LEADING, LOVING AND LEARNING
Serving in the love of Christ
“I am among you as one who serves”
(Luke: 22-27)
Volume 1 Number 2
We believe that each one, created in the image and likeness of God, is called by name into the Dufferin-Peel
community to realize the Ontario Catholic School Graduate Expectations to the fullest extent possible as
we all journey from the early years to vocation, Catholic Board Learning Plan, 2013-2016
LEADING, LOVING AND LEARNING ANTHOLOGY
“Teaching is an act of love.”
- Pope Francis
Mindful of our call as Catholic leaders and learners, ‘serving in the love of Christ’, we embrace and give witness
to our faith through our collaborative work in support of all learners. Throughout Year 1 of the Catholic Board
Learning Plans, we have championed shared beliefs and priorities, responsive to individual learning needs,
working toward well-being, engagement and achievement for all. As we pause to reflect through the shared
narratives and stories within Volume 1, Number 2 of the Leading, Loving and Learning Anthology, we are provided
with lived experiences and profound witness to the deep learning and rich conversations that have taken place.
We can be proud of our faith journey with the Catholic Board Learning Plans, renewing our call, “among you
as one who serves” (Luke: 22-27). Together, we are building capacity, community, knowledge, pedagogy,
successful processes, partnerships, relationships and opportunities to consolidate, ensuring opportunities for all.
We acknowledge and honour the genuine work of all: students, parents/guardians/families, teachers, support
staff, administrators, clergy, system administrators and trustees.
May the stories shared within this anthology inspire deeper ‘curiosity’ and ‘wonderings’ as we support
one another on our collective journey, serving all students in the love of Christ, “each one called by name”
(Isaiah 43:1).
Sheila McWatters,
Associate Director, Instructional Services
A Discerning Believer: A discerning believer formed in a Catholic school is someone who: understands and
promotes the concepts of social justice; values life at all stages; respects the faith traditions of all people of good
will; believes in forgiveness and reconciliation (OCSGE)
1
SERVING IN THE LOVE OF CHRIST
INSIDE THIS EDITION
Knowing the Learner Through Assessment p. 3
Student Engagementp. 5
Creating Conditions for Catholic Learning p. 11
Parent Engagementp. 14
Responding Through Effective Instruction p. 16
SERVING IN THE LOVE OF CHRIST
“Go out to all the world and proclaim the Good news to the whole creation.” Mark 16:16
We have been encouraged to return to our own
Galilee, (the place where we first heard the call of
Jesus) to go out and witness to the life and mission
and teachings of Christ, in the cultural and social
reality in which we find ourselves living. We are called
by name to seek out the face of God and reveal the
presence of God wherever we find ourselves. God
finds us where we live and welcomes us to open
the doors of our hearts, minds and spirits to receive
this presence. As Catholic educators we are called to
support students on their vocational journeys, where
they can discover their own particular gifts and
abilities that will empower them to be the persons
God desires them to become.
In this edition of the Leading, Loving and Learning
Anthology, we encounter a rich tapestry of experience
which reflects a diversity of student voice, studentteacher engagement and achievement, with particular
emphasis on the importance of creating Catholic
conditions for learning that promote well-being for all.
The narratives gathered through this anthology
reflect a fresh understanding of student experience
in learning and a growing sense of the importance
of deep reflection about classroom conditions that
foster co-learning and co-construction of learning
goals and success criteria. There is growing evidence
of the value for and appreciation of the use of
technology to enhance learning opportunities.
The learning narratives clearly demonstrate desires
of school staff to be more reflective and intentional
in creating environments that respect the dignity of
all learners and to mindfulness in preparing the soil
for learning, that which will yield greater increases
in achievement, richer learning relationships and a
greater sense of well-being.
This is indeed Good News for all as we celebrate
another year of Serving in the Love of Christ. By being
stewards of creation we have been indeed effective
“keepers of God’s creation” as we tend to the care of
the whole person, spirit, soul, body and mind.
THANK YOU!
Special thank you is extended to family of schools supervisory officers, school administrators, family and school
learning teams, teachers and support staff for their work with the Catholic Board Learning Plans and their
contributions to the Leading, Loving and Learning Anthology.
The Catholic school graduate is expect to be: A responsible citizen who gives witness to Catholic social
teaching by promoting peace, justice, and the sacredness of human life. Ontario Catholic School Graduate
Expectations
2
KNOWING THE LEARNER THROUGH ASSESSMENT
wBACK
STUDENT LEARNING: STUDENT RESPONSE
SYSTEM FURTHERS ASSESSMENT
At Ascension of Our Lord, we are aiming to maximize
21st century learning by developing assessment practices
with the use of technology. As a school, we benefit from
wireless technology as well as smart board technology in
every classroom. Focusing our theory of action on math
instruction, the mathematics department has embarked
on an initiative that incorporates ‘the student response
system’ as a common feature of math lessons. We are
targeting our Grade 9 applied math classes utilizing the
smart response system as a means to expand assessment
practices to assist with the consolidation of learning. The
system is being used in a variety of purposeful ways
such as providing students timely feedback on the math
lessons, to engage students in their own self-assessment
of the lesson and it is used as an exit ticket to assist with
the identification of learning
gaps. With this, students are
then able to measure their
How can technology
learning with the learning
enable all students
goals and success criteria
access to the
established for the lesson.
curriculum?
As well, it allows teachers to
use timely data to guide the
instruction to assist with concepts
that the students may be struggling with. The grade 9
math teachers have devoted a lot of time to see this to
fruition. To further this initiative, we aim to include grade
10 and senior math classes. As well, we are exploring
how to include other departments / students that could
benefit from this type of technology and structure.
THINKING ABOUT LEARNING SKILLS AND STUDENT WELL-BEING
Throughout the early phase of
our school inquiry, the staff
at St. Edith Stein School
How is problem
focused on discovering a
solving,
strategy that would assist in
rooted in faith,
slowing down the process
promoted across
of answering questions, as
your school?
well as encourage students
to review their answers, through
self-assessment. It was our hope
that “if we continued to use the UMCL model and
Descriptive Feedback based on co-constructed Success
Criteria, then there would be an increase in the proportion
of students able to articulate the appropriate strategies
supporting their learning”.
A central part of our school’s collaborative inquiry this year
has been the implementation of the UMCL model. This
model is essential in planning out solutions to questions
and inquiries in any subject matter. This school wide
common practice has had an unquestionable impact on
our students’ problem solving skills.
PROBLEM SOLVING STRATEGY
Step One: Step Two: Step Three: Step Four:
Understand the problem
Make a Plan
Carry Out the Plan
Look Back at the Solution
Through the school website and newsletter, parents
have been informed of this strategy and encouraged to
support their child(ren) in using this effective model when
completing assigned work at home. This emulated the
problem solving process being used at school.
