Professional Learning in the Literacy Community Joan Green GAINS: Growing Accessible and Interactive Networked Supports August 2010 Literacy for Learning. Good practice is theory unconscious Good theory is practice made conscious Things are gradually falling into place RIGHT ON TOP OF ME! By doing just a little every day, I can gradually let the task overwhelm me. Traditional Hierarchical Structure Teamwork and Shared Decision-Making Professional Learning Communities Committed to Literacy Change is the only constant. Paradigms of Change Innovation Focus Implementation Rational-Structural product fixed outcome structure, function tasks, roles, rules Strategic-Systematic Environment Organization Planning stable, predictable stable, logical objective, linear long-range almost purely top-down disseminating, pressuring turbulent, unpredictable fluid psychological pragmatic, adaptable medium-range process emerging outcome people, culture meaning, motivation Top-down and bottom-up commitment-building (purposing) Robert Evans The Human Side of School Change Collaboration in the Classroom Across the Curriculum Robert Evans The Human Side of School Cha FromTo Classroom Activity: Teacher Role: Student Role: Teacher-centered didactic Fact teller Always expert Listener Always learner Learner-centered interactive Collaborator Sometimes learner Collaborator Sometimes expert Robert Evans The Human Side of School Change Collaboration in the Classroom FromTo Instructional Emphasis: Concept of Knowledge: Facts Memorization Accumulation of facts Relationships Inquiry and Invention Transformation of Facts Robert Evans The Human Side of School Change Collaboration in the Classroom FromTo Demonstration of: Success Assessment: Technology Use: Quantity Norm-referenced Multiple choice items Evaluation basis unclear Drill and Practice Quality of understanding Criterion-referenced portfolios and performances Criteria demystified Communication, collaboration, information, access, expression Robert Evans The Human Side of School Change Generic 21 st C Skills 1.Communication/literacy skills 2.Problem-solving and decision-making skills 3.Life-long learning skills 4.Computer literacy skills 5.Creativity skills 6.Leadership skills 7.Adaptability skills 8.Human relations skills 9.Entrepreneurial skills Good intentions are not enough! We need time and skill to figure out what interventions will help all our students become fully literate. Careful judgement produces the AH-HA moment Roland Barth Effective Schools Use Analysis of Student Work and Results For: Public accountability Program-level decision-making Classroom-level decision-making Instructional intervention Gauging Efforts against Results Gathering Good Information about Students Progress GUIDES GOADS GALVANIZES Mike Schmoker To be sure of hitting the target, shoot first and whatever you hit, call it the target. Schools need to adopt the spirit of kaizen, a Japanese word that connotes an ongoing spirit of concern with incremental but relentless improvement, however small. Craft Knowledge Roland Barth Reflection on student work Refined Action Roland Barth School culture is the complex pattern of norms, attitudes, beliefs, behaviours, values, ceremonies, traditions and myths that are deeply ingrained in the very core of the place. Every School Has a Culture Some Hospitable Some Toxic Most In Between A Dozen Healthy Cultural Norms for supporting Literacy and Student success Use of shared knowledge bases Collegiality Experimentation High expectations Trust and confidence Tangible support Recognition Celebration and humour Decision-making involvement Important over the urgent Traditions and ritual Open, honest communication Saphier & King Figuring Out What Promotes Literacy Learning Remember! The main thing is to keep the main thing the main thing What Movie does the analysis of data on student work in your school remind you of? Titanic As Good As It Gets What Lies Beneath The Full Monty Carol Rolheiser Alvin Toffler The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn. It doesnt matter if youre on the right track, if youre standing still. Will Rogers Be visionary, not hallucinatory Complex times require conspicuous optimism New learning destroys old truths Moral energy is a renewable resource Supporters sustain us; resistors make us wise A person who has ceased to learn ought not to be allowed to wander around loose in these dangerous days. Alvin Toffler Alvin Toffler Never doubt for a moment that a small group of dedicated citizens can change the world. Indeed, its the only thing that ever has. Margaret Mead Thinking Otherwise Engage in less correspondence Get the Government to change the flavour to mint You dont like licking the stamp so you can: OR Lick the envelope Roland Barth To improve schools from within we must confront the cautious, resistant fearful other in each of us. Pogo from the comic strip had it right when he said We have met the enemy and he is us. People within moving schools are actively working together to respond to their students learning and to keep developing. They know where they are going and they have system and the will and skill to get