LOVING, LEARNING AND LEADING
Exploring Paths of Joy
“I am among you as one who serves”
(Luke: 22-27)
Volume 2 Number 1
Catholic Education: Exploring Paths of Joy
Catholic Board Learning Plan, Year 2
“Were not our hearts burning within us while He was talking to us on the road?” - Luke 24:3
Welcome to Loving, Learning and Leading Anthology, Volume 2, Number 1.
In this Volume we celebrate a ‘snapshot’ of on-going work with the Catholic Board Learning Plan, Year 2, in support of all learners,
including learners with differing abilities. The theme for Catholic Education week, embraced throughout this school year, ‘exploring
paths of joy’, grounds our work in Christ. The narratives and learning shared within the Loving, Learning and Leading Anthology,
highlight and inform our work together, walking and exploring with students, helping them find meaningful voice and engagement
as they learn and grow in the image of Christ, journeying from the early years, to vocation toward the realization of the Ontario
Catholic School Graduate Expectations.
Ever mindful of the Ministry’s renewed goals for education: achieving excellence, ensuring equity, promoting well-being and
enhancing public confidence, and informed by Dufferin Peel Catholic District School Board’s Strategic System Plan and System
Direction, the Catholic Board Learning Plan is rooted in shared beliefs and share priorities, both of which are realized through
individual Catholic School Learning Plans, in support of all learners.
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. CBLP, 2013-2016
Through the leadership of system staff, administrators and teachers, on-going collaborative inquiries by school improvement
teams provide continual opportunities to explore critical learning for staff and students, supporting well-being and achievement in
all areas of the curriculum, within a 21st century learning context.
Thank you to the schools and staff who contributed to this edition of the Loving, Learning and Leading Anthology. To all DufferinPeel staff, thank you for your on-going work with students. We continue to invite input on our work together with the Catholic
Board Learning Plan and encourage you to share your successes, in support of all learners, ‘each one called by name’ (Isaiah 43:1).
Sincerely,
S. McWatters
Associate Director, Instructional Services
“Joy is a gift from God. It fills us from within. It is like an anointing of the Spirit. And this joy is the certainty
that Jesus is with us and with the Father.” Pope Francis
Sheila McWatters,Associate Director, Instructional Services
1
CATHOLIC CONDITIONS FOR LEARNING
INSIDE THIS EDITION
Catholic Conditions for Learning
2
Collaborative Inquiry7
Enhancing Transitional Practices12
Knowing the Learner Through Assessment
13
Responding Through Effective Instruction
14
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS: A FAITH FULFILLED PATH OF JOY
“The expectations guiding the journey of learning for all students in Catholic schools …. are described not only in terms of
knowledge and skills, but necessarily in terms of values, attitudes and actions informed by reason and faith.”
A VISION FOR OUR CATHOLIC SCHOOL COMMUNITIES, OCSGE, ICE, SECOND EDITION, 2011
As one reads the narratives
and stories shared within
the Loving, Learning and
Leading Anthology, we
can truly celebrate and
witness with “joy” lived
examples of the Ontario
Catholic School Graduate
Expectations (OCSGE) and
through the work with the Catholic
Board Learning Plan, how learning
is uplifted for all within our Catholic schools. Whether it
be collaborative inquiries into Social Studies, learning
in kindergarten, Mathematics across schools, problem
solving, creating responsive Catholic conditions for learning,
inquires that seek to know the learner more deeply and/or
student voice through digital technology, a common theme
emerges: learning is rooted in the Ontario Catholic School
Graduate Expectations, highlighting knowledge, skills, and
attitudes informed by faith, required learning for the 21st
Century.
How do
we continue to ensure
the Ontario Catholic
School Graduate
Expectations are central
to meaningful learning
opportunities supporting
the dignity of all?
The Ontario Catholic School Graduate Expectations have
continued to grow in significance, grounding Catholic
Education, both across Ontario and within the Dufferin-Peel
Catholic District School Board, providing an emergent vision
of citizenry, modeling for graduates, through prayer, a faith
fulfilling opportunity to contribute to and interact with their
communities, both local and global.
Ontario Catholic School Graduate Expectations
Guiding students to become a(n):
• Discerning believer
• Effective communicator
• Reflective, creative, holistic thinker
• Self-directed, responsible, lifelong learner
• Collaborative contributor
• Caring family member
• Responsible citizen
Evident in the stories within this Anthology, and witnessed
across schools in Dufferin-Peel, is that Catholic Schools offer
critical space for which students come to know Jesus more
deeply, providing opportunities to learn, pray, and discern.
With the bourgeoning of technology and the global nature of
the world in which we live, the OCSGE are proving visionary
in their responsiveness to contributing to the creation of
a gentler world that cares for others and the environment
around them. Guided by home, school, church and broader
community supports, across Dufferin-Peel, students are
given opportunities to collaborate, reflect, discern and pray,
while also engaging and responding in faith, to the world
around them.
