LOVING, LEARNING AND LEADING
Exploring Paths of Joy
“I am among you as one who serves”
(Luke: 22-27)
Volume 2 Number 2
Catholic Education: Exploring Paths of Joy
Catholic Board Learning Plan, Year 2
“The Ontario Catholic School Graduate Expectations have served as a lens for Catholic educators who
continually seek to discern and interpret the signs of the times.” OCSGE
In this edition of the Loving, Learning and Leading, Anthology, Volume 2 Number 2, we celebrate the deep work happening across
Dufferin Peel with the Catholic Board Learning Plan, Year 2 and the Ontario Catholic School Graduate Expectations. The narratives
and stories highlight an alignment and coherence to the Catholic Board Plans, encompassing shared beliefs and priorities, in
support of all learners.
Through our work, in relationship with communities modelled after Christ, personalization of learning for all students remains a
steadfast commitment. The narratives and stories, within a 21st century learning context, give witness to the learning happening
in our schools. Faith, well-being, engagement and achievement continue to remain deeply embedded in the learning opportunities
for all students. The Ontario Catholic School Graduate Expectations continue to place emphasis on the Catholic voice of students,
inspiring faith fulfillment in learning. Schools continue to share their learning with Mathematics and well-being. First Nations,
Metis, and Inuit learning inspire imagination and creativity and investments in technology have provided renewed opportunities
for student and staff inquiry, engagement and innovation in the teaching/learning process.
Appreciation is extended to senior staff, administrators, the many Catholic school learning teams, board and school staff, including
students that contributed to the work highlighted in this Anthology. We can be proud of the collective work we are engaged in
together. A Christ-centred commitment to loving, learning and leading is a true gift to our students and their families.
S. McWatters
Associate Director, Instructional Services
“For as in one body we have many parts, and all the parts do not have the same function, so too, we though
many, are one body in Christ and individually parts of one another.” (Romans 12: 4-5)
1
ONTARIO CATHOLIC SCHOOL GRADUATE EXPECTATIONS
INSIDE THIS EDITION
Enhancing Transitional Practices3
Catholic Conditions for Learning 5
Responding Through Effective Instruction
9
Collaborative Inquiry12
Knowing the Learner Through Assessment
13
FROM A CHILD’S PERSPECTIVE: DELVING INTO THE ONTARIO CATHOLIC SCHOOL
GRADUATE EXPECTATIONS
by Virtue Club members, who make clearer the connections
between the Virtues and the Ontario
Catholic
School
Graduate
Expectations.
How can we continue to
create a Catholic-centered
learning environments that
foster living out the Ontario
Catholic School Graduate
Expectations?
At St. Sebastian School, Youth Faith Ambassadors delved deeper
into the Ontario Catholic Graduate Expectations, in order to teach
their peers.
Examining the significance of the Ontario Catholic School
Graduate Expectations (OCSGE) themselves, Youth Faith
Ambassador Presenters then visited classrooms from grades
one to eight to teach students about the OCSGE expectations,
in student friendly and age appropriate language. Students were
encouraged to examine three important ways in which they are
called to act through prayer, fasting and almsgiving, as they grow
in relationship with Jesus throughout the liturgical season (e.g.
Lent). Return visits were made to classrooms, so that Youth Faith
Ambassadors could encourage their peers to continue to reflect
and grow in faith. Youth Faith Ambassador led their peers in prayer,
to enable students to explore and experience the expectations
more fully. Students also heard daily announcements made
During the first week
of Easter, Youth Faith
Ambassadors presenters
returned to all classrooms
to record student efforts
in fufilling the expectations.
Cognizant of these efforts, Youth Faith
Ambassador artists then created a symbol and subsequent
visual representation for each expectation. These symbolic
representations were shared with the school community, at
a school-wide liturgy and assembly during Catholic Education
Week.
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
“Like a beacon, piercing in the night … the Ontario Catholic School Graduate Expectations provide direction,
nurtures motivation and bolsters support for the mission.” OCSGE
2
ENHANCING TRANSITIONAL PRACTICES
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TECHNOLOGY: ENHANCING TRANSITIONS
As a community of co-learners, Dufferin-Peel staff and
students are committed to creating Catholic conditions
for well-being, learning and leading, inviting the voice of
all learners. This commitment is important throughout
our learning journey, and especially so during times
of transition, which are both exciting and daunting
for learners.