Although the strategy took on a distinct cross-curricular
appearance in each particular division, the following
common features include, understanding the problem,
making a plan, carrying out the plan and looking back at
the solution.
An Effective Communicator: An effective communicator is someone who: listens actively and critically; uses
and applies faith experiences in daily life; is sensitive to the perspectives of others (OCSGE)
3
KNOWING THE LEARNER THROUGH ASSESSMENT
GIVING A VOICE TO OUR DIVERSE LEARNERS
This year, the students of Father Daniel Zanon have
focused on developing a deeper understanding of learning
skills. Our school inquiry: “If students develop a deeper
understanding of learning skills, there will be an increase
in the degree to which children experience success as
contributing members of our Catholic community.”
recorded. Students self-assess and record comments.
Both teachers and parents write their comments as well.
Junior division teachers and students have addressed
the learning skills of collaboration and self-regulation.
Teachers work with students to co-create success
criteria that consist of “look fors”. Students participate in
a variety of activities, involving group tasks, where they
work together to achieve a goal and then evaluate their
success. Feedback and discussion between students
and staff take place in order to clarify and highlight
specific outcomes.
In FDK, children co-create a variety of anchor charts.
Through class discussions focused on self-regulation,
children and staff determine the criteria necessary to
maintain the classroom’s optimal conditions for learning.
Students share the pen with the teacher and DECE to
record criteria to help ensure that fairness and equity
prevail; the same criteria are used to measure success and
The Intermediate students have also focused on selfachievement. Pictures, photos, even video clips
regulation.
When this inquiry was initially
help children to recognize what established
introduced, many students indicated that weak
criteria looks like in action, enabling them
self-regulatory skills affected their academic
How have parents
to assess their own progress, while
achievement.
Intermediate
students
been involved in their
developing new goals. Self-regulation
identified a personal goal to increase
child’s ‘self-regulation’
is fundamental in the decision-making
personal self-regulation. They have worked
journey
as
a
faith
process. It gives children a voice and the
conscientiously to achieve these goals
learner?
opportunity to direct their own learning.
– documenting and providing evidence as
they work through this process. This has led
In the primary division, classes focused on the
to greater self-awareness of personal strengths,
meaning of responsibility. Through discussions, children
areas for improvement, and ultimately to increased selfdevelop both classroom expectations for individual
direction in their own learning. The school-wide collective
goals and being a responsible citizen. The journey
focus on learning skills has empowered students toward
toward achieving the Ontario Catholic School Graduate
greater awareness of the their own learning, thereby
Expectations begins in the early years. These goals are
enhancing their well-being.
ACTIVELY ENGAGING STUDENTS IN SELF-ASSESSMENT
This year St. Patrick School has been focused on actively
engaging students in the assessment process by providing
varied opportunities for student self-assessment. This
focus has allowed students to demonstrate higher order
thinking skills including critical and creative thinking,
metacognition and self-regulation. Teachers have
encouraged the use of self and peer assessment to help
students monitor and improve their learning in an effort to
have students become more effective self-assessors. The
use of learning goals and co-constructed success criteria
as well as feedback related to students’ self-assessment
What can teachers
have afforded students the
and students do to
opportunity to plan next
develop and promote
steps and set their own
self-assessment in
learning goals. Teachers have
the classroom?
observed many benefits
of self-assessment such as
increased responsibility for students’
own learning as well as the fact that students have become
more skilled at adjusting what they are doing in order to
improve the quality of their work. This focus has honored
student voice while making student thinking visible.
Moving students beyond initial curiosity to a path of regular inquiry is one of the great challenges of
inquiry-based learning. Secretariat. Inquiry Based Learning Capacity Building Series # 32
4
STUDENT ENGAGEMENT
wBACK
EQUITY: OUR HUMAN ENQUIRY
Students in grade 8 at Blessed Teresa of Calcutta have
been actively involved in the inquiry process through
teacher modelling, guided literacy, effective lesson design
and involved student engagement.
Currently the students are involved in an Inquiry that is
focused on human rights. After a teacher read/modelled
text, students demonstrated keen interest in human
rights, and so an inquiry was born. Students are reading
historical literature (fiction and non-fiction) that reflects past
circumstances where human rights had been violated and/
or ignored. Students have been organized into book clubs,
where they are reading and responding to a novel both
individually and with their clubs. Students choose what
they wanted to respond to using one of six open response
bookmarks which promote critical thinking. Students
also bring to their book clubs two
deep questions for discussion.
How are the
Mini-lessons have been
Ontario Catholic
provided in an effort to model
Graduate Expectations
for students analytical and
embedded in all
application type questions,
learning?
anchor charts are posted in
the classroom that reflect the
Q- Chart and critical thinking. Book
club conversations are student driven and have sparked a
great deal of further questioning as to why and how these
events occurred. Students are demonstrating a synthesis
of their learning by incorporating their knowledge of
history, geography and science, rooted in faith, into their
book club discussions.
LEARNING LANGUAGE AND LOVING IT!
A number of Early Learning educators at St.
promote student’s language skills and enrich their
Aidan have been participating in a pilot
understanding of the world. Educators are
How can photo
for “Learning Language and Loving it.”
discovering ways to encourage children to
and/or
video
This child centered approach facilitates
use language to imagine, negotiate, plan,
documentation
children’s social language and literacy
and problem solve.
support
assessment
development. The training program has
‘for’ and ‘as’
provided educators with strategies and
Throughout the LLLI Hanen program educators
learning?
resources which they have used to assist
have been supported in activities designed to
them in providing the foundation which their
enrich their students’ language development. They
students require for the development of lifelong
have learned how to create environments which promote
success as friends, communicators, readers, writers, and
talking and learning. They have developed techniques for
learners. Educators are learning techniques that encourage
observing, reflecting on, and documenting their student’s
children to be active conversational partners, and strategies
interactions with peers while engaged in play. Documenting
for facilitating the development of accountable talk in early
has been used as a tool for educators to review and
learning classrooms. The use of the techniques help to
analyze the efficacy of the strategies and techniques they
have learned. They have developed practical suggestions
for helping children who are second-language learners and
Children’s experiences early in life
learned strategies for facilitating interactions with even the
have a profound and long-lasting
most withdrawn and hard to reach children. Collaboration
with fellow educators has facilitated the adaptation of
impact on their future development
activities, strategies and routines to promote differentiated
and well-being.
learning opportunities for all students.
