LEARNING ABOUT LEARNING: LEADING IMPLEMENTATION K- 2

1. LEARNING ABOUT LEARNING: • LEADING IMPLEMENTATION K- 2 • Curriculum And Assessment Policy Branch • Early Years Division • The Literacy and Numeracy Secretariat • Spring 2014 • 1

2. HYPER: excessively • OPIA: view, look eye, see HYPER-OPPERY • To look beyond the surface • To view exceedingly closely • To see over and through expectations and assumptions into the depth of meaning available in each moment (Anne Pelo 2014) • 2

3. To find the relationships among: • the overall expectations and what the document describes as learning • the curiosity, questions and wonderings of the children that may go beyond the expectations • ways in which we assess the learning Learning Goal • 3

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8. Reflections on Learning About Learning • “Intentionally Interrupt” the conception of leadership: moving from “lead knower” towards “lead learner.” • The historic conception makes those in leadership positions reluctant to model what “not knowing” looks like and the result is a lost opportunity to give others – by example – permission to not know (adapted from Katz, 2010 p.1) • What are you learning about learning as described in the proposed program document and communication of learning? • As a leadership team how will you continue to support the transformational learning in Kindergarten and beyond?

10. The Kindergarten Program • Communication of Learning • Assessment for/as and of learning

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12. Assessment for, of and as learning

13. Relationships • Learning Through Play and Inquiry • Educators as Co-Learners • Environment as Teacher • Pedagogical Documentation • Reflective Practice and Collaborative Inquiry • Belonging Well-Being Engagement Expression • SUPPORTING A CONTINUUM OF LEARNING AND TEACHING

14. Overview of Proposed Changes to • The Kindergarten Program 2014 • Reorganization of the front matter • Four-frame structure for expectations

15. Overview of Proposed Changes to • The Kindergarten Program 2014 • Other changes that help educators to see the document as a professional learning tool: • Embedding of external and classroom research • Clarifying misconceptions • Strengthening understanding

16. Overview of Proposed Changes to • The Kindergarten Program 2014 • Other changes that make the document user-friendly for multiple audiences: • Text features • Design of the document • Interconnections

19. Rethinking Misconceptions • “We can’t do play-based inquiry learning in grades 1 and 2 because we have specific content to cover.” • Think about: • the overall expectations related to processes and dispositions • four categories of the Achievement Chart focus on Communication, Understanding and Application and Thinking • one category of the Achievement Chart focuses on knowledge of content with understanding

20. Children are Competent and Capable: • Rethinking Learning Environments

21. What Are We Learning About Learning? • How do we know learning is happening? • How are we co-constructing and negotiating learning? • How are we documenting evidence of learning? • How do we communicate learning?

22. Children are Competent and Capable: • Rethinking Learning Environments in Grades One and Two • 26 • 25 • 25

23. Rethinking Misconceptions • “Pedagogical Documentation is different than other evidence that we would include as “assessment” evidence.”

24. Children are Competent and Capable: Rethinking Learning Environments • 25 • 24

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26. How Are We Documenting Evidence of Learning, Studying, Co-Constructing? and Communicating Learning? • Gandini and Kaminsky (2004) similarly describe it as a “pedagogy of listening,” broadening the notion of documentation to include the collection of many forms and types of text to make student learning visible and to create an authentic record for dialogue, reflection and analysis. Pedagogical documentation is not done at the end of a lesson or unit, as a summative assessment, but is ongoing – a cyclical process that facilitates growth and improvement.” (Capacity Building Series – Pedagogical Documentation, 2012)

27. Documentation Visible Learning: surfaces and documents children’s thinking, working theories, and ideas that pique their interest Reciprocal dialogue: creates opportunity for clarification, checking understandings, misunderstandings, connections to prior knowledge Reflection: requires considerable analysis of what the documentation reveals; inspires further inquiry

29. “The time adults spend observing and documenting, and then interpreting and reinterpreting documentation will make our time with children all the more meaningful and responsive. In addition, teachers learned the value of interpreting and reinterpreting documentation with children. As Carlina explains, this is done “in order to develop with the children, theories that give meaning to events and objects in their world” (Rinaldi, 2001).

30. Video Segment • http://video.com/36323323

31. Time for Teams • Take time to be in the : • role of the learner • role of the system leader

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33. Children are Competent and Capable: Rethinking Learning Environments • 25 • 24

34. Moving From ...Towards • Moving from • …rushing to “evaluation” (assessment of learning) • Moving towards • …slowing down and documenting what we see and hear without evaluation (assessment for learning)

35. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team, how willyou continue to support learning about learning? • 35

36. Build Relationships and Develop the Nuance of Noticing • 38 • 89 • 36

38. Observing Learning and Pedagogical Documentation • Rinaldi (2001) describes pedagogical documentation somewhat paradoxically as “visible listening” – using notes, slides, videos and so on to reconstruct children’s learning paths and processes. • 38

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41. Documenting/Studying/Communicating Learning • Use the sample protocol provided to study the pedagogical documentation provided.

42. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team how will you continue to support learning about learning?

43. Thinking About the Documentation

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45. Learning About Learning How/why are we documenting evidence of learning, studying, co-constructing and communicating learning? How is your thinking evolving? As a leadership team how will you continue to support learningabout learning?

46. Learning Goal • To find the relationships among: • the overall expectations and what the document describes as learning • the curiosity, questions and wonderings of the children that may go beyond the expectations • ways in which we assess the learning