Tuesday, December 9, 2014

Session 3: Learners Constructing Meaning

At the heart of the curriculum cycle is the learner constructing meaning.

I see ... I think ... I wonder 
Use this thinking routine to talk about the artifacts displayed on table tops.
Try to connect the artifact with the correct owner.
How does this activity show constructivism?

What does an environment for constructivist learning look like?
Workbook page 17 - 18.  During this session you will be thinking about an effective/not effective learning experience that you had. What contributed to the success/failure of the experience. On post-its list these and display on Promotes Learning/Hinders Learning posters.

Promotes Learning:
  • Intrinsic motivation 
  • "Meaty" content 
  • Multiple approaches 
  • Engagement 
  • Balance 
  • Reflection time 
  • Exact directions 
  • Trust 
  • A vision of the end product 
  • Safe environment 
  • Sharing of ideas 
  • Visual representation 
  • Sharing 
  • Mindset 
  • Type of feedback - encouragement 
  • Group work
Hinders Learning:
  • Rushing
  • Unclear expectations
  • Failure
  • Anxiety
  • Boring lessons
  • Seat placement
  • Not being ready for the information
  • A rigid approach
Bus Stop Activity
What are you doing to develop constructivism in these areas:

Teaching Practices
  • Educated in a way that value individual ability 
  • Responsive Classroom 
  • Talk less 30/70 
  • Guides and facilitates rather than talks to and lectures 
  • Classroom agreements - holds students accountable to these for a safe environment 
  • Provides opportunities that encourage curiosity and drives learning 
  • Teacher as a facilitator -> guide on the side, not sage on the stage 
  • Lots of collaboration with colleagues - even in other grade levels 
  • Multi-sensory 
  • Building motivation in students, encouragement 
  • Connecting prior experiences with learning 
  • Understanding the students - listens to students 
  • Identifying and scripting out language which facilitates constructivist learning 
  • Appreciation for all learners 
  • Creating thinkers
Classroom Environment
  • Student social and emotional needs met
  • Easy access to classroom materials
  • Welcoming
  • Nurturing environment
  • Designing areas that are easily recognized
  • A variety of materials for students to work with and explore with their learning or to drive their learning
  • Sense of ownership
  • Documenting their learning i.e. rough draft
  • Organized
  • Learning centres
  • Safe environment leads to risk-taking
  • Inquiry based
  • Not just one room or even inside
  • Student input and ownership
  • Versatile indoor/outdoor caters to different learning styles
  • Visual aids
  • No window displays
  • Student work displays
  • Walls - distractions
  • Lights/sounds/space
Daily/Weekly Routines
  • Morning meeting
  • RC Approach - 1st 6 weeks, creating agreements
  • Modelling academic choice
  • Students have ownership of classroom after coming to common expectations
  • Teacher check-in
  • Group activities
  • Partner sharing
  • Dialogue sharing
  • Greetings/characteristics of positive language
  • Building a community
  • Routines are student led/created by students
  • Formative assessments are constantly used to guide inquiry
  • PBL
  • Photographs
  • Students have choice of demonstrating understandings
  • Authentic assessments - designing an assessment that shows what kids know/learned
  • Artifacts
  • Using rubrics that are shared/created beforehand with students
  • Messy
  • Dictating/recording verbal conversations 
  • Videos recordings of student understandings
  • Parent-student-teacher
  • Reflections on activities done
  • Student-led conferences
  • Explicit learning - learning intention and success criteria created with students
  • Collective evidence to show learning has taken place
  • Self assessments and teacher assessments
Student Learning
  • Exploration
  • Self-select/different levels of the same concept
  • Student choice
  • Working in centres
  • Scaffolding
  • PYP Teacher Profile
  • Sharing - show and tell
  • Knowing your students and yourself (positives and negatives)
  • Students as teachers - student-led lessons
  • Encouraging curiosity
  • Critical thinking
  • PD
  • Teacher as a facilitator
  • Support for student and teacher
  • Classroom management
  • Student self-control and management
Summative Assessment Task and Criteria
Show understanding of and connections between the 5 Essential Elements.
Consider an upcoming unit of inquiry.  Develop a summative assessment task that caters for the learning of all students and demonstrates the engagement with the unit through the 5 essential elements.

No comments:

Post a Comment