there. The best way to predict the future is to invent it based on good information about the past and the present. Excellence Excellence is never an accident. It is always the result of focused intention, sincere effort, intelligent direction and skillful execution. It represents the wise choice of many alternatives. Beyond the Right Answer LITERACY HELPS ALL KIDS BECOME CREATIVE AND CRITICAL THINKERS Winds of Change are Blowing Through Education Education, cognitive psychology, and neurology studies that offer new insights on learning Redefined work skills The expectations of a technological society has about what it means to be educated Constructivism A theory of learning that provides a valuable framework for using resources including computers and other technology in productive, interesting ways Informed by cognitive psychology, educational research and neurological science Views learning as the product of experiences and social discourse, an individual and personal event Learners bring unique prior knowledge experiences and beliefs to a learning situation Learning is internally controlled and mediated Knowledge construction occurs internally in the private domain of each individual Knowledge is constructed in multiple ways, through a variety of tools, resources, experiences and contexts The more opportunities we have and the more actively engaged we are, the richer our understanding Learning is both an active and reflective process Reflection Collaboration Negotiation Shared Meaning All learning floats on a sea of talk." Talk introduces multiple perspectives through: All teachers want their students to : engage in thoughtful learning conversations about compelling ideas listen and exchange with interest and respect grow in their own communicative competence and confidence experience the power of listening and discussing ideas with others talk their way into new understandings and engaging explorations social talk collaborative talk scaffolded talk interpretive talk inclusive talk, informed talk presentational talk modelled talk Talking Ourselves into Understanding, Green, Lundy and Glass Every subject area should provide adolescents opportunities for: Research Reflection Discussion Writing Revising Teaching Tips: Inquiry Based Learning Inquiry-Based Learning is not finding the single correct answer The inquiry task is an iterative cycle of Wiggins & McTighe Questions that are worth enduring must be enduring at the heart of the subject potentially engaging require uncoverage versus coverage of the curriculum. Increases students involvement with their own learning Changes teachers professional development Barbara Means SRI International Inquiry-Based Learning Learning is supported by: Student questions vs. teacher questions Individual interests and passions of learners valued Interest grouping vs. ability grouping Learning is supported when: Learners share ideas and knowledge with community, not just with teachers Just-in-time learning of technology, in service of learning tasks and goals not technology tasks and goals Learning is supported by: Mini-lessons with groups vs. whole class, teacher- directed instruction Students: trusted to work where they need to be for learning tasks working in groups on chosen projects rather than all students doing the same working in groups on tasks instead of listening and watching teacher Students are engaged in authentic and multidisciplinary tasks Assessments are based on students performance of real world tasks Students participate in interactive modes of instruction Students work collaboratively Students are grouped heterogeneously The teacher is a facilitator in learning Students learn through exploration Barbara Means SRI International Engaged Learners are: Responsible for their own learning Strategic Energized by learning Collaborative Engaged Learners tasks are: Authentic Challenging Multidisciplinary Assessment of Engaged Learning is: Performance-based Generative Seamless and Ongoing Equitable Instructional Models for Engaged Learning Interactive Generative Learning Contexts for Engaged Learning Collaborative Knowledge-building Empathetic Groupings for Engaged Learning Heterogeneous Equitable Flexible Teacher Roles for Engaged Learning Facilitator Guide Co-Learner / Investigator Student Roles for Engaged Learning Explorer Cognitive Apprentice Teacher Producer Students who have to perform or exhibit their knowledge and skills get learning in their bones; active learners become life-long learners. Rexford Brown Literacy enables students to move with confidence and competence from one learning context to another. Language is the exposed edge of our thinking. We write and speak not only to be understood, but to understand. Language and thought are inextricably interwoven. Literacy is best acquired when all teachers act as teachers of language development and reading, writing, speaking, listening, and viewing are embedded across the curriculum. The underpinning principles for Learning Through Literacy are: Literacy development is fostered by the connection of students prior knowledge and experience to the learning context and content. A professional