BCPTA  

March  2,  2013  

Changing  Results  for  Young  Readers    

Goals:  increase  the  number  of  engaged,  successful  young  readers  in  Bri6sh  Columbia  (K  –  3)  increase  the  number  of  young  readers  who  acquire  skills  to  be  proficient  readers  and  whom  experience  the  joy  of  reading  elevate  the  conversa6on  around  reading  through  inquiry-­‐based  forms  of  professional  learning:    generate  and  mobilize  knowledge  together  throughout  the  system  

     

•  builds  on  exis6ng  strengths  and  educators’  exper6se  in  districts  

•  extends  the  opportuni6es  for  educators  to  engage  in  collabora6ve  inquiry    

•  uses  current  research:    What  fosters  reading  success  for  all  children?  

•  effec6veness  will  be  judged  by  the  impact  on  learners  and  learning  

Changing  Results  for  Young  Readers    

Framework  includes  four  key  structures  focused  on  mentorship  and  inquiry:    1.    Provincial  Early  Reading  Resource  Team  (8  BCTF  teacher  

representa6ves)    2.    Provincial  Early  Reading  Facilitators    3.    District  Early  Reading                  Advocates    4.   District  Early  Reading  

 Learning  Teams      

 Changing  Results  For  Young  Readers    

 District  Early  Reading  Learning  Teams  

   Con6nue  to  build  a  professional  culture  intensely  focused  on  increasing  the  number  of  engaged,  successful  young  readers  through:    •  approaching  inquiry  challenges  with  curiosity  and  determina6on    

•  documen6ng  wise  prac6ce  in  both  whole  class  reading  instruc6on  and  case  studies  

•  genera6ng  powerful  inquiry  ques6ons  

District  Early  Reading  Advocates  build  capacity  and  connectedness…  

 •  provide  mentorship  through  role  as  the  Early  Reading  

Advocate    •  create  learning-­‐focused  conversa6ons  to  deepen  teaching  

prac6ce    •  promote  an  inquiry  mindset  which  requires  both  thinking  

and  doing    •  provide  new  professional  learning  (try  new  prac6ces  that  

make  a  difference  to  all  learners)  

CR4YR  Values  and  Beliefs  

•  all  children  have  strengths,  giSs  and  capaci6es    •  all  teachers  have  strengths,  giSs  and  capaci6es    •  the  most  powerful  way  to  change  or  learn                          anything  is  through  collabora6ve  inquiry  

 •  one  size  never  fits  all  –  many  different  ways    

CR4YR  Intellectual  Underpinnings  •  Spiral  of  Inquiry    •  Indigenous  Principles  of  Learning    •  Reading  Instruc6on:  evidence-­‐based  prac6ce    •  Self-­‐regulated  Learning    •  Social-­‐emo6onal  Learning  

Framework  for  Early  Reading  Learning  Team  MeePng  #3  

1.  Focus  Group    CHECK-­‐IN  (45  minutes)    2.   Project  Update  (45  minutes)  

 Provincial  Update:    Research  Plans  (informa6on  on    slide  #5)    School  Teams  Update:    Group  Ac6ons  and  Ques6ons  Sheet  

 3.   Work  Session  (1  hour)    

 Record  of  individual  ac6ons/results  (case  study)  and  plan    next  steps  

 4.  Commitment:    School  teams  report  out  (10  min.)  

What  prac6ces  are  teachers  changing  and  exploring?  

•  Developing  self-­‐regula6on  •  Developing  comprehension  strategies/approaches  

•  Developing  social-­‐emo6onal  skills    •  Developing  decoding  strategies/skills  •  Direct  teaching  •  Developing  oral  skills  •  Increasing/changing  “talk”  in  the  classroom  

Sample  Inquiry  QuesPons  

•  How  does  explicitly  teaching  students  to  own  their  own  learning  during  the  reading  process,  improve  their  self-­‐regula6on?  

•  If  students  have  choice  in  the  way  they  represent  their  thinking  and  understanding  about  a  text,  in  what  ways  will  they  show  stronger  and  deeper  comprehension?  

Sample  Inquiry  QuesPons  

•  How  can  I  use  my  understanding  of  what  mo6vates  each  one  of  my  learners  to  support  them  in  reading  with  engagement  and  deeper  understanding?  

•  How  can  I  help  students  develop  self-­‐monitoring  strategies?    How  do  these  strategies  affect:    1.  their  ability  to  sustain  their  reading  for  longer  periods  of  6me  2.  their  understanding  

 

 Social-­‐EmoPonal  Learning    Inquiry  QuesPons  

•  If  I  explicitly  teach  social-­‐emo6onal  strategies  focused  on  building  a  safe  classroom  community,  in  what  ways  will  students  become  more  engaged  confident  readers?  