“Each individual Christian and every community is missionary to the extent that they bring to others and live
the Gospel, and testify to God’s love for all …” Pope Francis
2
CATHOLIC CONDITIONS FOR LEARNING
YOUTH FAITH AMBASSADORS: STUDENT CATHOLIC VOICE A BEACON
“As I sat there watching the children completely engaged and beaming ear to ear I couldn’t help but feel so glad that this is my
children’s school. It’s a beautiful example of all that Catholic education can and should be.” Parent at St. Sebastian School
At St. Sebastian C.E.S., Youth Faith Ambassadors are avidly informational artwork which then adorns the hallways of the
engaged in Catholic ministry. In keeping with the liturgical school, and support materials for use on Smart Boards, Youth
calendar, the Ontario Catholic School Graduate Expectations, Faith Ambassadors actively seek to lead others to Christ,
and significant Church teachings, presenters,
through all means possible. In doing so, they enable their
liturgists, announcers, artists, and techies,
peers from FDK through to grade eight to learn
lead their peers to greater knowledge,
more about Catholicism. Student Catholic
How can
understanding, and appreciation of
voice beams and the Ontario Catholic
schools continue to provide
Christian history, and the teachings
School Graduate Expectations live. From
engagement opportunities
for students to lead, learn
of their shared faith. Students from
Eco-Saints to sacraments, from Jesus’
and daily live out the
grades five through eight, welcome
saving story to God’s call to social justice,
Ontario Catholic School
this meaningful opportunity to develop
from the value of prayer to the Mysteries
Graduate Expectations?
and demonstrate Christian initiative as
of the Rosary, Youth Faith Ambassadors
they plan, prepare for, and implement
actively engage in new learning themselves
faith-filled experiences, in collaboration with
before engaging their peers in learning about their
one another and their teacher-facilitators. In doing so,
faith as well. With divisionally appropriate materials and the
skills in creative thinking, problem solving, reflection, and provision of accompanying support materials for teachers
leadership, are nurtured and developed.
where needed, all at St. Sebastian C.E.S., benefit from this
valued initiative, all year long.
Through frequent classroom presentations, liturgical
services, school-wide announcements, the creation of
“The Christian vision regarding the dignity of persons and their life journeys as having value and
meaning is promoted only through community.”
A Vision for our Catholic School Communities, OCSGE, ICE, Second Edition, 2011
3
CATHOLIC CONDITIONS FOR LEARNING
IF WE BUILD IT, THEY WILL COME: OCSGE
Our theory of action has been: if we build a community of
inclusivity and care, then students will become collaborative
contributors to society, caring family members at school
and home and responsible citizens who exemplify empathy,
acceptance and dignity for all.
This school year, St. Veronica’s Safe Schools Team developed
the “Coloured House” project. The concept of Coloured
Houses involves the creation of school teams consisting of
students from all grades and a teacher mentor. We have
20 teams, each with their own colour. Once a month, for
a full day or a half day, we designate a House Day whereby
the colour houses meet in their respective rooms and
engage in a monthly theme. In September we centered
on building community around the Ontario Catholic School
Graduate Expectations. In October, we focused on the
Virtue of the Month – Empathy. In November we gathered
together to celebrate National Bullying Awareness Week.
As a board, we firmly believe that schools must create
safe, caring, inclusive and healthy
school communities that are
How will
rooted in our Catholic faith.
sustainability and the
Deeply connected to the
effectiveness of programs
Catholic Board Learning
be monitored, ensuring our
Plan’s, shared priorities
Catholic Faith continues
and beliefs, our Coloured
to permeate in all we
House
Project
has
do as a Catholic School
Community?
helped cultivate a culture
of respect, love, and support,
while enhancing opportunities for
student engagement, voice and well-being. Students are
learning to become collaborative contributors, caring family
members and responsible citizens, journeying with the
Ontario Catholic School Graduate Expectations.
BRINGING OUR SAINTS TO LIFE
This year, in an on-going effort to support
Students participate at regular intervals throughout
Catholic Conditions for student learning
the school year, informed by the life of a Saint,
and engagement, the staff and students
in these fun, team building, cross-curricular
How can the lives
of St. John the Baptist are bringing
activities designed to build relationships
of our Saints
the “Saints” to life through activities
among students and continuing to build a safe,
continue to enrich
that focus on well-being, fellowship,
caring, faith-filled community, in communion
our Catholic school
collaboration and inquiry. Each student
with our saints, optimizing Catholic conditions
communities?
in the school is assigned to a “Saint”
for learning.
group made up of cross grade teams.
“The vison of the human journey is best understood within the context of relationship.”
A Vision for our Catholic School Communities, OCSGE, ICE, Second Edition, 2011
4
CATHOLIC CONDITIONS FOR LEARNING
EMPOWERMENT THROUGH WELLNESS
the girls to see themselves reflected in the activities, as
well as provide a place for their voices to be heard and for
them to be supported by their peers. Some of the feedback
received from students afterwards included:
Creating Catholic conditions for well-being and engagement
must be at the forefront and at the core of every opportunity
for learning and leading in an environment rooted in faith
that is safe, caring, equitable and inclusive.