learning community focuses on literacy strategies across grades and subjects and establishes every teachers involvement in literacy development. Parents and community members are key players in a school-wide literacy strategy. Literacy is a powerful tool for students to understand themselves, their experiences, and their emerging understandings. Joan Green, BOLDPRINT TEACHING RESOURCES One cross curricular example that really works!! A partnership of three organizations developed One LifeMany Gifts One LifeManyGifts will be delivered by one teacher in 240 public and Catholic schools in 20 school boards across Ontario in the 2008/09 academic year in both English and French One LifeMany Gifts seeks to: Increase the understanding among Ontario secondary school students about organ and tissue donation and transplantation. Highlight the importance of speaking about personal decisions about donation with their families, friends and communities Encourage healthy lifestyle choices that may prevent the need for transplantation One LifeMany Gifts Broaden the opportunities for cross-curricular study Create activities that require students to interact positively with each other in a group setting and engage in independent work. Examine contemporary social issues. Enhance healthy lifestyle so that students can develop skills necessary to take charge of and improve their own heath, as well as to encourage others to lead healthy lives. Use a variety of learning styles auditory, visual, kinesthetic to support student learning. Include traditional as well as emerging approaches and trends, computer-based learning for example. Increase critical emotional literacy skills through written, oral and visual activities. See the importance of being active citizens in a democratic society. Through understanding of social and political issues support students capacity to pose cogent questions: to locate, record and organize information in order to act as responsible citizens of their local, national and world communities. Outline and emphasize contributions that individuals can make to the health of others, including donating blood and consenting to be an organ donor. Include all teaching and learning strategies that are suitable for students, cooperative small-group learning, one-on-one teaching, personal reflection, role-playing, experiential learning and independent study. Present tasks involving real workplace and real world materials. Communication/Literacy Skills Problem-Solving and Decision-Making Skills Life-long Learning Skills Information Technology Skills Creativity Skills Leadership and Citizenship Skills Adaptability Skills Human Relations Skills Entrepreneurial and Marketing Skills Students develop cognitive strategies and effort-based beliefs about their intelligence the habits of mind associated with higher order learning when they continually are pressed to: raise questions, accept challenges, find solutions that are not immediately apparent, explain concepts, justify their reasoning, and seek information. When we hold children accountable for this kind of inquiry, they take it as a signal that we think they are smart, and they come to accept this judgment. Discovering and Exploring Habits of Mind, A.L. Costa, B. Kallick Persisting Managing impulsivity Listening with understanding and empathy Thinking flexibly Thinking about thinking (metacognition) Habits of Mind that Support Literacy and Lifelong Learning Striving for accuracy Questioning and posing problems Applying past knowledge to new situations Thinking and communicating with clarity and precision Gathering data through all senses Discovering and Exploring Habits of Mind, A.L. Costa, B. Kallick Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Finding humour Thinking interdependently Remaining open to continuous learning Discovering and Exploring Habits of Mind, A.L. Costa, B. Kallick b Invitations to Learn 5 Needs Teachers Must Address to Make Learning Irresistible Carol Ann Tomlinson Educational Leadership, ASCD 2002 Affirmation I am accepted and acceptable here just as I am. I am safe here physically, emotionally, and intellectually People here care about me People here listen to me People know how Im doing, and it matters to them that I do well People acknowledge my interests and perspectives and act upon them Contribution I make a difference in this place I bring unique and valuable perspectives and abilities to this place I help other students and the entire class to succeed I am connected to others through mutual work on common goals Purpose I understand what we do here I see significance in what we do What we do reflects me and my world The work we do makes a difference in the world The work absorbs me Power What I learn is useful to me now I make choices that contribute to my success I know what quality looks like and how to create quality work here Dependable support for my journey exists in this classroom Challenge The work here complements my ability The work stretches me I work hard in this classroom When I work hard, I generally succeed I am accountable for my own growth, and I contribute to the growth of others I accomplish things