How can we
continue to
empower student
voice and
independence?
The Speech and Language Pathology (SLP) Department
has articulated a theory of action to shape an inquiry
with students who have diverse communication
needs: If we provide developmentally appropriate
communication learning opportunities, with a focus
on new technologies, teacher-SLP and other staff
collaboration, and enhanced transitional practices,
students with diverse needs will develop communication
skills for social interaction, independence, community
participation and well-being.
At St. Martin Secondary School, the Speech-Language
Pathology and Special Education Departments are
using iPads to support communication development
for students in the Needs Moderate, Planning for Independence and
Communications program classes. The suite of mobile applications
(apps) on the iPads assists with student voice, visual schedules, and
building independence in preparation for transition to post-secondary
opportunities. These iPads support community engagement which
aligns with the Dufferin-Peel Catholic District School
Board Strategic Plan Core Principles.
Ariel Aromin, a year 7 student, uses his iPad during
his Workplace Experience placement at Canadian
Tire. The self-check function of the “First-Then Visual
Schedule” app enables Ariel to follow the morning
routine and complete his duties independently. The
alarm function, which he sets himself, notifies him
when he needs to seek out his educational resource
worker (ERW) to discuss the next task. The recorded
voice function helps Ariel communicate with staff
required to assist with removing his nametag to
prevent damaging his uniform. When Ariel is unable to
come to work, he uses the text to speech output from
the “Assistive Express” app to inform his supervisor.
Other students use the iPads to meaningfully participate
in the recycling program, follow steps to making pasta
or washing dishes, get ready for gym class, complete
written seat work, and play an active role in a dramatic
production. This project has empowered students to
use their voices and become more independent in their journey of
life-long learning as they move towards their vocation.This ongoing
project is another great example of how Dufferin-Peel is using twentyfirst century technology to enhance transitional practices and augment
the voices of diverse learners.
MLSE + SHSM = SUCCESS!
Dufferin-Peel Catholic District
School Board teamed up
with Maple Leaf Sports and
Entertainment
(MLSE)
to
provide Specialist High Skills
Major (SHSM) students and
potential SHSM students with rich, collaborative, experiential
opportunities all year.
Six sector-specific career exploration days gave students the
opportunity to participate in terrific reach-ahead experiences which
included listening to a panel of MLSE speakers discuss their career
experiences in various sectors, obtaining an inside look at the work
of the MLSE foundation in the community, and participating in a
Q & A with industry professionals. The sector day experience was
culminated by watching either a Toronto FC, Raptors or Marlies game.
The six sector days focused on Business and ICT, Non-Profit, Health
and Wellness, Sports, Arts and Culture, and Hospitality and Tourism.
Mentorship opportunities with MLSE were also developed. Several
lucky students of various pathway destinations met and networked
with MLSE staff members. The mentorship process was facilitated
through both group and one-on-one dialogue between mentors
and mentees to discuss specific career sectors, post-secondary
opportunities and options, as well as to focus on decision making
and goal setting.
Experiential learning opportunities
How can
such as these provide students
we continue to
with a myriad of opportunities
provide authentic
so that they may transition
experiential learning
from secondary school with
opportunities for all
confidence in their abilities and
students?
with a clear plan for their initial
postsecondary destination, whether
in university, workplace, apprenticeship training,
or college.
“Inclusion is not bringing people into what already exists; it is making a new space, a better space for
everyone.” Capacity Building Series, Secretariat Special Edition #35
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ENHANCING TRANSITIONAL PRACTICES
THE IMPORTANCE OF LEARNING SKILLS AND WORK HABITS
How
does
our
assessment of students’
learning skills help us
to know our learners,
and influence their wellbeing and achievement?
The school learning goal
at St. Elizabeth Seton
broadened this past year, in order to include a better understanding
of the importance of learning skills and work habits. The school
understands the important link between a students’ learning skills
and work habits, and their achievement and well-being. Our goal is
to include the use of data as part of our repertoire for school-wide
improvement.
After review and discussion, the School Improvement Team felt that
students and families would benefit from a better understanding,
not only of curriculum expectations but of the critical importance
of the strengths and talents that each student brings to a task,
regardless of the subject (e.g.
skills such as responsibility,
How does
organization,
independent
our assessment of
work, collaboration, initiative
students’ learning skills
and
self-regulation).