In the Fall over 80 girls from
Grades 5-8 participated in
How can we
St. Joachim’s first ever
continue to help
“Girls’ Night In”. This was
an invitation to girls in
students value
grades 5-8, to explore,
themselves and
in a risk free setting, the
their dreams?
beginning of fulfilling their
journey into self-discovery.
Through small, large and individual
experiences planned, girls worked on discovering what they
may need to do to set goals to achieve personal wellness
as well as success. The ‘safe’ environment encompassed
and empowered them through prayer, creative experiences,
reflection and caring companionship. This evening allowed
•
“I learned loving yourself is hard until you learn how to
do it! After that it will become second nature.”
•
“We are ALL winners from the second we were
created.”
•
“I learned that everyone has a story. Everyone deserves
to have a friend. It’s never too late to forgive and forget.”
•
“Be whoever you want to be and live your dream.”
•
“Love yourself and your body.”
•
“I learned to be a world changer and to never give up
and never stop believing!”
•
“We are all loved by God!”
•
“I learned that if you say or write something good about
yourself every day you will believe and achieve.”
Finding on-going strategies to help students believe in
themselves and see themselves as valued members of a
Catholic community, has deep connects to well-being and
creating supportive conditions for daily learning and life-long
learning.
“ We believe that we are called
to live and work in relationships
within communities modelled
after Christ.”
Shared Beliefs, CBLP 2013-2016
“We believe that we are called to create a Catholic learning and working environment that is safe, inclusive,
and welcoming.” Shared Belief, CBLP, 2013-16
5
CATHOLIC CONDITIONS FOR LEARNING
EXPANDING LEARNING CONDITIONS FOR MATHEMATICS AND WELL-BEING
In creating supportive conditions for
Mathematics, we have established a
set of common Math foci as a school
(e.g. Eight Commandments of Math) as
well as developing individual, grade level
collaborative inquiry questions for staff to
engage in and monitor. St. John the Baptist
staff foci were informed by reflecting upon
EQAO school data, and success stories
across the province. One of the things
we recognized was that our school had
very few academic clubs as opportunities
for students to receive additional support.
We also found that we needed to work at
building a strong home-school connection
that supports math, similar to what is done
in language (for instance, Snuggle Up and
Read Program).
Based on these observations, Tutoring
clubs have been formed and each grade
has developed a take-home activity folder
containing math activities, brainteasers
and games that are to be completed
by the student with their parents. In
addition, teachers have included a log
sheet along with a section for parent
and student feedback to encourage math
conversations at home. We continue to
monitor the successes of these initiatives
as the year progresses.
MATHEMATICS: NEW LEARNING
At St. Edith Stein School our
school foci is to encourage
How can we
students to believe their abilities
continue to inspire in the area of mathematics
curiosity?
can be developed through
dedication and hard work. As
a school, we are in the process of
transitioning how the math curriculum
is being delivered and focusing on how this belief plays a
crucial role in learning.
Each classroom teacher and students have engaged in the
co-construction of Success Criteria for The Successful Math
Learner. By posting and referencing this success criteria,
students come to understand what is involved in being a
math learner. The following are examples of criteria that
have been posted in the classrooms.
The Successful Math Learner:
•
•
•
•
Isn’t afraid to ask questions
Celebrates and learns from mistakes
Is able to explain the thought process in math
investigations
Use various tools to assist them
•
•
•
•
•
•
•
Works collaboratively by listening and respecting the
ideas of others
Actively participates in large and small group tasks
Perseveres when faced with a challenging problem
Reflects and looks back
Helps others learn
Uses a problem solving model (UMCL)
Tries their best
The importance of frequent assessments and productive
questioning have also been at the forefront of the transition
witnessed in our math classrooms. We have become aware
that asking questions is linked to high achievement in math.
We also noticed that as our students grew older, they asked
fewer and fewer questions. Our teachers are celebrating
student asking questions by posting them around the room
and by co-constructing student questioning prompts at all
work stations. Teachers are also encouraging students to
ask their own questions in math. We are eager to observe
an improvement in mathematics achievement, as well
as a greater confidence and comfort level in the area of
mathematics amongst our students.
“If parents [and teachers] want to give their children a gift, the best thing they can do is to teach their
children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning. Carol S. Dweck
6
COLLABORATIVE INQUIRY
wBACK
COLLABORATIVE INQUIRY IN SOCIAL STUDIES
The new Social Studies document has come into
full implementation for this school year. Teachers at
St. Jean-Marie Vianney are embracing inquiry based
learning in their classrooms. Beginning with co-planning
opportunities with our Special Assignment Teacher (SAT),
grade partners explored the new document and mapped
out a plan of action with the development of essential
questions.
Teachers have embraced opportunities
to explore inquiry learning and to teach responsively.
They have had numerous “wonderings”, and taken
every professional development opportunity provided
to improve their practice. Active ‘wonder walls’ can
be found in classes throughout the school. The inquiry
process has been taught, analyzed and success criteria
developed. Teachers are involved in full inquiries based
upon the wide spectrum of inquiry teaching methods.
