Minutes from Wednesday January 13, 2010
Duke of Connaught Junior and Senior Public School
Inquiry pathways are familiar with us as TLs
-We are familiar with research process
-Part of the library field
-Draft document put forth to the Ministry in request from the Ministry that another document be written to follow up Partners in Action (1982). This draft document continues to be in a re-write, accepted as a re-write to make it more in literacy in general and not libraries- have to redefine and revise our role as school libraries- not a policy
-Challenges with partnering because of scheduling
-As literacy leaders, we are involved in one way or another with collaboration
-Forwarding libraries in the 21st century; it’s about the facilities, but mostly about the programs around school libraries
-Creating a new version of the library website; more user friendly- icon based
-Wordle.net
-Have the latest javascript in the Enterprise Helpdesk- if problem then cc Katina and Kevin with ticket number
-Yonge, south of Wellesly on the east side of Yonge- store that produces wordle creations on t-shirts
-Guttenburg project (digital books)- is all online and can be done and shared with wordle
Guiding Question: How can we as learning leaders in our schools support inquiry based learning?
-Creating wikis, blogs: student run; control is off of shoulders, picked up by students
-Can be teacher created not just teacher directed
-Library website is still being used
-Physically having these different spaces: open and experimental learning commons
-Have part of the pathway lesson happen in the school library-another space for the students to apply their skills
-Conversation between teacher and teacher-librarian- collaboration- less stress for teacher knowing that there’s support
Agnieszka Grade 1 Pathway: Rules and Responsibilities
-Fundamental Concepts in the Curriculum
-Culminating Activity: Create a video clip on the Rights of Children
-Handout references books: “My Dog is as Smelly as Dirty Socks,” “All Kinds of Families,” “Don’t -Lick the Dog,” http://www.milestonesproject.com/ and Be The Change OSLA website, -“Whoever you Are,” http://www.gr1rules.blogspot.com/
-Increase font size for the younger ones to be able to read it aloud
-Chunk with links so that the students can read the links
Ann What makes an idea community and how might this be accomplished?
-1.6: Making connections
Language, drama, geography
-Critical pathway on the wiki: just check to make sure
-Looked at grade 6 results form EQAO; found out where weakness is
-Moderated marking in teams of CASI
-Came up with the areas that need to focused on
-Looked at different questions and thought about how this looked in different areas of the curriculum
-Tell Me Why (book about how children can make a difference): How can one person make a difference
-Summarize what that person did, itemized what the person did to make a difference, infer character traits that person possessed and then give evidence
-A presentation on how that person made a difference
-Final: another child who made a difference and they did this on their own
-Another: How could things have been different had they had a plan of evacuation during ---Hurricane Katrina? Have to prepare a broadcast based on the wiki on natural disasters -
-Thought web using Ban the Birds unit for their own question
-Novel Study: Speechless (about child soldiers) Work with a partner using a checklist and redo some of the questions they had difficulty with and reassess- different ways of expressing their learning through differentiated instruction
-Bring kids who are high 2 to level 3: supporting literacy and numeracy secretariat—do this through extensive feedback
-Drama, Live Broadcast, Film, Create a Graphic Novel…contribute new websites that they feel will enhance webquest
-Agnes McPhail Speeches: 3-5 minute speech—canadian points of view
Choice being given to students at product level so that they have choice on how they communicate their learning
http://naturaldisastersxo.pbworks.com
Katina: Bloom’s Taxonomy for the Digital Age
§ Assessment and Evaluation and Differentiated Instruction
§ Use web 2.0 tools for assessment
§ Have an impact on students so results can improve
§ Growing Success: Provincial pilocy guide for assessment and evaluation from Ministry: http://www.ocup.org/resources/#growpdf
§ Fresh AER document is a guidelinebut not policy based on what Ministry has done
§ Assessment: Basketball Lay up- give skills, shoot for the basket- give specifics- direct feedback so they can improve
§ Evaluation: Game day- how well can they do this skill on game day?
§ Assessment for Learning
§ Overall Expectations are Evaluated
§ Use specific expectations to address but only report on OVERALL EXPECTATIONS
§ Peer Assessment should not be used for Evaluation
§ www.curriculum.org/secretariat/archive.shtml
o Assessment for Learning (teachers use assessment to determine what students are thinking)
o Assessment as Learning (children can actually self-assess- become good self-reflective, self-monitoring thinkers—learning should be a process as they move along learning continuum) should be the biggest part of the pyramid
o Assessment of Learning (what we do in classrooms; for decision making)
§ Extensive Feedback (Morzano)
· 34% increase when given extensive feedback
· Most single motivating thing for students
· Here I am…there I will go
Colour in the area to determine how far they are towards achieving goal
· Student would post and the kids can give feedback
· Effective Assessment: Learning goals, questioning, self and peer assessment and lots of feedback
· Planning with the End in Mind; Overall Expectations (content that Ministry wants students to know)
· Achievement Chart: what students can actually do - how well they perform the expectations
· Veritech , scratch: Research process (Ask helpdesk to install
· · Buzz&bite (ask helpdesk to install)- this was just an example of a PSA- can use audacity or moviemaker etc...
· Planning with the end in mind: Yes all expectations have to be taught
· All overall expectations have to be evaluated, not all specific expectations have to be evaluated
The New Bloom’s
-Create; taking content and putting it in another environment
-Digital taxonomy online: find the look fors
-Groupwork: can assess- can give feedback- when students have different roles, students can be assessed for that particular expectations; very defined roles, not a group assessment- research process: can work on it together for 3 stages of research and then the final stage should be done on their own
-Do not take an average of all the marks they get all term- look at most consistent mark
-Late assignments should be included in the learning skill section
10% reduction is the most that can be deducted for late work- but it’s the final stage of the process…after proper measure has taken to make every attempt possible
-Serious consideration being given before a 0 is assigned: “Evidence of Zero”: the child is able to complete the assignment, but the knowledge and skills in the assignment demonstrate 0 understanding…a child pending an IPRC, “Zero Evidence”: the child does not hand in an assignment, so there isn’t an opportunity to assess work…before you go to the 0, need to be proactive…communicate with parents and find a way to get some evidence
-SIS (student information system): videos and manuals for teachers
-Eworkshop resources: workshop.on.ca (K-8)
-Program website: IT: Assessment and Evaluation
-“Good Assessment advances learning, not just documents it”
-Different entry points with web 2.0 tools…this was another entry point to think about when collaborating with staff in terms of web 2.0 tools and pathway
How is academic workplace going to effect SE6?
· August 31st
· Discussion on migrating conferencing
-February meeting cancelled
-Wed March 24th meeting scheduled at Williamson Road 2:30-4:30: to focus on planning and being part of the planning for collaboration- share planning and get vendor to come to share some great books
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