This
help us to know our
understanding forms the basis
learners, and influence
for much of the work that we
their well-being and
do as educators throughout the
achievement?
year to create opportunities for
students to highlight their thinking
about learning skills and work habits. In doing
so, we are seeking to develop hope, engagement and growth for
all so that each learner can realize his/her full potential.
Meetings take place throughout the school year in order to review
data related to student well-being and achievement. This team
approach encourages staff members to share their thoughts and
insights and to become learners with one another, as we actively
engage in supporting students in their work at school.
STUDENTS TRANSITIONS THROUGH FAITH
This year the Grade 8 students at
St. Vincent de Paul (SVDP) school
How can
have been preparing for their
we continue to
transition to secondary, through
build in the Ontario
Guidance visits, course selection,
Catholic School
high school orientation, and one
Graduate Expectations
very
special and meaningful way:
for all learners?
through our shared Catholic Faith.
Strongly believing that “a discerning
believer [is] formed in the Catholic Faith
community,” inspiring staff at both John Cabot Secondary and
SVDP, collaborated to create opportunities where the SVDP
students could prepare for their transition to John Cabot through
faith development and social action. The Grade 8s were invited
to worship alongside their future peers and teachers at the
John Cabot Ash Wednesday and Holy Thursday liturgies, and
were deeply moved by these profoundly meaningful communal
celebrations of faith. For the second year, the SVDP Grade
8s also supported the Cabot Lenten sacrifice campaign. They
ran their own Giving Hope: Out of the Cold Lenten drive at
SVDP school in March, collecting enough gently-used clothing
to make a mountain of boxes and bags! Ms. Esvelt and her
students were very appreciative of the support, which filled
up a fourth van-load of clothing items that they delivered to
Dr. Simone’s Warehouse and the Good Shepherd Ministries.
This transition experience also provided the Grade 8s with an
opportunity for Catholic leadership within their own elementary
school community and they served as a link between the SVDP
and Cabot faith communities. There could be no better way to
teach our young people how to become responsible citizens
and caring family members. Although high school jitters may
never completely go away, these shared faith experiences have
gone a long way in easing the transition of these SVDP Grade 8
students as they prepare to join their awaiting secondary school
family in September.
“The development of learning skills and work habits is an integral part of a student’s learning.”
Growing Success, Assessment and Evaluation in Ontario Schools, 2010
4
CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING
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TEACHING AND LEARNING
Staff and students at Christ
the King School are engaged
in a school-wide collaborative
inquiry focusing on creating
conditions in the classroom
that nurture the social,
emotional
and
physical
well-being of each child in
hopes that these efforts will
encourage students to feel
comfortable about making
mistakes thereby increasing
their confidence in their ability
to communicate their thinking in the areas of Numeracy and
Literacy. To create these conditions for learning, classrooms
are transforming in order to embrace a 21st century Learning
model. For example, learner-centered workspaces have been
created to encourage room to move, student collaboration
and accountable talk. As well, natural lighting has taken the
place of fluorescent lighting whenever possible to decrease
eye strain and stress levels and
objects from outdoors have been
How can
brought indoors to increase
we continue to
student inquiry. To further
integrate into the
ensure student success
learning the shared
and to encourage a growth
priorities in
mindset, descriptive feedback
the CBLP?
is provided to students “just
in time” to improve their level of
achievement on assessment pieces. Student voice
is
acknowledged as they are given both opportunities to explore
mistakes and choices on how they demonstrate their learning.
Using self-assessment tools such as exit tickets, allow
students and teachers to plan next steps and goals. With
these strategies in place, it is our hope that students will feel
valued and heard within their learning environment, participate
readily in areas of the curriculum they find challenging, feel
free and confident to ask questions for clarification, express
their thinking in a variety of ways and engage in dialogue with
both peers and adults.
SPEAK UP GRANT: STUDENT VOICE PROMINENT
Over the past three months at
Mary Fix our students have been
How can
working hard to promote student
student learning,
voice. Through the Speak Up
through voice,
Grant approval, a large flat screen
continue to uplift
television was purchased and
school faith
placed on the main wall of our front
communities?
foyer. The intent was to project a
media extension of the day and life
at Mary Fix and to promote student voice.