For example the grade 6/7 class is fully immersed in the
formulating rich questions, utilizing larger than life sized
Q-Charts. The grade 1/2 teacher has partnered with
the teacher-librarian to lead an inquiry into the roles and
responsibilities of community helpers. The grade one
class is exploring inquiry through “Wonder Wednesdays”.
The grade 8 class uses knowledge building circles
and interviews as assessment practices. The grade
5 class recently completed inquiries on the human
body systems. And of course, FDK classes continue
to discover how their inquiries connect
to being
reflective and creative thinkers.
As we progress through the
How can student
year we are excited at the
and staff ‘wonderings’
opportunity to continue
push the horizons of
creating conditions for
learning, discovery
learning where both our
and innovation?
students and teachers are
actively engaged learners.
COLLABORATIVE LEARNING THROUGH COLLABORATIVE INQUIRY: E-COMMUNITY
Teachers in Mississauga South and Brampton-West schools
(St. Dunstan, St. Catherine of Siena, St. Angela Merici,
St. Francis Xavier, St. Bonaventure, St. Mary, Guardian
Angels, St. Jean-Marie Vianney, St. Josephine Bakhita, St.
Ursula, St. Rita, and Father C.W. Sullivan) and their Special
Assignment Teachers are working together on a collaborative
inquiry project, contributing to an online Professional
Learning E-Community (PLeC), using the Desire 2 Learn
platform. Their PLeC is exploring the
potential of visual approaches
How can
in math teaching to stimulate
we continue to build
conversations and learning
our professional
around key concepts in Grades
practice through
1 to 8. The team is working
Professional Learning
toward seeing increases in
E-Communities
student engagement and in
(PLeC)?
students’ ability to see math in
the world around them. Teachers
are using various visuals with students to stimulate
conceptual and high-level mathematical thinking and
discussion. Grade 4 students at St. Dunstan, for example,
were inspired by the picture book Math Curse to see math
in everyday contexts. In the story, Mrs. Fibonacci says:
“You know, you can think of almost everything as a math
problem.” With cameras in toe and having been given the
“math curse” themselves, the students went on a school
and community walk capturing images of where they saw
math. Photos in hand during their next math class, students
wrote math problems to match the photos. The student
engagement throughout this task was exciting to witness.
The PLeC is providing a venue for teachers to enter into
discussion, to share resources, to comment on videos and
articles, and to share the great work they and their students
are doing to explore the math around us. The entire team is
excited about the potential of this project and look forward
to continuing to learn and explore together.
“We don’t inquire to eliminate alternatives but to find more functional understandings – to create diversity,
broaden our thinking and ask more complex questions.” (Burke & Short, 1991)
7
COLLABORATIVE INQUIRY
MATH PROCESSES KEY TO MATH INSTRUCTION
Staff at Father C.W. Sullivan
School, like many schools
How do our
across
Dufferin-Peel,
collaborative inquiries
continue to focus directly on
in mathematics enable
numeracy instruction as an
students greater access
integral part of our Catholic
to the Mathematics’
School Learning Plan. In
curriculum?
recent months staff have had
the opportunity to work in small
inquiry teams and across divisions to
explore ways to enhance pedagogy in mathematics instruction.
Through our collaborative learning, the importance of focusing
on the processes in math has emerged as key to moving our
learners forward. As a staff we have had the opportunity to go
deeper with our understanding of numeracy instruction and also
to create action plans within inquiry teams to bring the seven
Mathematical processes alive in our classrooms. Through
a number of activities, staff have renewed their instructional
purpose in numeracy and developed a clearer vision as to
how math instruction will move forward in their classrooms.
The emphasis on numeracy, coupled with a desire to improve
student well-being in mathematics, will continue to drive our
professional development throughout the school year. As the
year progresses, opportunities will be provided for staff to share
their learning journey and further collaborate with the support
of the SAT through co-planning opportunities and professional
development.
MATHEMATICS EXTENDED TO PARENTS/GUARDIANS
“It is very evident for all students, staff and the parent
community as to what the school focus is at Father Francis
McSpiritt School. The school hallways and display cases
exhibit evidence of our school inquiry where the focus is on
“problem solving”. School wide “Gallery Walks” occur on a
regular basis in order to view student work.
A parent workshop held at Father Francis McSpiritt School
was a tremendous success with a wonderful presenter,
Trevor Brown, who provided everyone with practical ideas,
hands-on activities, and many laughs, inspiring curiosity
and making mathematics fun. Almost
50 parents and students remained
engaged and didn’t want the
How can we
session to end. Everyone
continue to engage
was able to take packages
parents?
with them at the end of the
night, extending Math learning
at home, including geometric
shapes, Geo Boards with elastic bands,
dice, counters, and handouts with math games and online
resources that the students and parents can practice
together. A take away for the evening: Mathematics can
spark curiosity and can be fun!
Actions are informed by reflection. Reflection is a critical part of analysis in applied research. Actions taken
as a result of ongoing inquiry inform understanding of the kinds of conditions that support further student
learning. Capacity Building Series, Secretariat, Special Edition # 16.
