mRLC 2015 Summer Institute

mRLC 2015 Summer Institute

Intent To support those who lead adult learning with

- the why (big ideas and evidence data) - 4 big ideas around change that effect quality teaching (the what) and - the strategies and the tools (the how)

to support leaders with helping teachers adapt practice in order to advance every students ability to be a productive, educated and engaged citizen who makes positive contributions to themselves, their families and communities. Task Examine 4 BIG IDEAS 1. The why (big ideas ) 2. Achievement data 3. What are the ingredients for meaningful change, the research (the what) Leading Adult Learning & 4. Hatties effect size Examine (the how) IEYE for reading, writing and mathUtilize real time data (student work) Moderation

Realizing the PotentialEducation is the key enabler of social, cultural and economic development for every nation in the 21st century. Improving education- especially for school age young people- is a priority for governments across the world. Many yearn for something other than mere improvement, aiming instead for nothing less than transformational change in the education system to make it fitting for the global age. Education Scotland 2011Big Idea 1 Discuss how does this quote relate to your role?4

Big Idea 2Since one of our foundational beliefs is to foster independent, lifelong learners who are critical and creative thinkers, and since weve heard a great deal in the media about Manitobas performance on national tests in the media, I thought I would highlight some of the results and answer any questions that you might have about the results.

I aim to answer only two questions. First, if the education ministry says that 86% of students are meeting expectations for science, why should we be worried how the province ranks compared to other provinces? Second, if there is room for improvement, what would help?

First a general orientation PCAP stands for Pan Canadian Assessment Program. Its a test of science, math, and reading taken by 13 year old students across Canada (mostly in grade 8). We chose those subjects because theyre easiest to compare we have a Pan-Canadian science curriculum, for example. Each year one component of the test gets put into special focus, and for the most recent 2013 test, that focus was SCIENCE.

5Level 1 (655)Can recognize some science proceduresCan interpret simple diagrams and tablesCan provide simple or literal explanations in familiar contextsCan identify questions that could be answeredBasic science skillsCan draw conclusions from a simple experiment in a familiar contextCan evaluate information and draw simple conclusionsCan apply a simple problem-solving strategyCan make connections using science in an everyday environment

Solid science inquiry skillsCan draw conclusions from observations and dataCan identify a solution to a problemCan generate a solution to a problem and communicate reasoningFormulates arguments on environmental or societal issues

Advanced science inquiry skillsCan design novel experimentsCan apply knowledge in complex and novel situationsProposes solutions and communicates reasoningFormulates and supports arguments on environmental or societal issuesNature of science; life, physical, and earth science.Excerpts only; condensed to fit on this slideThe test makers use a complicated statistical procedure called cut scores to endure the scores in the test dont fluctuate from year to year because the test is easier or more difficult. They develop a four-level scale with descriptions for each level. You can see that test scores at the bottom level describe student understanding of science as simple, level 2 is basic. Here, for example, students can draw simple conclusions from a simple experiment in a familiar context.

6

Heres an example of student performance at level 2. The student observes that, at a higher temperature, theres less sugar, and concludes heat dissolves sugar faster. This students can drawn a basic conclusion from a simple experiment. A student who knew more about science might know that at higher temperatures, faster-moving molecules in the water (solvent) spread apart further, leaving bigger gaps where more sugar molecules (the solute) can fit and bond in the solution.7

MB Achievement in ScienceManitoba Education has announced that 86% of our students are meeting expectations. Thats based on adding all of the students in levels 2, 3, and 4. However, there are several significant issues with our achievement profile:First, a significant portion of our students (53%) are operating at level 2. They have basic science skills such as can draw simple conclusions based on observation. I think need to help a greater proportion of our students (at least 10%) into level 3. Twenty-nine percent (29%) demonstrate level 3, where they can demonstrate evidence-based decision makingThe top end and bottom end: The second problem is that only a tiny portion (4%, half the rate of the Canadian average, 8%) have advanced science inquiry skills. A significant minority (15%) lie at level 1, where they can provide simple explanations or literal interpretations in familiar contexts. The Canadian average for this level is 8%.

I would make two suggestions based on these results:Since reading achievement is highly correlated with science achievement, I would focus our teachers on science-related reading strategies.We need to ensure our schools have tiered strategies extra support for student at the lowest literacy / scientific literacy levels, and enrichment programs for the students who can handle more challenge.

8MB Reading Declines; Math Steady

More disturbing in the report are Manitobas reading scores:Between 2010 and 2013 a significant decrease [in reading scores] is shown in Manitoba (p.46) 2007 (482), 2010 (478), 2013 (469) (a drop of -13 from 2007 in English program)The gender gap reported in PCAP 2007 and PCAP 2010 persists in this administration of the reading assessment: girls 485, boys 471 (both English and French) (and boys scores have declined further, from 471 in 2007 to 459 in 2013.significant negative changes are found in Manitoba and New Brunswick (p. 51)

Fortunately, when reading was the major domain in 2007, a number of reports were written to help jurisdictions decide what to do about reading. Along with the test, there are surveys of the students, teachers, and administrators about instruction in the school, reading habits, and so on. Some highlights of the findings of this contextual report include:Positive: teaching reading strategies, teaching quality, teacher assessment skill, learn to read at a younger age, parents reading, teachers helping with reading, students enjoying reading, homework completionNegative: absenteeism, a focus on decoding, and the use of short test assessment items. No effect: small classes, EAL, length of ELA classes

9

Large numbers of Level 1 readers (near OECD average)Less than 30% scoring Level 4 and 5PISA 200910Engaging Adults in this workDiscuss the following at your table:

How does this data compare to your divisions data? How have divisional resources impacted student achievement in reading ,writing and math? Why?