Ontario Early Years Policy Framework
A Reflective, Creative, and Holistic Thinker: A reflective, creative and holistic thinker is someone who: makes
decisions with an informed moral conscience; creates and adapts new ideas based on the common good;
recognizes, supports and promotes justice and compassion (OCSGE)
5
STUDENT ENGAGEMENT
ENGAGING ALL STUDENTS
At San Lorenzo Ruiz School, educators have been
Walking in on a math lesson, one might notice
striving to be more intentional in creating positive
how involved students are solving problems
learning conditions for the well-being of
in small math teams and engaged in
How is our
all their students. Teachers have been
accountable talk. Teachers and students
faith embraced
putting extra effort into creating classroom
have developed common math “language”
by students while
environments that engage students with
in the form of a problem solving model
engaging
in
authentic
the belief that this will lead to a greater
and success criteria for communicating
problem solving?
demonstration of critical and creative
mathematical thinking. Teachers have
thinking and success in mathematical literacy.
also worked collaboratively with their grade
Teachers from K-8 have worked collaboratively
partners to create assessments that focus on
to plan learning goals and three-part math lessons that
the seven mathematical processes. Both educators
involve authentic engaging problems and utilize the
and students are working with dedication and belief of a
many math manipulatives that are readily accessible and
positive growth mindset toward learning for all.
increase student engagement.
A SPECTRUM OF STRATEGIES TO SUPPORT LITERACY
St. Anne’s school inquiry has focused on raising
achievement across subject areas through improving
student writing. Educators used diagnostic assessments
and created profile cards of learners in each class to get
a better picture of learning styles. Student needs and
gains are measured on a school-wide data wall. Staff
shifted the focus from end-of-unit evaluations (summative
assessments) to providing descriptive feedback that
supports students so they can improveas they learn:
student-teacher conferences, success checklists for self
or peer-assessment, looking at exemplars (assessments
‘for’ and ‘as’ learning).
As teachers, our goal is to help all
students “master the skills involved
in the various tasks associated with
the writing process”
Ontario Curriculum – Language, 2006
Staff also provided activities that helped students
clarify their thinking before putting pen to paper: using
accountable talk in ‘Think, Pair, Share,’ ‘Four Corners,’
and class debates. Teachers have modeled and posted
language that helps students share ideas cooperatively,
statement starters such as, ‘I see your point of view,
and in my opinion…’ Staff believe that developing social
learning skills such as collaboration improves a student’s
ability to communicate effectively.
Dynamic resources are used to support literacy: Online
reading program; high-interest literature for boys (comic
books, graphic novels, adventure series); and powerful
writing activities, such as Lucy Calkins’ “Small Moments.”
We’ve also doubled our efforts to support all students in
offering a spectrum of tried and true means of improving
reading through Reading Recovery, daily guided reading,
Leveled Literacy Intervention (Fountas and Pinnell), and
fluency groups. The goal is to instill
a love of reading and have
students experience the
How are
joy of expressing oneself
strategies
through writing.
We
differentiated in
focus on keeping students
support of all
engaged while building
learners?
concrete skills that improve
literacy.
Intellectually stimulating learning experiences in which ideas assume a central role provide opportunities
to embed curriculum expectations and to assess for learning. Secretariat. Inquiry Based Learning Capacity
Building Series # 32
6
STUDENT ENGAGEMENT
STUDENT ‘WONDERINGS’ DRIVE LEARNING
Educators at St. Philip School have focused
Kindergarten students asked questions about
their professional learning this year on
rocks, researched answers, and presented
enhancing their understanding of Inquirytheir learning in a Rock Museum visited
How do we
Based Learning. Students are reporting
by other students in the school. Primary
inspire ‘wondering’
that increased opportunities to pursue their
students followed their wonderings about
in our classroom
own ideas and questions results in greater
animals,
and are putting together projects
and school?
engagement in their learning. Teachers
to showcase their findings. Intermediate
articulate that Inquiry-Based Learning allows
students were guided by their questions
students to go deeper in their learning, and enables
and wonderings to go deeper in their
a deeper understanding of curriculum expectations.
understandings of character and theme during their
novel studies. Each of these are examples of InquiryStudent questions and wonderings are driving the
Based Learning, which places students’ questions,
learning at St. Philip School!
observations, and ideas at the centre of the learning
experience.
COLLABORATIVE INQUIRY: USE OF ACCOUNTABLE TALK DURING
THREE PART MATH LESSONS
At St. Kevin Catholic School, all divisions have been
actively involved in the inquiry process through the
Mathematics curriculum. Our school’s focus has been
on accountable talk during the three part math lesson.
Staff used evidence gleamed from student discourse
to be more precise and purposeful when planning next
steps. This year, particular attention was paid to the
content area of Proportional Reasoning. All divisions
focused on Number Sense and Numeration. Multiple
forms of documentation were used to capture student
learning including digital voice recordings and video.
Providing
tools
and
accessible manipulatives
How does
enhanced and engaged
students in the learning
your school inquiry
process.
Mid-point
inform your
checks of student work
instructional
helped
teachers
and
practice?
learners identify strengths
and
needs
during
the
cycle. Documenting the students
communicating their math thinking, provided students
“Through guided instruction and
guided practice, students are able to
freely and comfortably communicate
their thinking about mathematics,
using mathematical terms in order to
make thinking visible.”
with an opportunity to listen to themselves and others.
Self and peer assessment has helped students to gain
confidence and see themselves as true mathematicians.
What do we believe now? Professional development,
use of effective questioning, common and mathematical
language have helped to build capacity towards
moving Math achievement at St. Kevin. Teachers obtain
assessment information through formal and informal
discussions, questioning, tasks done in groups and
independent work. The collaborative inquiry has informed
decision making and enhanced the value of reflective
practice for all learners.
A Reflective, Creative, and Holistic Thinker: A reflective, creative and holistic thinker is someone who: makes
decisions with an informed moral conscience; creates and adapts new ideas based on the common good;
recognizes, supports and promotes justice and compassion (OCSGE)
7
STUDENT ENGAGEMENT
GROWTH MIND-SET: A COLLABORATIVE AND DAILY APPROACH
By now, most if not every educator
within the Dufferin Peel Catholic
District School Board has seen
How do we foster
the TED talk featuring Eduardo
a growth/positive
Briceno and his powerful
mind-set in our
message on the importance of
students?
developing a Growth Mind-set.
This video struck a chord with many
staff members at St. Simon Stock School
and the main question became, “How can we foster this
thinking in our students and staff?” The concept of Growth
Mind-set, along with the evidence on the positive effects of
including student voice, directed the staff at Simon Stock
School toward developing, “The Power of Yet.” As Briceno
explained, adding the word “yet” when thinking about
something challenging provides hope, encouragement
and increased confidence. As a school, each class created
statements to initiate this style of thinking. Students and
teachers joined in reflective practice to think about what they
needed to improve on with the goal of increasing student
well-being and achievement. By displaying the ‘class yetstatement’ and referring to it daily, the hope was that this
thinking would become embedded in the voices of all.
