t ask – make meaning of the content in independent together supporting the multilevel learning...

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

“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.”

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

Caring:• Likes to know that everyone’s feelings have been taken into consideration, that their voices have been heard before acting

Paying Attention to Detail:•Likes to know who, what, when, why before acting

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.

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

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

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AGENDA Manitoba Education ML Responsive Workshops 2010 The Four-Column Planner BLM 9

Integrated Theme/Topic Making Meaning of Multilevel Learning and

Teaching in Manitoba Duration Half-Day

Goals Educators begin an on-going conversation in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).

Performance(s)/ Demonstration(s)/Product(s)

Follow-up Reflections to submit to Manitoba Education. Evidence in Learning Communities*: school planning; professional learning plan; action research; reflections...

Classroom Processes Inquiry; guided strategic instruction (scaffolding); workshop model...

Curricular Connections

Curricular Outcomes

Instruction: Learning, Teaching, and Assessment Strategies*

Learning Resources/

Sources

1. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel classroom. 2. Reflect on learning and teaching in your multilevel learning community to determine needs and/or next step(s) for quality practice in ML classrooms.

Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led

Choosing a theme or topic. X

Identifying and recording prior knowledge.

People Search

K-W-L Chart

Pause-Reflect

Asking initial questions. WIFM K-W-L Chart

Pause-Reflect

Exploring and selecting primary and secondary sources.

Planning for inquiry. BLM 7 Reflection

Acquiring Gathering, processing, and

recording information. Inquiry Notebook

Flexible groupings

Focusing the inquiry. BLM 7 Note-making

Own choice

Applying Planning to express learning. Think-Pair

Share BLM 7 [MI]

*Summative Assessment Criteria Task: performance/

demonstration/ product Reflection

Creating performance(s)/ demonstration(s)/ product(s).

BLM 8 Gallery Walk

Celebrating and reflecting. Reflection Pause-Reflect

Optional

Culminating Event Community sharing and celebration!

Primary Sources Field Trip X Expert

X Artifacts Secondary Sources (Text Set) X Multimedia

X Print IT, 2003

X Web LwICT Aboriginal

Perspectives Curricular

Connections FFI SFAL Thinking

Framework

X

English Language Arts

Mathematics

Science

Social Studies

Physical Education/ Health Education

Information and Communication Technologies

The Arts

DRTA

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

Manitoba Education, Citizenship and Youth

November 2003

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

Theoretical Underpinnings•Outcome-based curricula•Brain-based research•Model of Explicit Instruction•Formative assessment•The Continuum of Learning, IT, vii

Independent Together: Supporting the Multilevel

Learning Community

AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9


Teaching in Manitoba Duration 1 Day

Goals Educators engage in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).





Curricular Outcomes


Learning Resources/

Sources

1. Participate in a guided inquiry process through experiencing the tools and strategies in the support document, IT.

2. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel /multiage classroom. 3. Reflect on learning and teaching in your multilevel /multiage learning community to determine needs and/or next step(s) for quality practice in ML classrooms.

Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect


Planning for inquiry. BLM 7



Flexible groupings


Own choice

Applying Planning to express learning. Discussion BLM 7 [MI]




BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts

Independent Together

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?

K-W-L Knowledge Chart Adapted from SFAL 6.95

What do you think you know about the multilevel philosophy in Manitoba classrooms?Think I know now (draw). Think I know now (list).

Want to know…

I have learned… Final concept map or drawing…

Activating Strategy/Assessment for Learning

Think About... How could you adapt this strategy in your multilevel learning community?

“Children with a variety of needs, strengths, abilities, and ways of

knowing are thriving in these classrooms”

Kasten, 1998 in IT1.6.

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

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

BLM 1 Reflection → Metacognition

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?

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

K 1 2 3 4 5 6 7 8

http://www.edu.gov.mb.ca/k12/cur/multilevel/index.html

Think-Pair-ShareA 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?









Curricular Outcomes


Learning Resources/

Sources



Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect





Flexible groupings


Own choice





BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts


AGENDA Manitoba Education ML Responsive Workshops 2010 The Four-Column Planner BLM 9


Teaching in Manitoba Duration Half-Day

Goals Educators begin an on-going conversation in making meaning of the content in the support document Independent Together: Supporting the Multilevel Learning Community, 2003 (IT).





