Inquiring+Minds

=INQUIRY MINDS WANT TO KNOW:= = **//As a team, examine the inquiry question set before you and discuss possible answers. Once you and your team members believe they have some answers, please write them in this wiki for the other AISI leaders to see. Also, if your team feels there are still "learning gaps", provide suggestions as to what further learning will be required during next year's AISI work, and who/what (e.g. books, conferences) can be of assistance in further assistance://** =

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// How can we ensure that all 12 ELEs are happening in our schools? How can we assess this and support teachers in the best interests of improved student learning? How do the 41 effective teaching strategies fit in to our knowledge of the art and science of teaching? //====== Answer and Suggestions: It begins with an awareness of the 12 ELE's. We need to ensure the teachers know the 12 ELE's and that this is a goal of Wolf Creek Schools and classroom teachers. AISI leaders could walk through the classrooms and take pictures as evidence of the ELE's. We could survey the teachers and have professional conversations with teachers. It is important to build a culture of sharing and modelling so that all teachers can learn from each other. A possibility would be to use the coaching model to guide everyone in their learning. Resources: People in the schools and in Wolf Creek. There are a multitude of books.

// What do we already know and utilize that supports the 12 ELEs? (academic vocabulary, backwards by design, high yield strategies, assessment for learning, brain based learning) // Answer: We know and utilize academic vocabulary, backwards by design, high yeild strategies, assessment for learning, brain based learning, differentiation, assessment of learning, gender differences, building positive and effective classroom/school culture, self-directed learning, 21st Century learning, student portfolios, collaborative learning and developing strategies to help struggling students. Suggestions: A focus on self-directed learning and 21st C learning, developing abilities for student devices in schoolsc (SSDZ), use of purposeful homework Resources: Presentations or talking with other teachers who are currently using these skills and learn from them

How can we ensure our best assessment practices (AISI Cycle 3) are PART of purposeful instructional design? **Answer: ****Whenever we plan, we begin with the end in mind. (Backwards By Design - UBD) Once we know what students need to be successful we can decided how they are going to demonstrate their knowledge of the learning. As we consider both of and for learning, we ensure that students have opportnities to use rubrics, self assessment, peer reflection before going into the final assessment. To ensure that assessment practises are part of our purposeful planning we need to have a certain amount of professional accountability. It is a shared responsibilty of the teacher and an instructional leader within the schools. ** **Suggestions: **** Assessment (OF and FOR) needs to be a fundamental part of all instructional planning and design. It needs to be systemic. It needs to be system wide. The expectations needs to inforced - AP362 ** **Resources: ****Wiggins and McTighe - Understanding By Design, Beyond Monet - Bonnett, Classroom Assessment that Works & Art and Science - Marzano, Assessment for Leaning - Stiggins, **

=== How can we better differentiate to engage our students? What instructional strategies are most effective for engaging students to improved learning? (projects, self directed learning, cooperative learning, Antonetti’s Engagement Cube, Learning Pyramid, Brain Rules, etc.) ===

Answer:
Need to plan assignments that give choice in terms of the product, whether it’s the actual knowledge/skill content (self-directed or with teacher *guidance*), or whether it’s in the type of product used to demonstrate the learning (eg. Powerpoint vs. written report). We have to make things relevant to the kids. Collaborative learning is an effective strategy, especially if the teacher makes sure appropriate scaffolding is in place to assist weaker students so they can be productive members of their teams. Collaborative learning is an effective way to incorporate any number of other strategies including self-directed learning, service learning, or any other effective strategies, including brain-based strategies. Allowing for a variety of modalities lets students work to their strengths, but we must take care to develop the weaker or non-preferred modalities for all students. Suggestions: Resources: Digging deeper into many of the resources we already use can help. Also checking out the internet can reveal any number of useful ideas.

How can we better understand our students’ learning styles and the skills that they possess as learners? (gender differences, multiple intelligences, What instruments do we use to assess this?

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Answer: Through the use of MI quizzes, student tracking systems, pre-assessments, student self-assessments and teacher observations - all are then followed by a teacher-student conversation/interview to create a plan. ====== Suggestions: Experiment with the many resources available and realize that every class is different. Listen to your students and allow them to guide you.