The Power of Yet has been so well embraced that we hear
students using it when talking to each other. At times, some
students have even added the word “YET” to encourage
others who are feeling discouraged. Our grade 8 students
included The Power of Yet in the creation of our school song,
ensuring that the fostering of positive thinking is embedded
in St. Simon Stock school-culture forever.
STUDENT VOICE AND ENGAGEMENT: A REFLECTION ON LEARNING
Nyah B. is a Gr. 7 student at St. Raymond School. Nyah
writes: In class I like to not do the same thing every day,
it gets a little tiring. So when we get assigned a project or
do something different for a change, it gets me excited.
Sometimes doing these projects or extra things is hard.
So, there are a few things I have found helpful this year
as an intermediate student.
speech, I spoke with my teacher about it to get her
opinion. We ended up fixing it, and making my speech
so much better. She helped me put my ideas together,
to make it easier to understand. In the end, my speech
turned out much better. I ended up getting a few votes.
Choice: When we are assigned a project, I really like
having a choice on what to do. Sometimes we are able
to decide which task to do, or how we will display it. You
might want to choose something you are really good at,
something that is your strength in work. Another reason
it is good, you can try something new instead of doing
the same thing every time. I know I do better when I
have a choice because it makes it more enjoyable if you
get to do your own thing instead of just one thing that
everyone else is doing.
Guided Reading: Having guided reading is good to have
because when you are in your guided reading group, you
get to see different types of text, fiction or non-fiction.
You will not only hear what the teacher
has to say, but also what others in your
group are thinking. Everyone is at
a different level but when you
What are students
do language as a class we all
saying about
do the same work. When you
strategies that help
are in guided reading groups,
them learn?
you are reading texts that are at
your level.
Opportunity to talk: I like having the opportunity to
talk with my teacher about my work. Doing this helps
me in many ways; it helps with thinking of ideas and
brainstorming. You can get the teacher’s feedback while
conferencing with the teacher. When I was writing my
I have really enjoyed these different activities this year.
Now work has been easier. I can understand things better
with guided reading, and can pick something I am best
at with projects. If I ever need help or don’t understand
something, I can always talk to the teacher about it.
Inquiry-based learning is an approach to teaching and learning that places students’ questions, ideas and
observations at the centre of the learning experience. Literacy and Numeracy Secretariat. Inquiry Based
Learning Capacity Building Series # 32
8
STUDENT ENGAGEMENT
PERSPECTIVES ALONG THE JOURNEY
At St. Cornelius Catholic
School, staff and students
How can we
been
engaged
authentically engage have
in
numeracy
based
all partners in
collaborative
inquires
supporting student
with a focus on honouring
learning?
student voice and increasing
student engagement. In the
planning stages of the inquiry,
teachers met in their individual inquiry groups to hear
each other’s approaches to the Three-Part Math Lesson.
Teachers acknowledged that this framework may look
different within each grade level, and was also impacted
by teacher understanding and comfort. These rich
discussions provided teachers with the opportunity to
reflect upon their own practice and personal growth,
as well as provided a safe space for educators to move
beyond the discourse that may occur when new learning
is experienced. This rich dialogue amongst colleagues
set a sound foundation to continue and build upon the
mathematical learning incorporating well-being and
student achievement.
Students became engaged in accountable talk, an
interactive math framework, co-creation of success
criteria and learning goals. Ultimately, students recognized
that their voices were being heard. “I have grown as a
math student by being able to feel like I can safely talk
about things when I am wrong”. Grade 8 student
Teachers became authentically engaged in the inquiry
process experiencing ownership and personal growth
intertwined with student ownership and personal growth.
“Our inquiry feels like personal and professional ongoing
teacher learning relevant to student learning.” Grade 7
teacher
Parents became more active partners in their child’s
mathematical education. A successful math evening
provided another opportunity to use common
mathematical language and strategies between home
and school. “My child usually communicates what they
learned in math today and we use the math games
provided to reinforce their learning.” Parent Math Survey
Administrators celebrated the teacher-student-parent
connections that flourished within the inquiry process.
“We are excited by the teacher engagement and
openness to learning demonstrated through the inquiry
process. Teacher voice and interest is fundamental in
mobilizing the inquiry.” Administrators
By providing a safe, comfortable team approach to
mathematics, students and teachers become partners
within the learning process.
UNIVERSAL GUIDED READING
At St. Teresa of Avila School, in an effort to move student
achievement forward and reach every learner, all primary
teachers have committed to a daily universal time to
implement Guided Reading into their classrooms.
This daily universal guided reading time provides the
opportunity for students to be grouped by need, from
different classes and often different grades to ensure
precision teaching and appropriate instructional support,
noting that groupings are fluid based on ‘proximal’
learning needs and goals at a given point in time, while
maximizing available resources. The resource staff
and classroom teachers work collaboratively to create
appropriate groups and moderate student learning. The
resource teachers support the primary students daily,
in guided reading, with the use of the Leveled Literacy
Intervention resources.
Students look forward to this Balanced Literacy time
during the day with great anticipation, often requesting
they begin even sooner than scheduled. Students
have demonstrated their comfort and confidence in the
universal guided reading time, as teachers encourage
student voice through discussion. Student opinions,
questions and comments are shared as students read
A Self-Directed, Responsible, Lifelong Learner: A self-directed, responsible, lifelong learner is someone who:
takes initiative and shows leadership; sets goals and priorities and strives to meet them using sound decision-making
and problem-solving skills (OCSGE)
9
STUDENT ENGAGEMENT
UNIVERSAL GUIDED READING
and relate to the literature. Student engagement is
prevalent at St. Teresa of Avila Catholic School, as the
school community comes together to plan, support and
foster the growth and achievement of all learners.
The Student Work Study experience has allowed our
team to listen carefully and make close observations
in the learning process with student voice being at
the center. As a result, our educators have been able
to respond through guidance and through re-designing
their learning environment.
The journey has just begun
and we look forward
How does guided
to our Collaborative
reading allow
Inquiry evolving to
students to share
the next phase of
and
engage in their
the journey as we
learning?
continue to honor our
student voices.
THE STUDENT WORK STUDY INITIATIVE
How is student
voice used to make
decisions around
student learning?
“A teacher’s job is to find out
how students think.”
~ Lucy West, Student Voice
This past year, Canadian
Martyrs has been fortunate
to be part of the LNS
Student Work Study Initiative
supported by one of our
very own experienced in-house
practitioners. The Student Work
Study Initiative is an example of how the Literacy Numeracy
Secretariat (LNS) is promoting Collaborative Inquiry in
schools and boards and it also supports all our Shared
Priorities in the Catholic Board Learning Plan.