8
COLLABORATIVE INQUIRY
PRINCIPALS AS CO-LEARNERS
Collaboration and co-learning opportunities are essential in
moving student achievement and innovation forward. Lester
B. Pearson hosted the initial 2014/15 cluster of school’s
meeting, known as a pod meeting, for a group of Brampton
North East Administrators from St. Andre Bessette, St. John
Fisher and St. Patrick. Invitees included the Superintendent,
the Student Achievement Officer along with administrative
teams within the pod. The Principal Professional Learning
Team engaged in professional discussions pertaining to
student achievement, Dufferin Peel Catholic District School
Board Math Strategic Plan and school goals.
Each administrative team had an opportunity to share their
inquiry and engage in rich dialogue with regards to developing
and setting conditions for learning in mathematics at their
school. As co-learners in a non-threatening atmosphere,
administrators were able to discuss problems of practice,
share insight into what is working well to support student
achievement and learn from the expertise within the learning
team.
enthusiastic junior students from
Lester B. Pearson School,
How do we
presented their experience
ensure collaborative
of
knowledge
building
structures, among
circles and accountable
professionals, to
talk and how these teaching
support student
strategies assisted in their
learning?
understanding and learning of
mathematics.
The pod structure is referred to as both efficient and effective,
allowing participants to learn within and from one another in
a small and safe setting which celebrates sharing, risk taking
and authentic learning (Principal Connections, 2014, Volume
17). As a result of this experience, administrators were able
to share their problem of practice, support one another
and suggest opportunities for student and teacher growth
in their schools. Through on-going actions of collaboration,
administrators continue to showcase through their actions
an openness to new learning.
To gain a deeper understanding of student voice, a group of
STUDENT IDENTITY: A TEAM APPROACH
The teachers at St. John of the
Cross school have focused
How do we
their collective commitment for
continue to use
the 2014/2015 school year on
evidence to support the following Theory of Action:
well-being and
“If we focus teacher attention
achievement?
(teaching practices) and student
learning, deconstructing questions
and providing detailed responses,
then our students will become more effective problem
solvers and communicators.” Evidence of student learning
and assessment data such as PM Benchmarks, CASI and
ONAP will be utilized to create student and class profiles
highlighting student strengths and needs.
These individual profiles are utilized to discuss student
progress and appropriate interventions during monitoring
of student learning throughout the year. During monitoring
periods, a team, consisting of the SAO, the SAT,
Administration and members of the School Improvement
Team, collaborate with classroom teachers to formulate
effective strategies aimed at promoting student well-being,
identity and achievement. Strategies explored may include:
refinement of the use of learning goals within daily lessons,
co-constructed success criteria, flexible groupings, reallife connections to mathematics, three part math lessons,
modelling and meaningful/descriptive feedback.
In addition, intentionality around student well-being helps
to focus discussions on learning skills, identity and student
achievement. Applicable strategies in this area may include:
the continued implementation of the Steps to Respect
program, social skills development through a CYW led lunch
activity program and a learning skills reflections that allows
the students, teachers and parents to reflect on successes
and next steps.
People are motivated by good ideas tied to action; they are energized even more by pursuing action with others; they are spurred
on still further by learning from their mistakes; and they are ultimately propelled by actions that make an impact—what we call
‘moral imperative realized’. M. Fullan
9
COLLABORATIVE INQUIRY
INQUIRY BASED LEARNING LIVES
Collaborating to Support Cognitive Outcomes and Active Learning
Inquiry-based learning is alive in the Library Learning
Commons at Father Michael Goetz Secondary School.
Today, the students in Ms. Romaniuk’s Grade 10 Religion
class were asked, “What qualities are necessary to be
considered a person of good character”? This minds-on
activity, also known as ‘frontloading’, created interest,
established purpose, and activated background knowledge
(J. Wilhelm, P. Wilhelm, Boas 2009). The students
responded through rich discussion and collaborative
completion of a mind map.
The next task was to research
a real person of good
character such as Nelson
How can we
Mandela, Craig Kielburger,
continue to support
Martin Luther King, and
and involve students
to explore how they fulfill
in taking ownership
the criteria of a morally
over inquiry-based
exceptional
person.
learning?
Learners were engaged in a
process that promoted text-totext connections and real-world
applications, an important purpose of inquiry, according to
Wilhelm, Wilhelm and Boas (Inquiring Minds Learn to Read
and Write, 2009). In small groups, while using technology,
students were able to leverage each other’s thinking,
deepen understanding, and problem solve.
In addition to promoting critical thinking, the inquiry tasks
supported active learning. Group members were provided
with assistance at the point of need, which stimulated their
close involvement of the task, another valuable benefit of
inquiry-based learning. The inquiry also allowed students
to work in random groupings where they took ownership
of their assignment and contributed unique strengths and
expertise, key elements of differentiated instruction. While
at task, students exuded an obvious sense of confidence
and self-efficacy, a proven result of learning in a small-group
context (Harvey & Daniels, 2009). Consolidation of the
inquiry took place in the classroom where students shared
discoveries through a simulated awards ceremony.