// How will we measure student engagement in our classrooms and how will we know if this leads to improved student learning? (action research, data collection, reflective practice). How will we collect feedback and measure this? // Answer: We will collect data primarily through student feedback, including immediate forms such as red-yellow-green for understanding, student conferences, portfolio reflection and student surveys. Reflective practice can use the data collected, as well as student performance, classroom observation and targeted feedback. Suggestions: Online surveys & polls, classroom feedback models (red-yellow-green; thumbs up, thumbs down; fist to five) Resources: Poll Everywhere, Survey Monkey, Marzano's //Art & Science of Teaching//

// How do we ensure that our students are good digital citizens for learning in the 21st century, and that the 9 essential components are infused into learning experiences? //
Answer: first - instruction on how to use digital tools - The HOW second - purposefully integrate digital tools into instruction when appropriate - The WHEN and the WHY third - develop awareness of the consequences and own accountability - The WHAT IF Suggestions: Keep in mind that technology is a tool. We tend to use it relative to curricular outcomes but need to also be aware that one of the outcomes is digital citzenship and that has to be incorporated into the planning. Resources colleagues Central Office staff students

// How do we ensure that our students are learning the skills needed to flourish in the 21st century (e.g. critical thinking, creativity, collaboration, communication, etc.) How do we measure the proficiency of these skills? // Answer For our students to flourish we need to allow students the independence to engage in the 7 C's of the 21st Century Skills. Teachers need to consciously plan their lessons taking into consideration the 7C's. It would require use and knowledge of the digital world for global citizenship and communication. Proficiency can be measured through independent learning, monitoring students skills of meeting the outcomes, project based learning that assesses if they have the necessary skills to meet the objectives Suggestions: Take a deeper look into the 7 C's of 21st Century Skills Resources

How do we empower teachers and students to use technology proactively to create evidence of teaching and learning based on their 21st century skills? What structures and training need to be in place to make this happen? Answer: Teachers: · create learning opportunities in small amounts over a long period of time · establish a school goal · make it part of the PGP Students: · create learning opportunities · modeled by teachers · have them set goals · provide opportunities for use Suggestions: Teachers: · PLCs with common goals · consistent & scheduled training with ongoing coaching Resources: Teachers: · Summer Institute · Reality Bytes sessions · Leaders on staff · Books/blogs etc…

How do we continue to learn as an AISI team of instructional leaders in order to help our teachers learn? (PD Day, CARC, AISI workshops, Reality Bytes sessions, Learning Bytes newsletter, peer observations, school visits, reading, action research, reflection, etc.) Answer: AISI leaders undertake action research roles to address areas as identified by district/school surveys and share back with the larger group. To avoid complete fragmentation, look for information provided by the district results and limit the focus to a few areas. Suggestions:Action research and a culture of experimentation using the district model as a template to work from. Resources: AISI Leaders and resources as thye pertain to the research area.

How do we better collaborate and share as teachers and learners? (Wolfnet, EXfiles, Wolfden, sharing sessions, PLCs, web portals, meetings, learning spaces) Answer: blogs, collaboration time with grade groups (in schools and in the division), video conferencing, ongoing - collaborative professional development Suggestions: imbedded time into the school day/month, pd days, summer institute Resources: blogs such as wordpress, coordinator of collaboration,

How do we create and use a model of peer coaching to better develop our teachers which leads to improved student learning? Answer: PLTs, mentor teachers, etc are all forms of peer coaching without the heirarchy of the coach and coachee. Most teachers "coach" in some form anyway, through their team meetings, reflections and sharing. Having teachers observe each other and provide feedback in a safe environment is beneficial to teacher growth. Suggestions: Set up guidelines, boundaries, contracts....Increase classroom visits and school visits to gain other insights and experiences. Determine strengths of teachers in your building and use those strengths. Groupings of people need to be purposefully planned. Resources Make use of the coaching model that our school division is in the process of developing. Other resources include Jim Knight, Killiam, and our own "experts".