This initiative focuses on capturing and understanding
student voice in classroom contexts as the primary source of
information used to inform immediate classroom actions and
build systematic knowledge of the classroom experience for
the school, district and provincial organizational and strategic
direction.
A group of our Canadian Martyrs educators and students
have been working collaboratively throughout this year to
learn more about:
• student learning experiences in a variety of learning
contexts in order to better understand and inform
potential actions for student working through level 2
Through Collaborative Inquiry, our Team has had a unique
opportunity to engage in reflection as well as build and
integrate new knowledge and understanding of student
learning and classroom instruction into their existing
knowledge of professional practice by:
• analyzing and synthesizing documentation, in relation to
curriculum expectations and to knowledge and research
relevant to the evidence, to determine what the student
needs to do to move work to the next level
This experience has truly allowed for our students to have a
voice in the learning process.
Student voice tells us…
• Responsive classroom design provides a learning
environment that suits individual student needs
• Comparing and monitoring each other’s work raises
questions and promotes discussion that builds student
understanding.
• Working together may support those who lack
confidence
• Choice makes student thinking visible to us and them
The Student Work Study experience has allowed our team to
listen carefully and make close observations in the learning
process with student voice being at the center. As a result,
our educators have been able to respond through guidance
and through re-designing their learning environment.
The journey has just begun and we look forward to our
Collaborative Inquiry evolving to the next phase of the
journey as we continue to honor our student voices.
Open questions that are related to the big ideas embedded in the curriculum expectations and learning goals
will excite student curiosity, provoke critical thinking, elicit reflection and help students construct their own
meaning. Secretariat. Asking Effective Questions, Capacity Building Series, #21
10
CREATING CATHOLIC CONDITIONS FOR LEARNING
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CREATING CATHOLIC CONDITIONS FOR WELL-BEING
THROUGH RANDOM ACTS OF KINDNESS
Modelled after the OCSTA theme for Catholic Education
Week, Serving In The Love of Christ, one of the theories
of action at St. Helen School has been to focus on
student well-being as a major contributor to student
self-esteem and achievement. Staff and students
have been working together to create positive Catholic
conditions for well-being through
various school-wide initiatives.
One has been to promote
What do Catholic
random acts of kindness.
conditions for
The entire school has been
learning look in in
engaged in reflecting on
your classroom and
our connectedness as a
in your school?
Catholic community. As a
visual reminder that we are all
called to follow in the footsteps of
Jesus, each student was invited to
write a random act of kindness that has been performed
by other students or teachers. This initiative helps staff
and students alike to see the face of Jesus in others,
promotes well-being, and unifies us all as a Catholic
community. The St. Helen staff is constantly reflecting
on the progress of our theory of action and in order to
monitor our progress, we have created an acronym to be
used as our success criteria.
We know that we are meeting our Catholic conditions for
well-being in our kindness initiative because we:
Know the learner
Invite the voice of all learners
Nourish personal interests and strengths (recognize and
celebrate everyone’s diversity)
Develop relationships with staff, students, parents
and community members that are grounded in mutual
respect
Nurture students’ individual abilities, gifts and talents
Ensure opportunities and cultivate leadership while
encouraging a growth mindset
Support a safe and inclusive environment that celebrates
virtues regularly
Sustain the journey to success by collaboration with staff
and students
LEADING AND LEARNING: A TEAM APPROACH
At the beginning of the school year the administrators of
St. Luke, St. Margaret of Scotland and St. Mark partnered
as a Principal Learning Team. The opportunity to work and
learn together has been an invaluable connection as many
members were new to their school environment. After
our team members reviewed individual school evidence
of learning and improvement plans, we collected teacher
feedback and self-identified professional learning needs.
This information helped us to narrow our focus and link our
school inquiries to “Responding through Effective Lesson
Design” a key tenant in the Catholic Board Learning Plan.
Our Principal Learning Team invited teacher input to select
one student at each grade level to follow throughout
the school year in the context of grade level inquiries.
Over time, each of us made an effort to get to know the
students being tracked. We collected and examined work
samples across the curriculum and report card data, and
we took the time to see the classroom through the eyes
of each learner. We collected information using questions
and templates found in “Putting Faces on the Data,” by L.
Sharratt and M. Fullan. This knowledge of learners was
then used in conversation when meeting as a Principal
Learning Team to identify challenges in practice and
ways in which we could support teacher learning, which,
in turn, would positively impact student learning. As a
team we have had many positive experiences to share
in this process. We have found that when meeting
with grade level teams, conversation stays focused on
student learning. We have also noticed that when we ask
questions about how next steps will impact a particular
A Collaborative Contributor: A collaborative contributor is someone who: works towards their personal
best and supports these qualities in others; respects the rights, responsibilities and ideas of others; makes
meaningful contributions in daily situations using their God-given talents and potential (OCSGE)
11
CREATING CATHOLIC CONDITIONS FOR LEARNING
LEADING AND LEARNING: A TEAM APPROACH CONT’D
student we can’t help but discuss other learning profiles
and how the needs of those students will be addressed.
Staff appreciate that we are collaboratively getting to
know the learners in their classes and they are eager
to share how their theories of action are impacting
particular children. From an administrator perspective
this simple process has provided us with a great catalyst
for conversation both at the school and Principal Learning
Team levels.
How do we use
evidence of
learning from
students to inform
our instructional
practice?
THE LIBRARY’S ROLE IN THE EMERGENCE OF THE LEARNING COMMONS, A
WHOLE-SCHOOL APPROACH TO COLLABORATIVE INQUIRY
This year, at Father Michael Goetz Secondary School,
a focus on inquiry has been shaping the way teachers
and students are using their school library. On a daily
basis, teachers are bringing their classes to the library
to take part in activities that promote critical thinking
and problem-solving. A culture of inquiry has been born
and is beating a pulse that permeates the entire school.
Teachers from the English, ESL, Science, Religion,
Dance, History, and Physical Education departments
have engaged in learning-focused conversations with the
Teacher-Librarian to co-create inquiries that align teaching
with current professional practices.
A vision for 21st century learning is outlined in Together
for Learning, School Libraries and the Emergence of the
Learning Commons, (a document created by the Ontario
School Library Association), which details the necessary
response in education to the new learner – a learner who is
growing up in a media-saturated environment to which she
expects to have immediate and easy access. She wears
multiple personal electronic devices,
learns new technologies rapidly,
constantly multi tasks, and is
How are our roles
used to learning informally.
as educators evolving (OSLA) It is imperative that we
to support learning
respond to our new learners so
in the 21st
that school life is meaningful,
Century?
stimulating, and prepares them
appropriately for their future in a
rapidly changing world.
