Acting: “Let’s Do It!” Likes to take act; try new things; plunge in

2. Task– Make meaning of the content in Independent Together Supporting the Multilevel Learning Community . Intent– Build understanding and confidence with multilevel learning. Criteria– Learners will: • Know how to access the online resources of Independent Together Supporting the Multilevel Learning Community • know the five essentials for Quality Classroom practice in ML Classrooms

4. “Multilevel classrooms are based on the premise that the students are innately active learners who learn in developmentally appropriate ways within a supportive learning community.”

5. Acting: • “Let’s Do It!” • Likes to take act; try new things; plunge in • Speculating: • Likes to look at the big picture, the possibilities before acting • Paying Attention to Detail: • Likes to know who, what, when, why before acting • Caring: • Likes to know that everyone’s feelings have been taken into consideration, that their voices have been heard before acting

7. self-assessment acquiring curriculum integration applying cooperative groups four-column planner differentiation assessment AS learning activating student-centred classroom modelling conferences constructing criteria multilevel classroom action plans workshop format flexible groups inquiry-based learning community goal setting reflection assessment FOR learning independent learner continuum of learning assessment OF learning student autonomy learning community model of explicit instruction differentiating assessment collaboration guided inquiry

8. Independent Together Jigsaw • Green: Ch. 1 & Multilevel Website • Blue: Ch. 2 • Yellow: Ch. 3 • Purple: Ch. 4 • Brown: Ch. 5 • Pink: Ch. 6 - Also look at appropriate BLMs and appendices for your chapter.

9. Task– Make meaning of the content in Independent Together Supporting the Multilevel Learning Community . Intent– Build understanding and confidence with multilevel learning. Criteria– Learners will: • Know how to access the online resources of Independent Together Supporting the Multilevel Learning Community • know the five essentials for Quality Classroom practice in ML Classrooms

10. Thank you for your participation in today’s learning about the multilevel learning community.

11. Wordle Wordle - Beautiful Word Clouds Wordle is a toy for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the ...www.wordle.net/

13. What is a multilevel classroom in Manitoba? Defined in IT, 2003, Glossary: • 1 teacher • 2 or more grade levels in one classroom • 2 or more years with same teacher • Student-centred

14. Manitoba Education, Citizenship and Youth November 2003

15. www.edu.gov.mb.ca/ks4/cur/multilevel/index.html

16. Independent Together: Supporting the Multilevel Learning Community • Theoretical Underpinnings • Outcome-based curricula • Brain-based research • Model of Explicit Instruction • Formative assessment • The Continuum of Learning,IT, vii

18. People Search: Activation Strategy/Formative Assessment for Learning Find someone who... Purpose: To identify the experience and expertise within a learning community; and gather assessment for learning information. Think About... How could you adapt this strategy in your multilevel learning community?

19. Activating Strategy/Assessment for Learning K-W-L Knowledge Chart Adapted from SFAL 6.95 Think About... How could you adapt this strategy in your multilevel learning community?

20. “Children with a variety of needs, strengths, abilities, and ways of knowing are thriving in these classrooms” Kasten, 1998 in IT1.6.

21. Concerns/Assumptions • Decreasing enrolment/increasing multilevel classrooms • Managing learning outcomes/multiple curricula • Getting parents on-board • Negative connotations amongst educators and parents • “Split grade” • Assessment assumptions = teach-test • Teaching math concepts effectively

22. Pause and Reflect: A metacognitive and assessment for/as learning strategy during activating/acquiring/applying deeper understandings.

23. WIIFM: Activation Strategy/Formative Assessment for Learning Source: Politano and Paquin, 2000 What’s In It For Me? Identify a personal professional learning goal… This goal may change as you engage in conversation and reflection and explore your learning journey or personal inquiry. Take time to pause and reflect with other inquiring minds. Think About... How could you adapt this strategy for your multilevel learning community?

