reflect learners’ needs and my goal; my focus for formative and summative assessment was determined at that moment. I have lifted the criteria from column 3 in the ELA FFI. (In the classroom I would list the criteria on BLM 5 Focused Observation, and begin the process of generating criteria, assessment for/as learning, with the students over the next weeks, BLM 2, IT). Ask questions to clarify understanding of new information. Contribute personal ideas and knowledge to help establish group inquiry....Make comparisons between personal reactions to experiences and the reactions of others.

Focused Observations

Think about images, captions, reflections... which show-

teacher with clipboard during workshop

an example of “verbatim” notes i.e. BLM 5

using focused observations to plan for or adjust instruction

using focused observations for report card writing

sharing focused observations at a team meeting

other...For a detailed description of focused observation

see Independent Together, 3.7. http://www.edu.gov.mb.ca/k12/cur/multilevel/index.html

BLM 5, IT, is an assessment tool for collecting evidence of thinking, wondering, understanding... BLM 5

Focused Observation Form BLM 5 Learning Experience / Targeted Learning Outcomes

Questioning within an inquiry stance- 1.24 Extend understanding, 8-54. 3.1.2 Ask questions, 8-164. 3.1.3 Contribute to group

inquiry, 8-170. 5.1.1 Compare responses, 8-

366

Criteria Met (M)

Not Yet Met (NY)

□ Ask questions to clarify understanding of new information.

□ Contribute personal ideas and knowledge to help establish group inquiry....

□ Make comparisons between personal reactions to experiences and the reactions of others.

□

Observation Date(s)/

Assessments

Student Names

May 5/09 Questi on i n g

May 5/09 Sort a n d Pred i ct

Participant 1

““Wha t do you mea n by workshop?” “Do you mea n wr i ters’ workshop?”

“How do you dea l wi th studen ts who do n ot work wel l i n groups?”

Participant 2

“I ca n see the 5 key a cti on steps bei n g fa ci l i ta ted i n workshop?”

Participant 3

“I ca n see thi s con n ecti n g to a l l a spects of best pra cti ce?”;

Reflections/Wonder-ings/ Next Stepsss

Think about images, captions, reflections... which show teachers-

reflecting on their practice, the MY learner...

collaborating with colleaguescommenting on what I would

do differentlyplanning adjustments to

instruction to respond to learners’ needs, next steps...

engaging parentsother...

BLM 1, IT, is a graphic organizer showing metacognition, a reflective process. It is also an assessment for/as learning strategy/tool. Using this process, my reflections are documented on the following slide. BLM 1

Reflection Metacognition

Name Date

See / Notice

Hear / Feel / Read Think /

Wonder

What do you notice about your thinking?

What did you remember to do? How did that help you?

What do you plan to do next?

My Reflections: May 5, 2009 I noticed different degrees of engagement between the outset and the final

whole group conversation. I wonder if this may be about our knowledge of the concept, or, even our comfort with fellow team members. Engagement became more focused with time, however. I am also wondering where our understanding is with inquiry as a stance and the myriad of ways inquiry is currently perceived. Voices did emerge, questions for clarification, wondering... (see Observations, BLM 5, above). I am curious as to who will take today’s experience into the classroom to explore this little snippet of inquiry, to construct deep thoughtful questions, to maximize student engagement through inquiry questions... . I wonder if there are any questions as to how this classroom learning teaching context connects and facilitates implementation of the five key actions to maximize student engagement. Maybe someone will share some images, thoughts and wondering on the wiki discussion... .This learning teaching experience will guide me as I develop a tutorial or guide for the team to support the collection of best practice in MYs classrooms.

Resources/Sources/Links

Think about research/literature which supports your images, captions, reflections... . List-

primary sources- experts, interviews, field experiences...

secondary sources- text sets, LwICT, literaturestudents collecting resources for an inquirya teacher resource links, etc.

Sources, Resources, Links

• Beane, James A. 1997. Curriculum integration: Designing the core of democratic education. NY: New York. Teachers College Press.

• Cochrane-Smith, Marilyn, Susan L. Lytle. 2009. Inquiry as Stance. NY: New York. Teachers College Press.

• Marzano, Robert J., Debra J. Pickering. 1997. Dimensions of Learning. VA: Alexandria. Association for Supervision and Curriculum Development.

• Mills, Heidi, Amy Donnelly, and Shelley Harwayne. 2001. From the Ground Up: Creating a Culture of Inquiry. Pearson Education, Canada.

• MECY Docs: FFI, SFAL, IT, LwICT, ...• Schon, Donald A. 1995. The Reflective Practitioner: How Professionals Think in

Action. Ashgate Publishing.• Wiggins, G. and McTighe, J. 2005. Understanding by Design, 2nd ed. VA: Alexandria.

Association for Supervision and Curriculum Development.

A Template: Contextualizing Classroom Images, Clips, Videos...Contextualizing Classroom Images, Clips, Videos Teacher’s Goal: __________________________________________________________________

Five Key Action Steps for Maximizing Student Engagement Action steps nurtured throughout this learning teaching experience... □ Honouring the Middle Years' learner □ Responsive teaching and learning □ Building learning relationships □ Student voice, choice □ Community involvement

Classroom Process(es) or Authentic Learning Teaching Context □ Workshop □ Co-operative Learning □ Inquiry □ Teacher Presentation Lesson □ Mini-lesson □ Celebration of learning □ Exploration □ Field Trip □ Community Service □ Other:

Targeted Learning Outcomes for Assessment:

Learning Teaching Experience (Instruction/formative assessment) □ Activating Strategy(ies): □ Acquiring Strategy(ies): □ Applying Strategy(ies):

Criteria for Assessment □ □ □ Observations I.e. BLM 5 Focused Observation Form, IT- collecting evidence of wondering, questioning, problem-solving, reflecting, setting a goal, etc.) Record “verbatim”: what you see and hear an engaged student thinking (aloud ), saying in conversations with others, doing , .... Teacher’s Reflections: I noticed...; I heard...; I wonder ...; N ext time...; Something that surpr ised me... Sources/Resources/Links...

Clip ID: ________________________ Permission Form: ______ Note: ___________________________

Constructing criteria for the classroom-based content... IT, BLM 2.

When students are deeply engaged in their learning, what does best practice in the MY classroom look, sound, feel like?