This challenge and responsibility lies with all staff,
including the Teacher-Librarian, whose evolving role into
educational developer provides the dynamics for the
emergence of the learning commons – “a flexible and
responsive approach to helping schools focus on learning
collaboratively”. This whole-school approach emphasizes
the need to expand real and virtual learning options, meet
the diverse abilities of learners, provide equitable access
to resources, and use new technologies for critical and
creative thinking.
At Father Michael Goetz Secondary School, as the role
of teacher-librarian continues to evolve towards the role
of collaborator and coach, the library has now become
a catalyst through which inquiry is modeled and used
on a regular basis. In reference to his Grade 10 Applied
English class, provided feedback on an exit ticket: “I
felt the inquiry went very well. It was interesting to
see opinions form, then change through discussion”. In
regards to her 12 University Exercise Science class, one
teacher stated, “Students were focused and engaged
and used their time wisely,” while the teacher noted that
the Grade 9 Applied English class, “students responded
very well to all the activities and they supported each
other in their groups”. Teachers from across subject
areas, grades and levels have been extremely receptive
and have taken shared practices back to their classrooms
where students further engage in the inquiry process.
A Caring Family Member: A caring family member is someone who: treats family members in a respectful
manner; respects their own human intimacy and sexuality as God-given gifts; values and is actively engaged
in service to others (OCSGE)
12
CREATING CATHOLIC CONDITIONS FOR LEARNING
INQUIRING INTO MATHEMATICS WITH YOUNG LEARNERS THROUGH
CROSS-SCHOOL NETWORKING
The Elementary Math Team,
Program Department highlights:
How does
Through a network experience,
deconstructing
a group of Kindergarten to
curriculum
Grade 2 educators have been
expectations contribute inquiring about the learning
to instructional
of mathematics with young
efficacy?
learners. Reflection has been
the root of this experience and
the driving force behind the work.
Educator self-reflection combined with
focused work on knowing the learner have been critical
to the success of the group.
“This workshop has not only changed the way I feel
about math it has sparked and enlightened me on how I
can reach the different types of learners within my own
classroom environment and expand on any given math
topic through creative and focused play within the early
grades.” ~ Educator, Grade 2
Sessions together have provoked deeper thinking
about the complexity of teaching and learning. It is the
shared conversations of the work done in participants’
classrooms that are helping us to build knowledge and
confidence to make responsive (intentional) changes to
meet all learners, “it’s okay not knowing or not being
the best at everything – the importance of learning from
each other is key – learn from each other’s strengths.”
~ Educator, Grade 1
Focused time spent on understanding the math content
needed for teaching and deconstructing curriculum
expectations has contributed to the development of
educator efficacy. “… math can be fun! And I need to
deconstruct my understanding so that I can be open
to new/other ways to understand, know, and show.”
~ Educator, Grade 1. As educators gained a greater
understanding of the mathematics, so did their comfort
with asking effective questions and their flexibility with
instructional practices, including assessment for and as
learning.
One educator reminded us that “being open-minded as
an educator, taking risks, stepping out of a fixed mind-set
and into a growth mind-set” is essential to the journey
of an educator.
LEARNING THROUGH COLLABORATIVE INQUIRY
At Corpus Christi school, teachers and support staff have
been actively developing an inquiry based approach to
learning. Building on a strong foundation of three part
lesson structure, teachers this year have focussed on
Language Arts and have moved forward with developing
more student engagement in all areas of the curriculum.
Through this work, teachers have noticed that explicitly
teaching comprehension strategies has resulted in
students being better able to communicate their learning
as well as self-monitor their progress. This increase in
comprehension has allowed students to embrace the idea
of working collaboratively to support each other’s learning.
Through the examination of our inquiry question, staff
have taken part in various co-learning sessions where they
have learned the importance of learning goals and success
criteria as well as how to provide descriptive feedback.
To consolidate their learning, teachers and support staff
have met monthly to share their experiences and success
with the inquiry approach to learning. What’s more, each
professional development session has been led by a
different group of teachers and support staff, which has
allowed them to connect in a meaningful way and build
on the knowledge of each other. Student engagement
and increased understanding have been some of the
positive results that have been reflected in the classroom.
Inquiry positions the teacher as an informed practitioner refining planning, instruction and assessment
approaches in the continual pursuit of greater precision, personalization and innovation. Secretariat.
Collaborative Teacher Inquiry, Capacity Building Series, #16
13
PARENT ENGAGEMENT
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LEARNING THROUGH COLLABORATIVE INQUIRY CONT’D
In order to further support student coconstruction
of
knowledge,
every
How do you
classroom is transforming itself into a
create conditions
fully 21st century learning environment,
for learning to
supporting natural learning environments
ensure optimal
for students, reading on beanbag chairs
engagement
of all
and couches, students writing on lap
learners ?
desks that they can carry with them
problems on SMARTboards. Staff, parents
and students all agree that Corpus Christi
is continuing to be a place where students
experience the joy of learning and strive to
achieve their personal best.
and still others working together to solve
DELVING DEEPER INTO OUR INQUIRIES
At Good Shepherd School, staff and students are fully
engaged in collaborative inquiries pertinent to their own
professional developmental goals. Several wonderings,
professional development topics for staff meetings and
even a parent engagement event have evolved from our
inquiries (through the lens of mathematics). In recent
staff collaboration sessions, teachers brought student
work to the table to delve deeper into their inquiries and
to measure whether the practices they have put into place
have made an impact on student work in the area of
mathematics. Teachers found
that video documentation
provided a real lens into
How is learning
student collaboration and
documented and
accountable talk during
shared, furthering
three-part lessons. Student
learning for all.
engagement was discussed
as a group when determining
whether our student tasks were
meaningful to the students. Our
primary division is working on explicit teaching of social
skills and self-regulation through co-constructed success
criteria in the hopes of eliciting appropriate listening and
speaking behaviours that will translate to collaborative
work in math.
In order to address ‘all learners’ at Good Shepherd, a Family
Numeracy Night also engaged parents in the conversation
about mathematics.
During this presentation, we
“Throughout this year, by engaging
parents, students and staff, we are
starting to collaboratively build
and mobilize knowledge regarding
numeracy in our school community.”
discussed the changes in the teaching of mathematics,
our belief that all students can learn math and various ways
that parents can support mathematical learning at home.
They participated in break-out sessions (FDK, Primary, Jr./
Int.) where teachers explored particular strategies that
parents can use at home to support their child when doing
math homework. Parents also received a take-home kit
of manipulatives along with the Ministry publication Doing
Mathematics With Your Child. Overall the evening was a
great success and our parents are eager to continue the
conversation and learning.
