1. WWW.UNIQUEPLACES.COM WELCOME WWW.UNIQUEPLACES.COM Key Elements & Learning Environment William Mason School School Improvement Day February 1, 2013

2. Learning is different today.

3. WWW.UNIQUEPLACES.COM Look at the pictures...find someone who has a similarity with your photo. Make 2 groups.

4. WWW.UNIQUEPLACES.COM Learning is different today. Ask as many questions as you can. Do not stop to discuss, judge or answer the questions. Write down every question exactly as it is stated. Change any statement into a question.

5. WWW.UNIQUEPLACES.COM Open-ended & Close-ended Identify the open-ended and close-ended questions. Discuss the advantages & disadvantages of each type. Change one question from open to closed and one closed to open.

6. WWW.UNIQUEPLACES.COM Prioritize Your Questions  Identify 3 of the most important questions, based on the statement: “Learning is different today.”

7. WWW.UNIQUEPLACES.COM Share Share your three questions with the other group and your rationale for them.

8. WWW.UNIQUEPLACES.COM and now the Answers... Questions...

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10. Moving towards synthesis...

11. WWW.UNIQUEPLACES.COM Let’s go on a tour.

12. WWW.UNIQUEPLACES.COM Tourist Groups Pina ColadasMai TaiBahama Mama RebeccaCathieAllison LoisReneeBetty LynnErikAnne KyleBryanLeanne

13. WWW.UNIQUEPLACES.COM Tourist What will you need to take on your tour? Discuss with your group what you will want to capture and place into your album/collage. Get your road map, items to consider, and begin your tour.

14. WWW.UNIQUEPLACES.COM Create Your Album/Collage Ensure that your learning is visible.

15. WWW.UNIQUEPLACES.COM Adding to Your Album In the next 5 months what key elements are you going to capture? Write your pledge.

16. WWW.UNIQUEPLACES.COM Learning is different today!

17. WWW.UNIQUEPLACES.COM WELCOME WWW.UNIQUEPLACES.COM Learning Strategies in All Subject Areas

18. WWW.UNIQUEPLACES.COM This afternoon... At some point and in some way, we hope to: Engage in a simulation Reflect on Learning Strategies and their impact on achievement Reflect on our own understanding Apply our learning in a meaningful and practical way

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20. Simulation (Let’s Play!!) Group yourselves and find your facilitator. Group A join Reanne and B join Lois. Receive instructions. Find your facilitator. ARebecca Anne Betty Cathie Renee Lynn BErik Kyle Lois (Facilitator) Leanne Bryan Allison (Facilitator)

21. WWW.UNIQUEPLACES.COM Discussion Which strategies did you observe the “Monster Builders” using? Which strategies did they not use as much? Why? How did strategy choice impact the results? “Monster Builders” – What would you have liked to have done differently? What strategy would have led to this result? Who emerged as more outspoken? Less? What can we learn about strategy preferences from observing? How did pre-conditioning impact strategy choice?

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24. How do we know this needs attention? RAD AFL Less than stellar products Learning challenges Renewed curricula – attention to reflection

25. WWW.UNIQUEPLACES.COM How do we build strategies students are missing AND honour the strategies they ALREADY HAVE?

26. WWW.UNIQUEPLACES.COM Before, During and After In small groups, sort cards into whether they happen BEFORE, DURING or AFTER the experience.

27. WWW.UNIQUEPLACES.COM Discussion How do we decide whether a strategy is Before, During or After? Why does it matter? Where did we spend most of our time when trying to be successful? Were there strategies we didn’t apply that we could have, to experience greater success? Why are strategies so important? Why do we miss some strategies that could lead to greater success?

28. WWW.UNIQUEPLACES.COM Emphasis In the C and C goal area, the greatest emphasis rests on the work students do before producing a product (70%) In C and R, this emphasis shifts to the work students do during their interaction with texts (80%)

29. WWW.UNIQUEPLACES.COM Think-Pair-Share What is a learning strategy? What is its relationship to an instructional strategy?

30. WWW.UNIQUEPLACES.COM What is a learning strategy? Learning strategies are the thoughts and actions we engage in, consciously or not, to learn new information. The goal of explicitly teaching learning strategies is to help students consciously and metacognitively focus on how they learn so they apply strategies before, during, and after engaging with texts across all subject areas. Students, over time, will develop skill in using multiple strategies which they can then independently apply to new and different situations.

31. WWW.UNIQUEPLACES.COM Learning strategies as “Thinking routines” Learning strategies are “thinking routines”...they move across contexts and content. They are part of all thinking and learning. They should become part of the way of “doing thinking.”

32. WWW.UNIQUEPLACES.COM So how is a learning strategy different from an instructional strategy? Learning strategyInstructional strategy Activating prior knowledgeK-W-L Anticipating author’s messageThink-pair-share Pausing, thinking and making notesT-chart Consider illustrationsPicture walk

33. WWW.UNIQUEPLACES.COM Discussion Are there any strategies we need to clarify in terms of meaning and intent?

34. WWW.UNIQUEPLACES.COM Observation, discussion and brainstorm Watch the video and think about the following questions:video – How do we teach learning strategies? – What is the process?

35. WWW.UNIQUEPLACES.COM Brain research Research shows that students can only make sense of texts, either through composition or comprehension, by attaching new information and ideas onto old schema. Students do not often come equipped to do this on their own. Engaging in a learning event or linking one learning event to the next is not easy and must be taught explicitly.

36. WWW.UNIQUEPLACES.COM Important distinction… Teaching learning strategies must be explicit and… if we don’t go to the next step to discuss how using the strategy helps us understand text more deeply, then we are teaching a strategy for the sake of teaching a strategy.

37. WWW.UNIQUEPLACES.COM All too often we are giving young people cut flowers

38. WWW.UNIQUEPLACES.COM When we should be teaching them to plant their own gardens...

39. WWW.UNIQUEPLACES.COM Continuum of learning  I do, you watch  I do, you help  You do, I help  You do, I watch Wilhelm, Baker & Dube Hackett, 2001

40. WWW.UNIQUEPLACES.COM Feedback tool

41. WWW.UNIQUEPLACES.COM Today was like... Walking up Chichen Itza because... Snorkeling in the coral reef because... Travelling through a safari because....