Multi-graded classrooms Planning Days, June 13 and 20, 2011

Agenda 9:00 – 9:15 Welcome, introductions and purpose 9:15 – 9:45 Getting it all out there 9:45 – 10:10 Looking at the curricula and Curriculum Corner 10:10 – 10:20 Coffee break 10:20 – 11:00 Planning processes think aloud 11:00 – 11:45 Planning groups 11:45 – 12:00 Parking lot 12:00 – 12:45 Lunch 12:45 – 1:05 Assessment, Management and Inquiry clarification 1:05 – 2:00 Digging in 2:00 – 2:10 Coffee break 2:10 – 2:40 Digging in 2:40 – 3:00 Parking lot and reflection

Purpose of today Discuss how renewed curricula and Curriculum Corner supports our work Share planning, management, instructional and assessment strategies Work with others in specific areas

Today’s Support Team Coordinators Learning Consultants Digital Learning Each other

Getting it all out there!

M-U-L-T-I-G-R-A-D-E-S Generate phrases that begin with each letter in the word “MULTIGRADES”, elaborating important dimensions of the topic being explored. M U L T I G R A D E S

Curricular comfort Planning Instruction Assessment Inquiry Classroom Management

Looking at the curricula A review

Key Elements of Curricula Broad Areas of Learning (BAL) Cross-curricular Competencies (CCC) Outcomes and Indicators Active Construction of Meaning Inquiry Based Learning Deeper Understanding Higher Level Questioning Metacognition Building Lifelong Learners Building a Sense of Self and Community Building Engaged Citizens Developing Thinking Developing Identity and Interdependence Developing Literacies Developing Social Responsibility

Curricular Alignment Each of the curriculum documents will look very much the same. Although there may be slight differences, generally, the table of contents for each of them will be almost identical. There will be: consistent language, messaging, format, sections in the same order in each curriculum 3 or 4 goals have been identified Grade specific outcomes and indicators - you will not see outcomes repeated from grade to grade as was the case with learning objectives in previous curriculum significant emphasis in inquiry, and a consistent model of inquiry examples of questions that can lead to deeper understanding Active construction of meaning

Broad Areas of Learning (BAL) The Broad Areas of Learning are the same for every subject but are interpreted differently in each subject. Broad Areas of Learning reflect the goals of education for Saskatchewan, and each subject areas contributes to the achievement of the knowledge, skills and attitudes related to these Broad Areas of Learning. The Broad Areas of Learning are stated differently dependent upon the perspective of the subject area. The Broad Areas of Learning (in the centre of the visual) are a synthesis of the current provincial Goals of Education. These Broad Areas of Learning are the endpoint of what we want our students to be capable of at the end of their K-12 schooling career. Each grade level, beginning with kindergarten, contributes to the achievement of this endpoint.

Cross Curricular Competencies (CCC) The cross-curricular competencies and the areas of study are the “means” by which we help students achieve the “endpoint”. The CCC’s are four interrelated areas containing understandings, values, skills, and processes considered important for learning in all areas of study. The competencies reflect the Common Essential Learnings A number of goals have been identified for each of the competencies: Developing Thinking – thinking and learning contextually, creatively, and critically Identity and Interdependence – understanding, valuing and caring about oneself, understanding, valuing and respecting human diversity and human rights and responsibilities, understanding and valuing social and environmental interdependence and sustainability Developing Literacies – by literacies we mean a much broader notion that the traditional definition of literacy, and literacies would include examples such as media literacy, information literacy, physical literacy, scientific literacy, economic literacy etc– constructing knowledge related to various literacies, exploring and interpreiting the world through various literacies, and expressing understanding and communicating meaning using various literacies Developing Social Responsibility – using moral reasoning processes, engaging in communitarian thinking and dialogue, contributing to the well being of self, others and the natural world.

Inquiry A philosophical approach to teaching and learning Builds on students’ inherent sense of curiosity and wonder Draws on students’ diverse background and experiences Provides opportunities for students to become active participants in a search for meaning The renewed curricula are very inquiry oriented, and you will find many opportunities to engage students in authentic inquiry. It is important to understand that inquiry in not a set of sequential steps to follow, but rather an unique philosophical approach to teaching and learning that builds on the natural sense of curiosity and wonder and the range of experiences and backgrounds that student bring to the classroom. True inquiry enables students to construct meaning in a genuine quest for knowledge and understanding.

This graphic is included in all curriculum documents, and was our best attempt to capture the process of constructing understanding through inquiry. Important to understand is that curriculum outcomes should drive the inquiry, by setting the parameters of the scope of the inquiry. The use of a wide range of resources – various media, human, natural – is critical to effective and genuine inquiry. The graphic shows the impetus for an inquiry – what are the things we wonder about and want to know more about – what questions do I have, and the ultimate purpose of the inquiry – what have we discovered, how will we show our deeper understanding – how are we going to use what we have discovered –will we apply the knowledge, act on it, implement a plan? The middle section describes how we will get from “I wonder” to “I know”. Critical to the nature of inquiry is the recursive nature of the work, and the need to continuously reflect and revise on the question, the process and the result.

