! Learning Leaders/Lead Teachers Session 1 ! Chenoa Marcotte Amy Park Candace Saar galileo.org/pl-cbe ! #GalileoCBE Participatory Professional Learning Designing for Intellectual Engagement Enact & Gather Evidence Build on New Learning Iterative Cycles of Professional Learning Adapted from Friesen, S. (2014) and Timperley, H. (2011) Analysis of Evidence with Colleagues Deepen Understanding of TEF Elicit Feedback Based on TEF Learning Intentions… • Cultivate research informed and evidence-based practices for leading and learning • Build capacity for designing worthwhile learning tasks and assessment processes for students in core curricular areas in particular • Develop practices for making teaching and learning more visible and accessible through a variety of environments • Develop clear images of effective teacher and student learning • Develop processes for obtaining and providing timely, specific and constructive feedback about teaching and learning • Develop capacity in leading and modelling more effective teaching practices Evidence of Engagement Intellectual Engagement Academic Engagement Fun Activity Disengagement Evidence of Engagement Read the following scenarios and place in the appropriate category: • After a month of good behaviour, the teacher organizes a class popcorn party to celebrate the students’ accomplishment. • A student brings in a newspaper article that has an opposing view to a class debate that happened the day before and wants to discuss it further. • Students were given two weeks to write an essay about worldview, on the due date the majority were handed in on time. • Students were asked to explore a new topic in Science, rather than following instructions the majority of students were watching youtube videos on an unrelated topic. Evidence of Engagement • Think back to your educational journey, brainstorm specific assignments/activities/tasks for each of the four categories? Evidence of Engagement • Go on a Gallery Walk with a new partner. • Generate a list of characteristics that define intellectually engagement using the tasks to prompt your thinking. Jot these down on a sticky note. 1. Teachers as Designers •begins with thoughtful and intentional design of learning •engages students intellectually and academically 2. Worthwhile Work Work that students are asked to undertake is: • worthy of their time and attention • personally relevant • connected to the world in which they live 3. Assessment For Learning • focused on improving student learning • guides teaching decisions and actions 4. Learning Relationships •teacher fosters interdependent relationships (students, teachers, work) that promote learning •create a strong culture around learning 5. Teachers Improve Practice with Peers • teaching is a scholarship Evidence of TEF Leading Iterative Cycles As a learning leader or lead teacher in your school, how will you support your colleague, while at the same time promoting thinking about effective teaching practices? Case Study Discussions After watching each case study, please use the “Looking at the Work" document to record your group’s responses to the following questions: ! 1. What evidence of the principle did you see in the task? ! 2. What questions or considerations do you have for this teacher specific to the principle? ! Iterative Cycle #1 Over the next month, please collect evidence of one formative assessment you have used with your students. You are encouraged to select one that has been effective in moving student learning forward. ! Please bring this evidence to our next session.
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