learning about learning: leading implementation k- 2
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LEARNING ABOUT LEARNING:
LEADING IMPLEMENTATION K- 2
Curriculum And Assessment Policy Branch
Early Years Division
The Literacy and Numeracy Secretariat
Spring 2014
• To look beyond the surface
• To view exceedingly closely
• To see over and through expectations and assumptions into the depth of meaning available in each moment (Anne Pelo 2014)
HYPER-OPPERYHYPER: excessivelyOPIA: view, look eye, see
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To find the relationships among:• the overall expectations and what the document describes as learning •the curiosity, questions and wonderings of the children that may go beyond the expectations•ways in which we assess the learning
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Learning Goal
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“Intentionally Interrupt” the conception of leadership: moving from “lead knower” towards “lead learner.” The historic conception makes those in leadership positions reluctant to model what “not knowing” looks like and the result is a lost opportunity to give others – by example – permission to not know (adapted from Katz, 2010 p.1)
What are you learning about learning as described in the proposed program document and communication of learning?
As a leadership team how will you continue to support the transformational learning in Kindergarten and beyond?
Reflections on Learning About Learning
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Communication of Learning
The Kindergarten Program
Assessment for/as and of Learning
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Assessment for, of and as learning
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Children are Competent, Curious, Capable of Complex Thinking, Rich in Potential
Child and Family Programs
Child Care Kindergarten Elementary
RelationshipsLearning Through Play and Inquiry
Educators as Co-LearnersEnvironment as Teacher
Pedagogical DocumentationReflective Practice and Collaborative Inquiry
Belonging Well-Being Engagement Expression
SUPPORTING A CONTINUUM OF TEACHING AND LEARNING
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•Reorganization of the front matter
•Four-frame structure for expectations
Overview of Proposed Changes to The Kindergarten Program 2014
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Overview of Proposed Changes to The Kindergarten Program 2014
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Other changes that make the document user-friendly for multiple audiences:oText featuresoDesign of the documentoInterconnections
Overview of Proposed Changes to The Kindergarten Program 2014
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Think about:•the overall expectations related to processes and dispositions •four categories of the Achievement Chart focus on Communication, Understanding and Application and Thinking•one category of the Achievement Chart focuses on knowledge of content with understanding
Rethinking Misconceptions“We can’t do play-based inquiry learning in grades 1 and 2 because we have specific content to cover.”
Children are Competent and Capable:Rethinking Learning Environments
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How do we know learning is happening?
How are we co-constructing and negotiating learning?
How are we documenting evidence of learning?
How do we communicate learning?
What Are We Learning About Learning?
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Children are Competent and Capable:Rethinking Learning Environments in
Grades One and Two
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Rethinking Misconceptions
“Pedagogical Documentation is different than other evidence that we would include as “assessment” evidence.”
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Children are Competent and Capable: Rethinking Learning Environments
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Children are Competent and Capable: Rethinking Learning Environments
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Gandini and Kaminsky (2004) similarly describe it as a “pedagogy of listening,” broadening the notion of documentation to include the collection of many forms and types of text to make student learning visible and to create an authentic record for dialogue, reflection and analysis. Pedagogical documentation is not done at the end of a lesson or unit, as a summative assessment, but is ongoing – a cyclical process that facilitates growth and improvement.” (Capacity Building Series – Pedagogical Documentation, 2012)
How Are We Documenting Evidence of Learning, Studying, Co-Constructing? and Communicating Learning?
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Visible Learning: surfaces and documents children’s thinking, working theories, and ideas that pique their interest
Reciprocal dialogue: creates opportunity for clarification, checking understandings, misunderstandings, connections to prior knowledge
Reflection: requires considerable analysis of what the documentation reveals; inspires further inquiry
Documentation
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“The time adults spend observing and documenting, and then interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).
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Take time to be in the :
•role of the learner
•role of the system leader
Time for Teams
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Children are Competent and Capable: Rethinking Learning Environments
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Moving towards
…slowing down and documenting what we see and hear without evaluation (assessment for learning)
Moving from …rushing to “evaluation” (assessment of learning)
Moving From ...Towards
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Learning About Learning
How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?
How is your thinking evolving?
As a leadership team, how will you continue to support learning about learning?
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Build Relationships and Develop the Nuance of Noticing
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Observing Learning and Pedagogical Documentation
Rinaldi (2001) describes pedagogical documentation somewhat paradoxically as “visible listening” – using notes, slides, videos and so on to reconstruct children’s learning paths and processes.
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Documenting/Studying/Communicating Learning
Use the sample protocol provided to study the pedagogical documentation provided.
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Learning About Learning
How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?
How is your thinking evolving?
As a leadership team, how will you continue to support learning about learning?
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Thinking About the Documentation
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Learning About Learning
How/why are we documenting evidence of learning, studying, co-constructing and communicating learning?
How is your thinking evolving?
As a leadership team, how will you continue to support learning about learning?
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To find the relationships among:•the overall expectations and what the document describes as learning •the curiosity, questions and wonderings of the children that may go beyond the expectations•ways in which we assess the learning
Learning Goal
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