here that I didnt believe were possible Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students # 1. Direct, Explicit Comprehension Instruction Instruction in strategies: how they work and when to use them Improving students reading comprehension through summarizing, identifying text structure and visual cues calling on prior knowledge using graphic organizers Reading Next: A Vision for Action and Research in Middle and High School Literacy, Biancarosa and Snow,2004 Comprehension instruction gives students practice using strategies Teachers withdraw support as students become more successful at using strategies independently Reciprocal teaching; aids students with questioning, clarifying, predicting, and summarizing. Students apply these to a text in a small group and then independently Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #2. Effective Instructional Principles Embedded in Content Good instruction in middle and high school Integrates comprehension instruction and content Uses informational and content-area texts when teaching strategies (e g. Outlining) Provides reading and writing instruction in all classes: word identification visual imagery self-questioning paraphrasing Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary students # 3. Motivation and Self-Directed Learning Image of self as reader/writer strongly predicts reading and reading comprehension Sense of competence declines with progression through school Engagement and self-directed learning improves motivation, sense of competence, reading comprehension, effective writing and successful strategy use Give students choices in reading and writing topics Students set goals independently for literacy and learning within a clear framework of expectations Self-directed learning coupled with teacher feedback on goals is very effective Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #4. Text-Based Collaborative Learning Improves literacy by using partners or small groups for work in literature, math, science, history Co-operative learning provides learners with peer models and helpers Students learn to voice their opinions to peers with alternative ideas Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #5. Strategic Tutoring Tutors are effective in grade 4 & up Tutors give strategies to read, write and learn independently, and give support to complete tasks (telementors) Not necessarily long-term Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #6. Diverse Texts Students who have read more kinds of texts have demonstrated higher reading achievement School and classroom libraries that represent a wide range of student interest encourage wide and frequent reading Diverse Texts (contd) Increasing the amount and range of books improves achievement when combined with effective instruction Providing access to texts that are age appropriate but give a range of difficulty levels for higher achievement Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students # 7. Intensive Writing Writing in response to reading, fosters critical thinking and helps students with comprehension strategies Research suggest schools should increase both the amount and quality of writing instruction Students should read multiple texts and synthesize them Higher quality writing is achieved with clear objectives, rubrics and activities with high- level peer interactions More challenging writing assignments inspire better work regardless of student ability Adolescents should have 10 hours of literacy instruction each week with of those hours on writing Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #8. A Technology Component Technological applications can improve adolescents word recognition and general reading comprehension Effective applications use sound design principles and offer struggling students individualized instruction, opportunities for targeted practice, and support for tackling grade-level texts they might otherwise not be able to read. The advent of hypertext and multimedia texts provide new motivations to read and write. Mixing audio, animation and text make greater demands on readers attention and comprehension processing and often are more immediately engaging than traditional print. Three stages of technology for learning: Word processing Communication and interaction to explore ideas and engage in meaningful tasks Knowledge creation and innovation Nine Key Instructional Strategies for Improving Literacy for Intermediate and Secondary Students #9. Ongoing Formative Assessment of Students Continuous assessment of instruction Assessment by the teacher, peers and self can be informal and occur frequently Assessments linked to clear criteria improve student learning Formative assessments provide detailed information about students strengths and weaknesses, enabling teachers to plan and adapt instruction Supportive School Environments For Literacy E xtended time for Literacy instruction, tasks and experiences F ocused professional development and teacher teams within a PLC O ngoing assessments of students and programs L eadership to create and sustain effort C omprehensive, coordinated, interdisciplinary Literacy program