We know that when parents are actively invited and supported to become partners in their son’s/daughter’s
education, students are more likely to experience school as a part of community, and become more engaged
in their learning (Ontario Ministry of Education)
14
PARENT ENGAGEMENT
PARENT ENGAGEMENT, LEARNING FOR ALL
The Dufferin-Peel Special Education
and
Advisory
Committee,
representing
Associations
How are parents
supporting parents/guardians
provided with
of children with special
opportunities to
education needs, is a
support their child’s
critical voice in continuing to
learning?
support active engagement
in Catholic education. They
bring authentic engagement in their
SEAC practice and in their passion for high expectations.
Through the dedicated support of Family of Schools
Supervisory Officers, Family of Schools and Special
Education and Support Services department staff, SEAC
members have been working to support four parent
engagement initiatives for the 2013-14 academic year:
• Parent Evening Session focusing on preparing their
child with Special Needs for the Sacraments
• Parent Evening Workshop Social Communication for
Students with Significant Disabilities
• Seven Parent Evening sessions focused on transitions
for students with Special Needs
• Parent Evening Session promoting Well Being and
Mental Health : A Journey to Well Being
SUPPORTING STUDENT NEEDS THROUGH STRENGTHENING
PARENT-TEACHER PARTNERSHIPS
At Cardinal Newman Catholic Elementary School, the staff
is actively involved in engaging students through effective
teaching practices and monitoring student academic
progress. To support our students with making gains
across all achievement categories in mathematics, Cardinal
Newman staff from across all divisions coordinated
and hosted a Family Numeracy Night. Over 60 families
gathered in the evening with the staff to learn some
helpful strategies to use while working with their children
at home on math concepts. In order to help families
attend, the school staff provided childcare and arranged
transportation for those who would not otherwise be able
to attend.
The evening provided parents and guardians with valuable
resources and practical ideas to use at home. Parents and
guardians participated in two numeracy sessions. Sessions
were prepared by groups of teachers and covered a range
of topics including Primary Math Games, Junior Math
Games, Full Day Kindergarten and Math, Intermediate
Problem Solving and Helpful Apps, EQAO for Grade Three
and Six and Supporting Students with Special Education
Needs. At each session, parents and guardians engaged
in hands-on activities. Through collaboration, teachers
were able to create exciting and concrete activities that
parents and guardians could take home and use to assist
their child in applying the math concepts learned at school.
To assist in carrying out the demonstrated activities at
home, staff prepared and provided loot bags that included
math manipulatives.
This evening was viewed by the
community as a great success.
Not only were effective
How is parent
and practical strategies in
engagement
math embraced, but more
promoted in your
importantly, there was a
school?
strengthening of the bond
amongst parents, guardians
and staff.
Students are more likely to be motivated, to earn higher grades, to have better behaviour and social skills,
and to continue their education to a higher level when their parents are actively engaged in supporting their
success at school (Ontario Ministry of Education)
15
RESPONDING THROUGH EFFECTIVE INSTRUCTION
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EFFECTIVE LITERACY INSTRUCTION INQUIRY
At Our Lady of Mount Carmel, there has been a gradual and
significant shift in the way we prepare our students for the
Ontario Secondary School Literacy Test. EQAO’s Detailed
School Report indicated there was a significant gap between
the achievement level of our applied and academic students.
An important additional impetus for our redirection in
strategy was our observations of students as they engaged
in practice exercises. “All the multiple choice options sound
the same to me,” and “I don’t know where to start,” are just a
few of the insights we gained when speaking to students as
they worked. Using old OSSLT
tests to do more practice was
not effective instruction for
How do we invite
all our students.
professional
conversations,
Based on this data we
promoting student
developed a collaborative
well-being and
inquiry to support applied
achievement?
level, and at-risk learners:
“If we collaboratively revise
our OSSLT literacy preparation
strategy to include differentiated
instructional strategies, consistent success criteria, and
opportunities for students to reflect and talk about their
learning, then we will see an increase in the proportion of
applied level and at risk students who successfully complete
the OSSLT.”
Our literacy team worked collaboratively with teachers in
every department to create the following strategies:
• Teaching students the difference between inferential
and direct questions by scaffolding with simplified texts.
• Using the acronym C.L.U.E (cross out wrong answers,
locate paragraph, understanding word meaning,
eliminate distractors) to guide students as they consider
the multiple choice options.
• Providing graphic organizers to prompt students as they
write their news report and opinion piece.
• Small group activities where students work
collaboratively to put puzzle pieces together to construct
a properly written news report.
• Guiding students as they analyze and discuss EQAO
exemplars using success criteria.
Many OLMC students expressed that the preparation
increased their confidence on test day. As one student said,
“The C.L.U.E. strategy really helped me on the multiple
choice questions – especially the inferential ones.” Another
student commented that knowing how to organize his
writing helped him, “I pictured the triangle, circle, square
and I knew what I needed to write in the news report.”
Regardless of our OSSLT results, our literacy collaborative
inquiry has generated productive conversations about the
importance of using data( including our students’ voices),
and continually developing our understanding of our learners
to creatively adapt instructional strategies to support them.
“We believe that we
are called to design
and implement effective
instruction that is Christcentred, purposeful,
engaging, inclusive,
responsive, and which
reflects success for all.”
Catholic Board Learning Plan, 2013-2016
A Responsible Citizen: A responsible citizen is someone who: acts morally, legally and takes responsibility for
their own actions; supports and promotes diversity, equality, justice, peace and compassion in daily living;
makes positive contributions to their community through the exercise of rights and responsibilities (OCSGE)
16
RESPONDING THROUGH EFFECTIVE INSTRUCTION
BUILDING TEACHER CAPACITY THROUGH COLLABORATIVE
PROFESSIONAL LEARNING
Unpacking the Leveled Literacy Intervention approach
(LLI) was like Christmas morning at Our Lady of
Providence - a great surprise from a secret Santa. But
with great surprises come more great questions so the
primary lead teachers decided that a wonderful and
rich resource such as LLI needed to be shared with as
many staff as possible. To further support the use of
Balanced Literacy in our classrooms and to address the
needs of all students, the LLI approach provides a smallgroup intervention program for children who find reading
and writing a challenge. After
some months of piloting the
What do Catholic
program in 2 classrooms and
conditions for
organizing the materials into
learning look in your
bins and boxes, the primary
classroom and
teachers as well as special
in your school?
education resource teachers
were inserviced on the
program. Lead by our admin
team, SAT and primary lead teachers,
the program was “unpacked” at a half-day workshop.