DESCRIPTIVE FEEDBACK AND STUDENT ENGAGEMENT
This year, Loyola’s theory of action is based on the following
proactive notion to improving student achievement: If
the teacher provides students with precise information
about what they are doing well (strengths), what needs
improvement and what specific steps they can take to
improve, then student engagement and achievement will
increase. Our committee’s goal is to inspire and support
teachers with the implementation of effective and ongoing assessment strategies through the use of a variety
of descriptive feedback methodologies and tools. Our team
meets monthly to support in-servicing for staff. Members
of the Committee are implementing a variety of descriptive
feedback strategies and tools,
sharing the results and building
the capacity with their
To what extent has
colleagues. Staff response
descriptive feedback
improved confidence
has been positive. These
in students’ ability
focused
opportunities
to
meet curriculum
for collaboration fosters
expectations?
creative and innovative
thinking, rooted in faith,
enhancing the teaching and
learning process.
Twenty-first century learning environments are envisioned as places where the learner is engaged in selfdirected and co-operative learning activities, and the physical environment is planned so that it can be
routinely re-organised to mediate learning (Partnership for 21st Century Skills, 2002).
10
COLLABORATIVE INQUIRY
DELVING INTO INQUIRY: RESPONSIVE LEARNING ENVIRONMENTS
Teachers at St. Simon Stock
School continue to unpack
What can we
the Social Studies, History
continue to do in
and Geography Ontario
our classrooms and
Curriculum document. The
schools to create
resource “Inquiry Circles
responsive learning
in Action” is one of the
environments to
support all students?
resources being used in
creating conditions needed for
active and small group learning.
Teachers continue to transform their
classrooms into responsive learning environments where
students have choice and work collaboratively. Staff continue to
refine engagement learning opportunities for students to build
skills necessary to encourage comprehension, collaboration and
research. Teachers in cross divisional groupings are unpacking
the language expectations and integrating them into the inquiry
cycle. These expectations are then subsequently transformed
into success criteria statements that are used with students
to co-create learning goals, anchor charts and success criteria.
At St. Simon Stock School teachers are also involved in a number
of professional development opportunities offered through the
Program Department. Primary Teachers are participating in
the “Approaches to Inquiry K-2” sessions, Junior Teachers have
been “Looking at Inquiry through a Social Studies History and
Geography Lens” and Intermediate Teachers are involved in
“Science Literacy Networks”. Moving forward, as this learning
is shared and we continue to delve into inquiry, we will be
looking at a variety of assessment tools to support assessment
for, as and of learning, while also using ministry monographs
to better understand how to document and support student
learning.
STUDENT WELL-BEING IN MATHEMATICS
At the heart of all we do, as educators, is
As an entry point for our inquiry, working
the very important mission of improving
with our Special Assignment Teacher, staff
academic achievement, rooted in faith,
members met by their grade levels to
for ALL students. Within this mission,
collaboratively map out the Mathematics
we also acknowledge that in order to do
curriculum for the year.
so, we must address the well-being of
As a next step, student surveys were
our students. As such, for the learning
developed regarding students’ attitudes
to occur, creating the conditions for the
towards mathematics.
Classroom
learning is necessary. Based on recent
teachers had the opportunity to voice their
EQAO results, mathematics is a focus at
own grade level observations and to have
St. Pio of Pietrelcina School. Furthermore,
input into the types of questions to be included in
a meeting with the Catholic School Learning Team
How do we
the surveys. Results from the survey provided
highlighted test anxiety as an area of concern for
continue to monitor
staff support in being responsive to refining
students. Marrying the two needs (achievement
and
be
responsive
Math well-being strategies.
and well-being), the focus for our school-wide
to student attitudes
inquiry was developed: “If we create the
in Mathematics,
Additional “math well-being” initiatives include
appropriate conditions for all students to
optimizing conditions
an “Avengers Math Club”, incorporating drama
learn mathematics, then students’ math
for
learning?
and
mathematics, classroom implementation
well-being will improve and subsequently, so
of math games and technology and math as an
will their academic achievement.
explicit cross-curricular component.
…collective responsibility [for learning] is not just a commitment; it is the exercise of capabilities on a
deep and wide scale. It encompasses positive competition: challenging the limits of what is humanly and
professionally possible. M. Fullan
11
ENHANCING TRANSITIONAL PRACTICES
wBACK
HIGH SCHOOL ROAD
focus by St. Joseph’s CCCCAT survey.
To build on the success of this partnership, November
5th, 2014 launched the inaugural High School Road Trip
Event. To encourage a wider participation in lessons and
activities designed to promote an authentic transition
experience, 261 grade 8 students and their teachers from
our 7 feeder schools participated in ‘A Day in the Life of a
Jaguar.’ Each group of students accompanied by our Link
Crew ambassadors, followed a specially designed high
school timetable showcasing the grade 9 curriculum. These
students were able to experience firsthand the demands,
excitement and expectations of the academic and applied
levels. The future class of 2015 also gathered as a group to
watch a Drama/Music presentation, basketball tournament
and enjoy lunch in the cafeteria with the entire St. Joe’s
community.