•  If  we  explicitly  teach  the  concept  of  learning  as  a  journey,  in  what  ways  does  this  increase  students’  confidence  and  engagement  during  the  reading  process?    And  in  what  ways  does  this  lower  anxiety  for  our  most  vulnerable  and  anxious  readers?  

•     •  How  will  having  at  least  one  posi6ve  daily  interac6on  with  

an  adult  impact  student  social  emo6onal  development?  

 Self-­‐Regulated  Learning    Inquiry  QuesPons  

•  How  can  we  help  anxious  students  to  develop  coping  strategies  that  alleviate  pre-­‐exis6ng  anxiety  toward  reading  so  that  they  can  be  calm,  focused  and  alert?  

   

•  If  I  model  self-­‐regula6on  strategies  while  reading  will  students  begin  to  use  them  on  their  own?  

•  If  I  use  self-­‐regula6on  techniques  will  the  students  be  able  to  engage  in  what  is  happening  in  their  thinking  in  order  to  deepen  their  ques6ons  and  connec6ons  with  their  peers?  

 

•  What  techniques  can  we  use  in  the  classroom  to  help  students  to  self  regulate  their  behaviour  before,  during,  aSer  reading?    

•  How  does  involving  students  in  sefng  small,  measurable  and  specific  reading  goals  affect  their  skills  and  confidence?  

•   How  do  we  help  students  develop  the  confidence  and  strategies  that  will  enable  them  to  struggle  through  the  difficult  parts  to  build  their  literacy  skills?  

 Reading  Comprehension  Inquiry  QuesPons  

•  How  will  the  explicit  teaching  of  monitoring  comprehension  strategies  and  decoding  skills  impact  the  student’s  comprehension  of  text?  

   •  How  will  explicitly  modeling  and  teaching  connec6ons  improve  reading  

and  engagement  with  print?  

•  How  will  asking  ques6ons  during  reading,  help  with  student  engagement  and  comprehension?  

•  Will  using  a  variety  of  graphic  organizers  help  students  recall  main  ideas  and  suppor6ng  details/summarizing  in  a  variety  of  texts?  

   •  In  what  ways  will  students  access  reading  and  wri6ng  strategies  and  work  

independently  once  explicitly  taught  to  do  so?    

Early  Reading  Learning  Team  MeePngs  

1.    Group  Record  of  QuesPons  and  AcPons    What  is  your  inquiry  ques6on?  What  did  you  do/  try?    What  did  you  no6ce?    What’s    next?  

 2.    Case  Study        Context:    What  did  you  do?    Observa6on:    What  happened?    React  and  interpret:    What  did  you  learn?    Reflect  and  Plan:    What  will  your  team  do  next?  

hjp://www.strongna6ons.com/  

Changing  Results  for  Young  Readers  PotenPal  Results  

•  465  struggling  students  get  a  “boost”  •  9000  students  benefit  from  changes/awareness  in  

teachers’  prac6ce  •  600  teachers  learn/understand  more  about  how  children  

learn  to  read  •  59  ERAs  have  connec6ons  and  mentors  that  support  their  

own  professional  development  and  help  them  support  teachers  in  their  districts  

•  Provincially,  we  have  a  working,  commijed  network  and  ways  of  reaching  into  every  district  to  support  change  

•  Data  base  of  case  studies  that  illustrate  how  to  help  children  who  struggle  

CR4YR:    Website  youngreader.ca  

0  –  8  Early  Years  Framework  proposed:  •  builds  from  the  philosophy  of  BC  Early  Learning          Framework  and  the  Primary  Program    •  assessment  and  repor6ng  on  CORE  Competencies  only:  

–  Thinking,  Personal  and  Social,  Communica6on  (literacy  and  numeracy)  

 •  required  learning  standards  in  disciplines  

•  promotes  developmentally  appropriate  prac6ce  and  an  integrated  curriculum    

 

Proposed  Ministry  of  EducaPon  Competencies  

 Thinking  Competency  

•  Cri6cal  thinking  •  Crea6ve  thinking  •  Reflec6ve  thinking    

Personal  and  Social  Competency  

•  Posi6ve  personal  and  cultural  iden6ty  •  Personal  awareness  and  responsibility  •  Social  awareness  and  responsibility    

CommunicaPon  Competency  

•  Use  of  language/symbols  

 

 

 

   

Personal  Awareness  and  Responsibility        Self-­‐awareness:  Can  accurately  recognize  and  

understand  one’s  emo6ons  and  their  influence  on  behaviours;  can  iden6fy  personal  strengths,  weaknesses,  and  external  supports;  accepts  consequences  for  his/her  ac6ons.      Self-­‐regulaPon:  Demonstrates  persistence,  resilience,  grit;  can  regulate  emo6ons,  cogni6ons  and  behaviours  effec6vely  across  different  situa6on;  can  manage  stress  and  make  ethical  decisions  in  complex  situa6ons;  mo6vates  oneself  and  can  set  goals  and  monitor  progress.    