Staff were engaged in learning conversations that were
reflective of current and best practice. Being engaged
in co-learning opportunities and co-constructing our
knowledge of literacy has propelled the primary division
into implementing the LLI system directly into our
classrooms, with incredible results. Students who have
been part of the LLI system have not only improved their
reading and developed strong reading strategies, but
have gained a new sense of confidence in their learning.
COLLABORATIVE WORK, FLEXIBLE GROUPINGS
The staff at St. Dunstan have
been working this year on
How has your
different aspects of their
school’s theory of
action moved learning theory of action: “If we design
forward for staff and and implement effective
instruction, making use of
students?
collaborative work, in flexible
groupings, then all learners will
experience success”. With a goal on
creating a continuous and seamless transition from grade
to grade and division to division, the focus of developing
effective instruction took the three part teaching
framework from grade 1 to 8. With primary and junior
teachers having received SAT and networking support
the past few years for the three part Math lesson, the
Intermediate teachers expanded on their understanding
of the concept by being involved with networks and
co-planning sessions throughout the year. The tools
and strategies first covered in three part Math are now
evident in all grades, and beginning to be expanded into
a general three part framework that could be applied to
other curriculum areas.
Continuing to work collaboratively, the staff discussed
and worked with grade partners on the idea of flexible
groupings. Moving beyond the traditional structure based
on academic ability and results, staff offered other criteria
to consider in developing their class profiles. Some of these
include the students’: levels of engagement, leadership
qualities, ELL levels, social well-being, emotional wellbeing (anxieties, etc.), as well as academic and physical
needs. By considering all these, setting success goals for
all learners to experience success becomes a dynamic
process initiating discussion into potential questions of
inquiry for future theories of action.
Open questions that are related to the big ideas embedded in the curriculum expectations and learning goals will
excite student curiosity, provoke critical thinking, elicit reflection and help students construct
their own meaning for the mathematics they are studying. Secretariat. (2008). Asking Effective Questions,
Capacity Building Series, #21
17
RESPONDING THROUGH EFFECTIVE INSTRUCTION
CONSOLIDATING STUDENT LEARNING
St. Bernadette School, our theory of action: “If we provide
a variety of consolidation opportunities, our students
will become better problem solvers”. Our theory is
posted in a prominent place in the staffroom over the
mailboxes. This allows for professional discussions to
take place where we gather. Some of the discussions
have centered around: content knowledge, how to talk
about it with students, strong learning goals, the right
questions to ask and managing time.
How do we support
opportunities
for students to
consolidate their
learning?
Over the year staff have grown
in their understanding of
consolidation. Together we
watched videos, discussed
practices and unpacked the
curriculum. We have used
intervention meetings to
discuss our diverse learners
and have attempted new strategies as a result of focusing
on student learning needs. Teacher insights, successes
and helpful strategies include.
• posting learning goals helps to manage time and
keep students on track
• hands on learning and use of manipulatives works
well for many students
• students are using self-discovery to go deeper with
learning
• student self-confidence is integral to new learning
• opportunities to consolidate learning is less
threatening and helpful to solving problems
• consolidation supports making connections to other
units in math
• assessments completed in class support the learning
process, and guides teaching for future lessons
EXPLORING NATURAL CURIOSITY
The educator teams at St. Dominic
are discovering ways for students
to explore their natural curiosity.
Exploring the students’ wonderings
and observing what they are saying,
doing, and representing, allows us
to develop inquiries that highlight the
students’ interests as well as draw out
aspects of the curriculum. Through
observation and documentation,
we are able to tap into our learners’
interests and make their learning
more meaningful to them.
stories from the Bible, as well as explore
rainbows, the water cycle, and other
natural occurrences in the world that
God created. Throughout the school year,
another class has focused on the big
idea of creatures and their habitats. Their
most recent exploration was ocean life;
the students discovered relationships
between living things, and learned about
God’s creatures and how they adapt to
different living environments. Yet another
class had a special interest in the zoo.
Students learned how to run their own
How is curiosity
business as they created jobs, opened up a
promoted across
Each classroom team is dedicated to corestaurant, explored different animal habitats,
your
school?
creating student-driven inquiries based
and distributed and collected money. Student
on the students’ thinking and learning.
curiosity has a way of promoting engagement
For example, one classroom is developing
while also ensuring enriching experiences in
an inquiry around the students’ wonders
learnng connected to the curriculum.
about God. The students’ questions allow us to ponder
When children first come to school, they bring inquisitiveness, energy, a wide range of social, intellectual
and emotional experiences and an abundance of mathematical knowledge gleaned from their everyday
experiences. Secretariat. Maximizing Student Mathematical Learning in the Early Years, Capacity Building
Series, #22
18
RESPONDING THROUGH EFFECTIVE INSTRUCTION
UNDERSTANDING PROBLEMS: ACCOUNTABLE TALK AND PROBLEM SOLVING
At St. Elizabeth Seton, the School Learning Team (SL) has
been exploring the idea of increasing students’ ability to
understand problems before they even attempt to solve
them! The team created support materials (in both official
languages!) for teachers to use in
promoting
“Accountable
Talk” in classrooms and
in the schoolyard, and
How can we increase
to develop a common,
students’ ability to
school-wide language
understand problems,
with regard to problem
prior to solving
solving. The school
problems?
community has been
regularly informed about
the school’s progress with
this initiative through updates in
school newsletters and discussions at monthly Catholic
School Council meetings.
Students from Kindergarten to Grade 8 gave feedback to
the SL Team through an online survey, indicating exactly
how they felt Accountable Talk helped them understand
problems – both academic (in the classroom) and social
(outside, on the playground). Teachers also responded to
the online survey, indicating how they felt their students
were most effectively employing “Accountable Talk” in
order to understand problems.
The SL team examined anecdotal teacher observations,
student work samples and data (e.g. EQAO, CASI,
Provincial Report Cards, PM Benchmarks), the online
responses provided by both students and teachers and
a mid-point teacher reflection. These have all helped to
frame educator conversations, celebrate successes,
refine the school’s “guided inquiry” statement and direct
next steps in the inquiry process!
Faith is Love. Love is Service.
The Fruit of Service is Peace.
~ Blessed Mother Teresa
We believe that we are called to support all throughout our journey of life-long learning through growth,
transformation, and witness; revealing “the hope that is within us” (1 Peter 3:15). Catholic Board Learning Plan, 2013-2016
19
Leading, Loving and Learning Anthology, Volume 1, Number 2
An electronic copy of the Anthology can be accessed in the
Publication section of the dp24 portal.
Dufferin-Peel
Catholic District
School Board
Programs and services in Dufferin-Peel Catholic District School Board are each
rooted in our Catholic worldview and inspired to support
“Each one called by name”
(Isaiah 43:1)