Students from grades five to eight were called on to join
the Media Club. Over thirty students joined the club with
the excitement of taking charge and making this project
their own. After much deliberation and brainstorming, the
students decided that the best way to display what’s going
on at the school was to create feature days of the week.
knowing they would have to work with others from different
grades and different social groups. Each group was given
a USB key to save their information. Each day a different
USB was inserted into the television to reflect the theme
of the day. The themes are as follows: Monday reflects
student art work and projects. Tuesday reflects our monthly
newsletter. Wednesday reflects our school ECO news and
local weather. Thursday reflects student daily learning and
finally Friday is Selfie Day. All images shown are reflective of
all grade levels. The students continue to be committed and
work hard at developing their voice through media.
Students meet three to four times a week to collaborate, take
pictures, organize ideas, develop power points and share
responsibilities. The students created their own groups,
“It is important that teachers create an environment that will foster a sense of community, where all students
feel included and appreciated and where their perspectives are treated with respect.”
(Social Studies, Grades 1 to 6, revised 2013)
5
CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING
CONDITIONS FOR LEARNING IN A 21ST CENTURY CLASSROOM
Guardian Angels is proud to be a leader of
21st century teaching and learning.
As the demands of our society
How can
evolve, so too does the need for
schools continue to
a new type of the classroom that
build 21st Century
develops
a new type of learner.
learning environments,
Notably,
promoting
the responsive
responsive to the
classroom
that
meets
the needs of
needs of all
the new learner centered on student
learners?
voice and a growth mindset where
mistakes are viewed as a welcomed part
of the learning process. We continue to grow in
our delivery of this progressive teaching and learning strategy and
in less than two years, we have classes responding to the needs of
our diverse learners through the inquiry process, three-part math and
a move towards learning and questioning, researching, and moving
beyond memorizing.
With a complement of standing desks, high top tables, lamps,
couches, classical music, yoga balls, lap desks, recliner chairs and
a myriad of technology options, our students are able to learn in
an environment that differentiates their learning and allows their
voices to be heard. Technology is a key component of the responsive
classroom, and responsive learning. We are also experimenting with
technology…whether it’s with tablet use, integrating smartboards
into math lessons or using wikis and blogs, students are becoming
more engaged when they use technology as a tool that promotes their
learning. Co-constructing success criteria with students regarding
digital citizenship and connecting them to the Ontario Catholic School
Graduate Expectations helps to develop students’ ethical use of
technology. Although technology is only one component of the bigger
21st century teaching and learning umbrella, our move towards the
use of technology includes:
•
By 2016, all classrooms will be equipped with a SmartBoard
•
Classrooms will utilize the 3D cameras and projectors for Math
and Science
•
Promoting classrooms to have their own twitter handle …14
classrooms have done so to date
•
Student use of Prodigy in class and at home to supplement and
reinforce previously taught concepts
•
Students use of Bitstrips for narratives and procedural writing
•
Classroom Dojos have been created by staff to allow students to
discuss homework and classroom assignments online
•
Intermediate and junior students mentor primary students with
our tablets through a digital pen-pals program
Through our constant inquiry, our 21st Century teaching and learning
has provided opportunities for students and teachers to constantly
grow and support each other in their journey.
EXPERIENCING NATIVE ABORIGINAL CULTURE THROUGH MUSIC AND ART
At Our Lady of Providence
School,
our
Catholic
Community of Culture and
Caring Action Team worked
hard to promote inclusion of all
voices regarding First Nations
Cultural
awareness.
We
wanted our students immersed in this experience of celebrating
the richness of First Nations Cultural diversity.
Our Grade 3 – 8 students were involved in activities in anticipation
of a visit by Shannon Thunderbird and Sandy Home (First Nations
Artist – Educators- Elders). These students did research on the
significance of the drums to Native people (both hand drums
and big drums). Some students wrote poems and Rap songs
which they performed to our visitors. Other students made
posters in support of human rights of all people. The Intermediate
students from the Safe School Committee prepared presentations
regarding First Nations Culture and
their teachings. The various topics
included how First Nations people
How can we
see themselves as caretakers
continue to embrace the
of the earth, why, since the
cultures of First Nations,
15th century, women are not
Metis and Inuit within
considered equal to men, the
our Catholic schools?
importance of both the hand drums
and big drums and why Native people
sit in circles?