Big Idea 3http://viewpure.com/MFzDaBzBlL0?ref=bkmk

11Relationship?Can this video clip serve as a metaphor for changing teacher practice?

Why?What are the ingredients of change?

Big Idea 3Go to your CornersChoose the Corner that best represents your style.Go stand in front of the poster.What is it about your style that others need to know?Discuss with your corner what your needs are. Record and be prepared to report to the large group.What do others need to know about you?15Who bugs you the most?Which corner group do you find most difficult to work with? Why?

Discuss, Record and be prepared to share with the large group.4 Ways of Knowing A Constructive Developmental TheoryJKeegan & E Drago-Seversen North - Just get it done right I Am Rule BasedThe most important thingGuiding questionsConcernsLearning exercises to try:Tasks at your growing edge:Ways to support the growth of these folksFulfilling my own needs, interests, and desires.Will I get punished?

Whats in it for me?Rules.Clear definition of right and wrong.Immediate self-interest.Other people are either helpful or obstacles.Abstract thinking has no meaning.Dialogues that offer multiple perspectives and go beyond right and wrong.Be open to possibility of new right solutions.

Take on tasks that demand abstract thinking.Set clear goals and expectations, agree on step-by-step procedures and specific due dates.

Offer concrete advice, specific skills.South - Consider Everyones FeelingsI Am Other FocusedThe most important thingGuiding questionsConcernsLearning exercises to try:Tasks at your growing edge:Ways to support the growth of these folksMeeting expectations and getting approval.

Will you like/value me? Will you think I am a good personAuthority figures set goals.Self-image comes from others judgment.Responsible for others feelings and vice versa.Criticism and conflict are threatening.

Dialogue that helps to generate and clarify ones own values.Share perspectives in pairs or triads before sharing with larger groups and authority figuresGenerate own values and standards.Accept conflicting viewpoints without seeing them as a threat to relationships.

Invite to leadership roles.Demonstrate ways to confirm, acknowledge, and accept others beliefs.Model disagreement without threat to relationships. East - Stay True to Me and My ValuesI Am ReflectiveThe most important thingGuiding questionsConcernsLearning exercises to try:Tasks at your growing edge:Ways to support the growth of these folksStaying true to my values, which I generate.

Am I staying true to my own personal integrity, standards, and values?

Set goals based on own values and standards.Self-image based on my evaluation of my competencies and integrity.Contradictory feelings and conflict are ways to learn.

Facilitate dialogue, especially when perspectives are diametrically opposed.

Open up to diverse and opposing views.Accept and learn from diverse problem-solving approaches.

Offer opportunities to promote, analyze, and critique ones goals and ideas.Encourage consideration of conflicting or discordant ideas.

West - I am open to explore mine and others ideasI Am Interconnecting The most important thingGuiding questionsConcernsLearning exercises to try:Tasks at your growing edge:Ways to support the growth of these folksReflecting on my identity, being open to others views and to changing myself.

How can other peoples thinking help me to develop and grow?

Set goals in collaboration.Share power.Find common ground, even with seeming opposites.Open to exploration, conflict, complexity, and others perspectives.

Commit to a project without a clear purpose.Appreciate the time it takes to reach a conclusion when others may not move at the same paceAccept that some differences cannot be resolved.Avoid insisting on absolutely flat, non-hierarchal approaches.

Encourage refraining from taking over and rushing a process.Model sensitivity to those who do not have the same capacity (e.g., for conflict).

ChangeTarp FlipThe group will be given a tarpThe group will lay out their tarp.While standing on the open tarp, the group must create a plan to get everyone on the opposite side of the tarp without anyone stepping off .

Create 2 groupsPut the opposite corners together for this activity or jig saw the types sp the 4 corners are represented on each tarp.

22

Tarp FlipWhat was difficult / easy about the task?Who took the lead?Did everyone agree with what they needed to do?Did anyone have any ideas but were not able to share them?If you were going to do the task again what would you do differently?

Round 2 Repeat the task stages 1-3One more thing each team member will operate in the characteristics of their Direction or Way of KnowingDebrief How did the ways of knowing impact in this activity?

Words of Wisdom from M.F. identification of world class standards in literacy and mathematics;a system of assessments mapped on to the standards;development of curriculum based on the standards and assessments; anda serious investment in ongoing professional development, for school leaders and teachers. Are NOT ENOUGHFirst, what is the theory? It assumes that, by aligning key components and driving them forward with lots of pressure and support, good things will happen, on a large scale.

How have divisional resources impacted student achievement in reading ,writing and math

26What would M.F. say? What is missing from the strategy is any notion about school or district culture. If theories of action do not include the harder questions Under what conditions will continuous improvement happen? and, correspondingly, How do we change cultures? Who is M.F.?

27Putting the Pieces Together - the why (big ideas and evidence data) - 4 big ideas around change that effect quality teaching(the what) and - the strategies and the tools (the how)

Improving Student AchievementHatties Effect SizeBig Idea 4

What Works Best?

Using the effect size less 3 disastrous of 4 as being average 6 + is exciting32

Turn and Talk33

How does this information impact your role as facilitators?

What are the Yeah buts youre going to get?QUICK WRITEWhat is resonating for me?

What do I need to pay attention to in my role as facilitator?

Lunch