St. Joseph Secondary School has implemented a variety of
initiatives to support student transitions from the Elementary
to the Secondary panel. In the Spring a partnership was
developed between St. Joseph S. S. and the grade
8 classes and teachers from St. Valentine
E.S. The students participated in an inquiry
How can we
The day ended with Link Crew Ambassadors
based lab experience at the academic level continue to support
engaging the grade 8 students in high energy
led by the Grade 9 science teachers at St.
student transitions,
activities designed to build excitement and
Joseph S. S. The partnership confirmed
throughout the
foster relationships that will continue for the
that early and sustained involvement of
academic year?
remainder of their grade 8 year and throughout
transitioning students in the secondary
grade 9. All the students left with a smile on their
school community increases the students’
face, St. Joe’s swag in their pocket and a greater
confidence in their abilities to succeed and encourages
appreciation of life at St. Joe’s. Go Jags!
connections with a caring adult; criteria identified as areas of
TRANSITION MEETING KEY TO FRENCH IMMERSION SUCCESS
Our Lady of Mercy School
held a Friendship Day to
How have we
welcome the Grade Four
come to understand
students in the French
and enhance
Immersion program from
transitional practices
Divine Mercy. The Grade
within our classroom
Four students had the
and within our
opportunity
to
develop
school?
a
relationship
through
cooperative play in various
activities. The Grade Eight Youth
Faith Ambassadors shared their leadership skills through a
scavenger hunt activity that allowed the students to become
familiar with their new school as well as celebrating a closing
liturgy. The students together shared in the excitement of
new faces and friendships as they prepare for the transition
in September 2015. A special thank you goes to our two
staffs for working collaboratively to support this successful
day. This Friendship Day helped to unite two school
communities that will journey together through the French
Immersion program. Bienvenue to our Grade Four students
from Divine Mercy!!
How do we tap into students’ expressions of voice, including gestures, body language and silence? How do
all forms of expression inform planning? Capacity Building Series, Secretariat, Special Edition # 34
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KNOWING THE LEARNER THROUGH ASSESSMENT
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MATH PRINCIPAL LEARNING TEAM
Inquiring minds explore and
examine practice.
The
How can teachers
Superintendent and the
and students
Mississauga
Brampton
continue to refine
Central Family of Schools
implementation of
Math Principal Learning
the Three Part Math
Team meet regularly to
Lesson?
build instructional leadership
capacity through inquiry based on
professional thinking and practices
at the classroom level aimed at influencing student
achievement in Mathematics. Further, principals along
with a teacher from each of their schools, have gathered
on a couple of occasions for classroom observation
and discussion based on the components of a 3 Part
Math Lesson. The educators analyzed the student work
and the strategies that students were implementing
while engaged in each component of the lesson. Many
benefits of the 3 Part Lesson were also noted including
student engagement and student voice, strategic
grouping of Math partners, risk-taking, collaboration, coconstruction of Learning Goals and Success Criteria and
the opportunity for assessment for, of and as learning.
On-going conversations and observations have led to
refinement of instructional practice within the context of
individual school contexts.
LEARNING THROUGH COLLABORATIVE INQUIRY
“If we continue to provide
timely
descriptive
feedback
then students will be able to
communicate their next steps for
growth and responsibly act on
their own reflective thinking and
learning.”
At St. Bernard of Clairvaux,
one of our goals is to create
Catholic conditions for student
engagement,
learning,
achievement and well-being. We
continue to foster a safe, caring,
inclusive healthy environment
where students can grow and
learn and live out our motto
of Love, Service, Peace, and
Excellence daily. As we continue
to focus on knowing our learners
through assessment for and as
learning our school’s theory of
action is aimed at responding to
student need and voice through inquiry around descriptive
feedback. This is a whole school initiative, all staff
members are engaged in providing students with explicit,
ongoing and timely feedback.
Initially, we came together to
discuss descriptive feedback and
identify what effective descriptive
feedback looks like and sounds
like. We co-constructed an anchor
chart for effective descriptive
feedback,
guiding
questions,
and a template for providing
feedback to students. We have
also met to share our varied
experiences with descriptive
feedback in the classroom. Our
next step is to come back to share
what the students are saying
about descriptive feedback and
the impact it is making in their
learning. Despite being at early
stages of implementation, we are
seeing evidence of greater student
engagement, achievement and
self-regulation skills. Through our
inquiry we continue to support
our students in their journey to becoming self-directed,
responsible life-long learners who can collaborate and
communicate effectively.
A Call to Action: “Just as literacy has become every teacher’s responsibility, so numeracy needs to be seen as
integral to every learning area.” (Thornton & Hogan, 2004, p. 313)
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RESPONDING THROUGH EFFECTIVE INSTRUCTION
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PROMOTING STUDENT VOICE THROUGH DIGITAL TECHNOLOGY
At St. Raymond, our students have been experimenting with
digital exit tickets as an extension of the school’s Theory of
Action: If we provide opportunities for student voice through
the use of digital exit tickets, then we will see an increase in
student willingness and ability to communicate their thinking.