Curricular Outcomes


Learning Resources/

Sources

1. Develop a deepening understanding of the philosophy underpinning best practices in the multilevel classroom. 2. Reflect on learning and teaching in your multilevel learning community to determine needs and/or next step(s) for quality practice in ML classrooms.

Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect


Planning for inquiry. BLM 7 Reflection



Flexible groupings


Own choice

Applying Planning to express learning. Think-Pair

Share BLM 7 [MI]




BLM 8 Gallery Walk


Optional




X Print IT, 2003




Framework

X


Mathematics

Science

Social Studies



The Arts

DRTA

1.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)

2.The Learning CommunityStudents – Parents – Teachers – Administrators

“The ultimate goal of the learning community is to support its most integral member:

the independent learner” (IT 2.3)

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

4. Differentiation

“Teachers in multilevel classrooms teach ‘individually’ all at once”

Dorta, in Bingham, 1995

IT, 4.3

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,

INTEGRATED THEME/TOPIC: Teacher Choice, Negotiated or Student Choice Time/Date: 4-8 weeks GOAL(S): What do I want my students to know and do to show or celebrate their learning? What do I want to do to facilitate the success of my students' inquiry? PERFORMANCE(S)/DEMONSTRATION(S)/PRODUCT(S): How will my students show what they know and can do. CLASSROOM PROCESSES: How will I design the learning teaching context? [Choose one or two of: inquiry, workshop approach; multiple intelligences; …]

Curricular Connectons

What subjects do I want to integrate?

Curricular OUTCOMES What do I want the students to know and/or be

able to do?

Instruction: LEARNING/TEACHING/ASSESSMENT STRATEGIES How will I find out what they already know?/What will I see and hear? How will I facilitate student inquiry?/ What learning will I see and hear? How will I/they know what they have learned?/ What quality of learning will I/we see and hear?

RESOURCES/SOURCES People; technology; print; multimedia.

ELA Mathematics

Science

Physical Education / Health Education

Information and

Communication

Technologies

Focus on 1-2 Learning Outcomes from each curriculum.

INQUIRY PROCESS Activating: Teacher led Shared-Negotiated Student led

Choosing theme/topic.


Asking initial questions.


Planning for inquiry. Acquiring Gathering, processing and recording information.

Focusing the inquiry. Applying Planning to express learning

Creating performance(s)/ product(s)

Celebrating and Reflecting Optional: Culminating event

Primary: Field Trip Expert Artifacts Secondary (Text Set): Mulitmedia Print Web

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

BLM 9

Correction 6.4Guided Inquiry

The teacher as reflective practitioner and keen observer.

Inquiry Process The student as reflective and active learner

Formative Assessment• Target learning outcomes.• Focus observations.• Develop criteria.• Confer with students.

•Plan and revise instruction.• Reflect.• Celebrate.

Activating Formative Assessment• Set learning goals.

• Focus inquiry.• Develop criteria.• Participate in conferences.• Revise inquiry plan.

•Reflect.• Celebrate

Acquiring

Applying

Blackline MastersAppendices

GlossaryBibliography









Curricular Outcomes


Learning Resources/

Sources



Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect





Flexible groupings


Own choice





BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts


K-W-L Knowledge Chart Adapted from SFAL 6.95

What do you think you know about the multilevel philosophy in Manitoba classrooms?Think I know now (draw). Think I know now (list).

Want to know…

I have learned… Final concept map or drawing…

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









Curricular Outcomes


Learning Resources/

Sources



Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect





Flexible groupings


Own choice





BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts


Inquiry Notebook FFI 3.1.1 (p. 3-132)

What I think I know… Question…

Survey each chapter title-

Write 1-2 question(s) for each chapter-

Acquiring Strategy to engage in making meaning of text- a before reading strategy.

Assessment for Learning Strategy to assess prior knowledge and questioning skills.

Accessing new ideas and information from a variety of sources.

Notemaking IT, Appendix C, adapted from Strategies, p.

116

Main Ideas(Copy chapter headings, and leave 2-3 lines between each.)

Supporting Details(Make jot notes of only the important information.)

Reflections(What does this make me think/wonder?)

Acquiring Strategy 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.