On the day of the presentation, students had an opportunity to play
the big drums, making and using shakers out of dried corn, creating
art based on the Tsimshian, Anishinaabe, and Haudenosaunne
styles of art. The students were thoroughly engaged and
enlightened as they embraced their new found knowledge about
First Nations people. The interactive presentation brought positive
messages and teaching of inclusivity and equality.
“We need to think about creating classroom environments that give children the opportunity for wonder,
mystery and discovery; an environment that speaks to young children’s inherent curiosity and innate yearning
for exploration is a classroom where children are passionate about learning and love school.”
(Heard & McDonough, 2009)
6
CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING
EXPANDING LEARNING CONDITIONS FOR MATHEMATICS AND WELL-BEING
Learning and Inclusion For All: Each One Called by Name
As well, 40 students from grades 1-8 participate in the school
At Our Lady of Fatima School, students and staff are
choir. In February 2015, the Moderate/Severe Needs
committed to fostering a safe, caring, inclusive, and healthy
How can we
Classrooms, Team Orange, and the school
community. Guided by the principles of, “Learning
continue to build learning
choir collaborated to host the monthly Virtue
For All” and “Shared Solutions”, the school
opportunities, inviting
Assembly, based upon the virtue of respect. One
community continues to foster the appropriate
inclusion
for
all,
including
hundred students participated in a dynamic virtue
Catholic conditions for learning, creating a culture
students with differing
assembly. In keeping with the Ontario Catholic
of collaboration, inclusion and respect.
abilities, visible and
School Graduate Expectations, the Assembly
invisible?
focused upon developing a confident and positive
Our Lady of Fatima School is home to two
sense of self, and respect for the dignity and welfare of
Moderate/Severe Needs Classrooms. These classrooms
others, responding to God’s call to love thy neighbour. Some
provide students with individualized academic programs and
students held a microphone up to their personal communication
life skills, providing opportunities for integration on a daily basis,
devices, permitting the whole school to hear them. A slideshow
as appropriate. Integration has shown to benefit ALL learners
highlighted some aspects of the authentic integration going on
at Our Lady of Fatima School, promoting diversity, acceptance,
within the school such as collaborative learning, extra-curricular
collaboration and friendship.
activities and field trips. Students worked together to re-write the
words to Aretha Franklin’s classic tune, ‘Respect’. Working together
“Team Orange” is a daily recess group in which students from
the choir and Team Orange led the entire school in the chorus of
grades 1-8 “walk with” and “explore with” students from the
‘R-E-S-P-E-C-T’.
Moderate/Severe Needs Classrooms. Over 50 students have
volunteered to participate in this program, helping to create
meaningful friendships between students of all ages and abilities.
TWITTER AS PARENT ENGAGEMENT TOOL AND PORTAL INTO OUR CLASSROOMS
Twitter is not new to the world of
social media…what is new is
How can
how schools and classrooms are
social media contribute
using it as a parent engagement
to learning within a
tool. With over 10K followers,
21st century learning
DP is leading the pack of
context?
DPeelers jumping into the Twitter
experience. Classroom teachers are
using Twitter as a lens into their child’s
classroom and as a documentation tool of their progress through
the year. Many schools are emphasizing twitter use to highlight
the work students are doing in mathematics in particular. Most
recently DP math (@DP_math) consultants are engaging teachers
and classrooms by challenging their thinking through retweeting
and responding to the postings coming from classrooms.
This opens up a whole other opportunity for engagement and
conversation. In Brampton West (as in other families of schools),
many schools have begun documenting the happenings at their
school through their own twitter
accounts - informing parents
about events at the school level,
but more importantly as a portal
into the classrooms that give
the community unique insights
into the happenings beyond the
school walls. FDK classrooms
are able to document their
inquiries, and classrooms are
able to post their wonderings,
their thinking, and their work.
Developing a digital fingerprint
is an important skill to teach our
next generation learners as they
develop a digital profile that
has the potential to positively
influence their future.