This school-wide approach in the use of exit tickets is aimed
at having students take greater ownership over what is
being taught and provide a vehicle by which they can more
openly communicate their learning and needs. The result, by
tapping into the diverse ways of communicating (i.e. posting
and blogging in real-time) students are more engaged and
inclined to participate.
Our Grade 6 & 8 students have been communicating their
thinking using an on-line blog as their exit ticket. The website
“Padlet” serves as a secure platform (one accessible to only
the classroom students and teacher) where lesson material(s)
can be posted and reviewed. It also
provides an online forum
enabling
students
to
instantaneously
share
How might students
their learning during the
transfer success
consolidation
stage.
using digital forms
Students can comment
of communication to
on the lesson or activity,
other media?
and even update pictures
and videos.
Our Grade 6 students are currently investigating student
voice using digital cameras to record each other speaking at
a school created Speaker’s Corner where they can highlight
their learning expectations, co-construct success criteria
and contribute their learning, wonderings and connections
to the outside world. They then are given an opportunity to
view their discussions on the class SMART BOARD and post
comments or reflections.
Our kindergarten students also submit digital exit tickets.
Through a compilation of photographs, a snapshot emerges,
recording each child’s individual learning as it unfolds in
their play-based inquiry surroundings. Students are then
given an opportunity to examine the photos and explain
in their own words what they found interesting or learned
during the activity. What emerges is not only a richness in
the conversations and feedback amongst the teacher and
student but also an alternative perspective from the child’s
own vantage point; providing us new insights into their
cognitive development.
Through the use of digital technologies, the students at St.
Raymond School are becoming more active and engaged
participants in their learning. They’re also learning to be
respectful of the opinions of others in an environment that is
safe, caring, equitable and inclusive.
“Look at your learning space with 21st century eyes: Does it work for what we know about learning today, or
just for what we know about learning in the past?” (Sir Ken Robinson, The Third Teacher, 2010)
14
RESPONDING THROUGH EFFECTIVE INSTRUCTION
WATCH US GROW: PEDAGOGICAL DOCUMENTATION IN KINDERGARTEN
How can our learning and
documentation be more
How can we share
reflective, engaging and
our practice with children,
meaningful?
families and colleagues,
while strengthening
relationships and
These questions inspired
opening ourselves to new
the Kindergarten team at
understandings?
St. Margaret of Scotland after
reading Dr. Wien’s article (Making
Learning Visible Through Pedagogical
Documentation). This began the journey into pedagogical
documentation. The team was able to start a documentation
wall with snapshots of student experiences that will continue
throughout the year. It displays the Catholic learning
environment as well as the six areas of learning identified in
the Full Day Early Learning Kindergarten document- Personal
and Social Development, Language, Mathematics, Science
and Technology, Health and Physical Education, and the
Arts. The Ontario Catholic School Graduate Expectations are
framing the experiences to show that the journey from early
years to vocation begins with the learning we have captured.
The documentation is displayed so that students can
observe, think and reflect on growth and learning. Student
voice is revealed and recorded. Educators collaborate in a colearning experience by reflecting on student voice, effective
instruction, and areas of student need and interest. Other
educators, parents and community members also have
the opportunity to join the conversation by recording their
thoughts. Already, relationships are being strengthened and
understandings are being shared across our community of
learners. St. Margaret of Scotland will continue to nurture
a Catholic learning environment so that our community of
learners can Love, Learn and Lead together, creating paths
of joy for all.
TECHNOLOGY IN THE HANDS OF STUDENTS
For the past few months, St. Albert of Jerusalem has been
piloting tablets throughout their school. Having a mobile cart of
tablets has brought mobile technology into the classroom and
directly into the hands of the students. Instead of only having
access to computers for 40 minutes a week in the lab, the tablets
have allowed direct computer access in half and full day blocks.
Students have used the tablets on their own, in partners, and in
small groups for various inquiries and discoveries, creating new
learning paths.
Within the junior grades the tablets have been used for a variety
of exciting activities. Some examples include:
• Students have created anti-bullying posters using an online
program and presented them on the Smartboard to the
class.
• They have created graphs for Data Management using an
interactive program involving online tools and Microsoft
Word.
• They have used the tablets to take pictures of a variety of
angles found in everyday objects around the school.
•
•
Students have developed and researched inquiry based
questions related to the new Social Studies curriculum.
Students used PowerPoint and Smart Notebook to create a
variety of presentations.
A grade five class has used
the D2L program for various
How can we
purposes including blogging
continue to use
about our Canadian Charter
technology to support
of Rights and Freedoms.
student engagement,
Supported by a Digital
creativity and
Learning itinerant teacher,
innovation?
staff are also learning how
to effectively use Text Help to
support all learners.
Overall, the tablets at St. Albert of Jerusalem have brought
excitement and engagement, creating learning paths of joy. It
has given a voice to diverse learners and allowed many students
to display and share their learning in new ways. This inquiry has
been a wonderful example of twenty-first century learning!
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
Loving, Learning and Leading Anthology, Volume 2, Number 1
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)