24. Literature Review: Characteristics of Successful Multilevel Classrooms • Well informed educators and parents • Classroom-based formative assessment • Differentiated instruction • Integrated curriculum • Inquiry • Independent learners • Community of learners • Time

25. K 1 2 3 4 5 6 7 8 http://www.edu.gov.mb.ca/k12/cur/multilevel/index.html

26. Think-Pair-Share A strategy to activate prior knowledge or initiate inquiry, acquire new ideas, wonderings, thinking from others, or, to apply/share new ideas, wonderings, reflective thinking with others. Assessment for Learning- Think-Pair-Share is a rich context to listen for prior knowledge, new ideas, a developing inquiry process, questioning skills, strategic thinking, deeper understandings, … Think About... How can you adapt this strategy to deepen understandings? assess deepening understandings?

29. Learning and Teaching in the Multilevel • Classroom “The challenges of learning and teaching in a multilevel classroom will result in great rewards as all partners begin to understand the benefits that multilevel classrooms offer” (IT 1.9)

30. The Learning Community • Students – Parents – Teachers – Administrators “The ultimate goal of the learning community is to support its most integral member: the independent learner” (IT 2.3)

31. 3.Assessment for/as Learning • …teachers are observing students at various levels of development, and taking them from where they are towards the end-of-year learning outcomes. IT, 3.4 K 1 2 3 4 5 6 7 8

32. 4. Differentiation “Teachers in multilevel classrooms teach ‘individually’ all at once” Dorta, in Bingham, 1995 IT, 4.3

33. 5. Curriculum Integration At the heart of every curriculum is teaching students how to learn and instructing students in the skills of independent inquiry. IT,

34. BLM 9 6. Integrated Learning through Inquiry: A Guided Planning Model Building classrooms around inquiry engages students, integrates process and content from all disciplines, and fosters self-directed learning. IT, 6.3

35. Correction 6.4

36. Blackline MastersAppendicesGlossaryBibliography

38. K-W-L Knowledge Chart Adapted from SFAL 6.95

39. BLM 7- Activating Strategy to explore initial questions, and to begin planning for inquiry.

41. AcquiringStrategy to engage in making meaning of text- a before reading strategy. Assessment for Learning Strategy to assess prior knowledge and questioning skills. Inquiry NotebookFFI 3.1.1 (p. 3-132)

42. Accessing new ideas and information from a variety of sources.

43. AcquiringStrategy to engage in making meaning of print text- a during reading strategy. Assessment for Learning Strategy to assess identifying key ideas and supporting details from texts. NotemakingIT, Appendix C, adapted from Strategies, p. 116

45. Teach the multiple intelligence model so learners can choose to share new learning in a way which they can best communicate their understanding.

46. An applying strategy to plan for sharing through the MI model. Assessment for Learning Strategy to show prior knowledge, MI strengths, or, an Assessment of Learning strategy to show understanding at the end of a learning experience. TASK: In partners/group, determine which SMART you will use to represent your chapter. Represent your learning on experience chart paper.

47. Gallery Walk An applying strategy to celebrate learning. However, depending where this strategy is implemented in a learning experience, a Gallery Walk my also be a way to activate prior knowledge, or to acquire new ideas and information. This is a rich opportunity to focus observations on learning outcomes to determine understanding- Assessment for/of Learning. Think About... How you can adapt this strategy for your ML learning community.

48. BLM 1 An applying strategy to guide students in reflective thinking/ metacognition. Depending upon where this strategy is implemented in a learning teaching experience, it may also be an activating or an acquiring strategy. Assessment for/as/of Learning- evidence of reflection or metacognitive thinking, deepening understandings, and self assessment.

50. Essential Questions to Move Practice Forward, Bartley 2009 • What do I/we want to know and be able to do at the end of this professional learning experience? What is my/our goal? • What will the evidence of learning/understanding look/sound/ feel like? • How will we facilitate our conversations or professional learning journey? • What are the targeted outcomes? • How will the inquiry evolve? • What resources will be needed to meet our goal? • How will we celebrate our new understandings, and, with whom?