Personal  Awareness  and  Responsibility    

Developing  relaPonships:  Can  establish  and  maintain  healthy  and  rewarding  rela6onships  with  diverse  individuals  and  groups;  demonstrates  coopera6on,  and  can  effec6vely  and  construc6vely  resolve  conflict  in  interpersonal  rela6onships;  can  resist  inappropriate  social  pressure  and  seek  help  when  needed.      Developing  well-­‐being:  Demonstrates  self-­‐respect,  confidence,  self-­‐compassion,  op6mism,  and  a  sense  of  personal  well-­‐being.  Possesses  a  sense  of  purpose  in  life  and  a  sense  of  competence;  is  confident;  demonstrates  mental,  physical,  and  spiritual  well-­‐being.      

Cross  Curricular  Competencies                  Thinking  Competency   CommunicaPon  Competency   Personal  and  Social  Competency  •  Cri6cal  •  Crea6ve  •  Reflec6ve  

•  Language  and  Symbols   •  Personal  Iden6ty  •  Personal  Awareness/Responsibility  •  Social  Awareness/Responsibility  

Enduring  Understandings  People  oZen  disagree  about  the  causes  and  effects  of  

significant  events  (see  note  on  page  2)  

Geography,  climate  and  natural  resources  shape  the  development  of  socie6es.  

Socie6es  develop  economic  systems  to  produce,  

distribute,  and  consume  goods  and  services.  

Tradi6onal  beliefs  and  values  shape  the  governance  of  a  

society.  

Learning  Standards  Curricular  Competencies   Content  

Students  will  develop  competence  in:   Students  will  know  and  understand:  Thinking  •  Appraise  information  from  primary  and  secondary  sources  by  evaluating  potential  bias  in  a  source  and  

distinguishing  fact  from  opinion    •  Investigate  the  causes  and  consequences  of  signi9icant  events,  and  place  in  chronological  order  •  Propose  strategies  to  make  decisions  and  solve  problems.  •  Consider  the  historical  context  of  signi9icant  events  and  decisions  Communica;on    

•  Organize  information  from  two  or  more  sources  to  answer  a  research  question  or  support  a  conclusion  

•  Present  ideas  and  information  using  texts,  graphic  organizers,  maps  and  other  forms  of  communication  

Personal  and  Social  Awareness  

•  Consider  how  past  actions  effect  contemporary  policy  decisions  and  positions  

•  Respectfully  propose  alternative  points  of  view  of  events  or  issues  

•  cultural  and  societal  elements  of  various  Aboriginal  societies  in  BC  and  Canada,  including  local  First  Nations  groups  

•  cooperation  and  resistance  between  Aboriginal  societies  and  European  explorers  and  settlers  •  Aboriginal  peoples’  relationship  with  the  land  and  use  of  natural  resources  •  Location  of  key  geographic  features,  Aboriginal  groups  studied,  and  European  exploration  routes  •  Indigenous  economic  systems  and  technological  developments  •  trade  between  Aboriginal  societies  and  with  European  explorers  and  settlers  •  systems  of  authority  and  governance  in  both  pre-­‐  and  post-­‐contact  Aboriginal  societies  •  effect  of  colonialism  on  Aboriginal  self-­‐government  

ImplementaPon  Links  K-­‐12  Social  Studies  

(Goals  and  RaPonale)  Assessment   DemonstraPons  of  Learning   InstrucPonal  Support  

(Inquiries,  IntegraPon)  Learning  Resources  

Proposed  Design:  Social  Studies  4      

Ministry  opportuniPes  for  teachers  to  get  involved  in  curriculum  changes  

BCTF  reps  to  ministry  curriculum  development  teams      •  The  Ministry  of  Educa6on  has  invited  the  BCTF  to  appoint  teachers  to  par6cipate  on  curriculum  development  teams  where  teachers  will  form  the  majority.  The  pos6ngs  includes  six  learning  areas  from  K–12  that  will  be  reviewed  in  March  and  April  of  this  year.    

 The  call  for  teacher  representa;ves  and  the  BCTF  applica;on  form  are  posted  on  the  BCTF  website  at  www.bcB.ca/opportuni;es/MinistryCommiFees.aspx.      

“Every  child  requires  someone  in  his  or  her  life  who  is  absolutely  crazy  about  them.”  

• Urie  Bronfenbrenner