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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