Focus on the Commonalities First

English Language Arts Goals Compose and Create Comprehend and Respond Assess and Reflect Contexts Same 5 contexts K-9 Many language learning essential questions will be the same across grade levels Strategies All grades require B,D,As Cues and Conventions All grades emphasize 6 Language Cues and Conventions Criteria Compose and Create: Message, Organization, Language Comprehend and Respond: Ideas and Information, Text Structures and Features, Responding to texts

Math Strands Number Patterns and Relations Shape and Space Statistics and Probability Goals Number Sense Logical Thinking Spatial Sense Mathematics as a Human Endeavour Outcomes Develop on a continuum and are strongly linked, grade to grade Essential Questions will be across grades

Science Strands Life Science Physical Science Earth and Space Science Contexts Scientific Inquiry Technological Problem-Solving STSE Decision-Making Cultural Perspectives Processes and Domain Literacy Lab work Safety Essential questions may be similar – especially as they relate to scientific literacy

Arts Education Goals Cultural/ Historical Creative/ Productive Critical/ Responsive Strands Dance Drama Music Visual Art Outcomes The outcomes follow a very consistent pattern and are strongly related grade to grade Essential questions will often be similar from grade to grade

Social Studies Goals Resources and Wealth Interactions and Interdependence Power and Authority Dynamic Relationships These goals very strongly connect the grades and can be the basis for a multi-grade exploration – topics change but essential questions remain the same

Health Goals Understandings, Skills and Confidences Informed Decisions Engagement and Action Dimensions Spiritual Emotional Physical Mental Outcomes Many outcomes are related grade-to-grade Essential questions may be the same at different grade levels Opportunity for shared instruction as well as independent exploration Action plans are part of every grade level in some way or another

Physical Education Goals Active Living Skillful Movement Relationships Outcome Continuum Initiate Extend Apply/ Challenge Essential questions will continue from grade to grade Developmental Progression Explore Progressing Towards Control Control Utilization Action plans Part of all PE Curricula in some way

Core French Dimensions/ Goals Culture Communication Skills Language Knowledge General Language Strategies Outcomes The outcomes are strongly connected, with a clear continuum from grade to grade Essential questions will continue from grade to grade

Curriculum Corner Review

Unpacked outcomes and assessment criteria are your best friends in this process. Instructional tools will assist you with working with students in multiple grades. Additional information/ supports are always welcome!!!!!!!!

Examples and Think Aloud ELA 3,4,5 Science 6,7 Health K,1,2

Digging In With supports

Parking lot

Lunch break 12:00 – 12:45

Assessment clarification

When both you and your students know the destination (criteria), everyone becomes empowered to be responsible for the learning journey. You no longer have to “hold all the cards” for successful learning. It becomes a shared responsibility. Your role is to consistently reinforce and expect the required understanding. Remember, the premise of UbD is that all planning emerges from the criteria. It provides clarity for everyone.

Inquiry Some thoughts

Inquiry… …is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries and rigorously test the discoveries that arise in the course of shared activity. Galileo.org website

Inquiry questions Well-formulated inquiry questions are broad in scope and rich in possibilities. Such questions encourage students to explore, observe, gather information, plan, analyze, interpret, synthesize, problem solve, apply critical and creative thinking, take risks, create, conclude, document, reflect on learning, and develop new questions for further inquiry.

These broad questions will lead to more specific questions that can provide a framework, purpose, and direction for the learning activities in a lesson, or series of lessons, and help students connect what they are learning to their experiences and life beyond school.

Entry into inquiry Develop a culture of wonder in your classroom. Encourage students to ask questions which lead to more questions. Write the questions down. Create situations in which wonder and questions can grow. Provide access to multiple resources. Design classroom areas for stimulation, contemplation and idea generation.

More Ideas… Use a variety of texts to cultivate curiosity. Connect to personal artifacts and experiences. Take students beyond their “four walls.” Offer language frames such as I wonder…, I think…, This is what I see…, This is what it tells me… Encourage personal responses and personal connections. Consider before, during and after strategies in every subject.

inquiry-oriented instruction models Project-based learning Problem-based learning Group investigations Inquiry groups Guided inquiry Experiments Inquiry circles Simulations Ideagrams Experiential learning

Framing the unit What is a concept or understanding significant enough to deserve in-depth treatment? What is a more specific question that will lead to understandings gained from activities in this unit and will require students to make judgements? What will students do at the end of the unit to answer the central unit question (Big Idea)?

clarification Inquiry relies on problems that are of emerging relevance to students. However, relevance does not have to be pre-existing for students. Relevance can emerge through teacher mediation.

Management

Strategies for Managing Multi-graded Classrooms Be sure students have a plan for getting help when you’re busy with another student or group. Teach students to rearrange furniture. Give your students as much responsibility for their learning as possible. Promote on-task behavior. Engage your students in talking about classroom procedures and group processes. Use anchor activities. Provide instructions both auditory and visually.

Multi-grade Opportunities The teacher has the opportunity to get to know the students extremely well. The teacher, therefore, is in a position to plan for and monitor each student's learning and development in a continuous and more responsive fashion over a two or three year period. Students have the opportunity to experience and participate in a much wider range of educational experiences. Opportunities are there for students to encounter academic challenges that stretch their abilities and to review and revisit work that may not have been mastered.

All students have the opportunity to experience a variety of roles and responsibilities as they progress from being the newest members of the class to being the more senior. Among the most important of these roles is assisting other students learn and modeling desirable attitudes and values.  The class operates, in the first instance, not as separate grade groups but as a unified community of learners.

Parking lot and reflection

I am feeling… The most valuable thing… From here I can… I still wonder…