Curricular Outcomes


Learning Resources/

Sources



Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect





Flexible groupings


Own choice





BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts


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

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.

Gallery WalkAn 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.

BLM 1An 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.

Concerns/ Assumptions

Think about... Sources/Resources** Not included in IT, 2003

Demographics- declining enrolment

an opportunity for maximizing student learning- deepen understanding of IT, 2003.

Independent Together: Supporting the... School/classroom visitations *Article: Bartley, J. 2009, MAME Newsletter, Spring 2009

Managing learning outcomes/multiple curricula

targeting outcomes and integrating curricula to meet the needs of each learner and to uncover curricula. McTighe, 2006.

IT, 2.15; 3.5; chapter 5, chapter 6 IT, BLM 9 * http://www.edu.gov.mb.ca/k12/cur/ela/index.html- Click Tutorial: How to use the ELA Foundation for Implement... * MAME: http://multiagemanitoba.org/

Getting parents on-board

engaging parents as experts. IT, chapter 2 *www.edu.gov.mb.ca/ks4/cur/multilevel/index.html* MAME: http://multiagemanitoba.org/

Negative connotations…

facilitating inquiry and reflective conversations; celebrating learning.

* MAME: http://multiagemanitoba.org/ School/classroom visitations

“Split grade” a classroom continuum of learning. IT, chapters 2, 3, 4, 5, 6 IT, BLM 9 School/classroom visitations

Assessment : teach-test; assign-assess

strategic instruction and processes- authentic contexts for observing evidence of learning over time.

IT, chapter 3 IT, BLM 9 IT, BLM 5 or 11

Teaching math concepts effectively

planning for math workshop to include concrete, connecting, and symbolic learning and teaching experiences.

IT, chapters 4-5 IT, BLM 9 *MAME: http://multiagemanitoba.org/

http://www.edu.gov.mb.ca/k12/cur/ela/index.html-

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?

School Planning: An Example...

Acknowledgements• Bartley, Joan. (2009). A Resource Document for Teachers and the Multilevel/Multiage Learning Community: Have You Seen It? MAME Newsletter, Vol. 2, Issue 3. Winnipeg, MB: MAME SAG The Manitoba Teachers’ Society.

• Friesen, Sharon. (2008). Effective Teaching Practices: A Framework. Galileo Educational Network.Toronto, ON: Canadian Education Association.

• MAME: http://multiagemanitoba.org/• Manitoba Education and Training• Manitoba Education Training, and Youth• Manitoba Education and Youth• Manitoba Education, Citizenship and Youth: www.edu.gov.mb.ca/ks4/cur/multilevel/index.html

AGENDA Manitoba Education Responsive Workshops 2010 The Four-Column Planner BLM 9 Integrated Theme/Topic Making Meaning of Multilevel Learning and







Curricular Outcomes


Learning Resources/

Sources



Inquiry Process

Activating

Teacher-Led

Shared/ Negotiated

Student-Led



People Search

K-W-L Chart

Pause-Reflect


Pause-Reflect





Flexible groupings


Own choice





BLM 8 Gallery Walk


Optional




X Print




Framework

X


Mathematics

Science

Social Studies



The Arts

DRTA: IT

BackgroundSurvey, May 2000 Release of IT- YAG,

2003-2005BU Collaborative Summer Institutes2004 to present

MECY Focus Project 2009

New curricula

Multiple learning outcomes

Time

Professional Learning

Support & resources

Accountability

Development team: Northern urban, rural, Hutterian , French immersion...Release of Independent Together: Supporting the Multilevel Learning Community, (IT) 2003Half day workshops for administratorsFull day workshops for educators

PL / Admin or Special Ed certification, Manitoba Education

Graduate credit

Required undergraduate course

Team: Northern urban, rural, Hutterian , French immersion, university researcher...

Number 1 identified need: “the ML philosophy and pedagogy (IT)... needs to be understood and implemented”...

Manitoba Education Multilevel Responsive Workshops 2010

Reflecting on current practice and a multilevel philosophy in Manitoba schools to meet the needs of your

multilevel learning community.

Facilitated by~

Val Noseworthy, Consultant, Manitoba Education

Rosalind Robb, Consultant, Manitoba Education

Joan Bartley, Independent Consultant

t ask – make meaning of the content in independent together supporting the multilevel learning...

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