Brampton West
Schools
@VianneyBW
@AngelaMericiDP
@StUrsula_dpcdsb
@CardinalLegerSS
@FrCWSullyDPCDSB
@DPBakhita
@StMaryBrampton
@GAngelsschool
@CardinalLegerSS
@EdCampionCSS
“A classroom that is functioning successfully as a third teacher will be responsive to the children’s interests,
provide opportunities for children to make their thinking visible and then foster further learning and
engagement.” Learning For All, 2013
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CREATING CATHOLIC CONDITIONS FOR WELL-BEING AND LEARNING
DIAGNOSTIC ASSESSMENT AS A TOOL FOR LEARNING
assessment and identify what effective diagnostic
At St. Faustina, one of our goals is to create Catholic
assessment looks like and sounds like. We also
conditions for student engagement, learning,
How
can
shared some of our current practices, our
achievement and well-being. We continue to
digital technology
varied experiences and discussed questions
foster a safe, caring, inclusive and healthy
help enhance student
we might have on how to improve what we
environment where students can grow, learn and
learning?
do with diagnostic assessment. Our next step is
live out our motto of Walk the Talk and Spread the
to co-construct diagnostic assessment as grade/
Joy daily. As we continue to focus on knowing
subject teams. Our goal is to create guided subject
our learners through assessment for and as learning,
our school’s theory of action is aimed at improving diagnostic groups. Despite being at early stages of implementation,
assessment. Effective diagnostic assessment will help each we hope to see greater student engagement, well-being and
teacher understand the current understanding of each student achievement. Through our inquiry we continue to support
for a specific instruction and help personalize teaching and our students in their journey to becoming stronger and more
learning. Initially, the staff came together to discuss diagnostic responsible life-long learners.
A LEARNING JOURNEY
At St. Catherine of Siena School, our learning has taken us on
quite the journey, learning more about ourselves as educators,
and more importantly giving our students a voice. Last year
one of our Theories of Action was ‘If we continue designing
effective lessons, making use of collaborative work (three part
lesson, guided practice/guided reading) in flexible groupings,
then learners will effectively communicate their critical and
creative thinking to develop and apply processes, skills and
strategies across all disciplines.’ Using an inquiry based
approach to learning, has led us to explore and deepen our
understanding of mathematics.
“We felt that we needed to gain a better
understanding of our learners and provide
them a voice in their learning.”
Through reflective practice, we felt that we needed to gain
a better understanding of our learners and provide them a
voice in their learning. Our focus became creating inclusive
assessment practices, and in particular gathering information
from multiple and varied sources. At the beginning of this year
our school Theory of Action evolved. We developed key lessons
based on the diagnostics that address the seven mathematical
processes so that students will be able to effectively
communicate their critical and creative thinking. ‘If we share
the results of diagnostic assessments with our students, then
they will be able to better articulate their strengths and develop
learning goals in response to their needs, working with staff to
close the gaps.’
As a staff we delved deeper
into our understanding
How can teachers achieve
of math expectations
a better understanding of
through
facilitated
diagnostic assessment to
Curriculum Mapping. Each
grade has now mapped
assist students on their
out their expectations for
journey of learning?
the year. Through a series
of PLCs, staff, administrators,
and the special assignment teacher
created a number of meaningful diagnostics.
Teachers then marked (moderated) these diagnostics, and
discussed how they would share them with their students.
Sharing the diagnostics with our students, and allowing them
to respond to their needs, has created a shared sense of
responsibility for learning.
Staff have met on a number of occasions to share artifacts of
student work and to discuss their findings. As a school we’ve
created a shared folder for both our mapping and diagnostic
assessments. At the heart of our journey is getting to know the
learner more deeply.
“Personalization – Education that puts the learner at the centre, providing assessment and instruction
that are tailored to students’ particular learning and motivational needs.” Learning For All, 2013
8
RESPONDING THROUGH EFFECTIVE INSTRUCTION
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PROMOTING STUDENT CREATIVITY AND ENGAGEMENT
THROUGH GAMIFICATION
At St. Faustina, the grade three students have been using Minecraft
as a tool to demonstrate student learning and understanding in
various areas of the curriculum. After studying structures in the
Science Unit, students co-created a success criteria and preplanned a structure they would create using Minecraft. Students
went into the computer lab for approximately five to seven periods
to create their own structure in Creative mode. Some students
who had never played the game were supported
by the more experienced students who were
quick to guide and assist students.
There was great evidence of student
How can we
engagement and collaboration of
continue to embrace
ideas after each period. Once done,
technology to provide
the students worked with the school
opportunities
librarian to develop a presentation
for student
using the Smart Notebook program.
engagement?
A walkthrough of their structure was
filmed and linked to their presentation. One
class connected current math learning with
area, fractions and mode using Minecraft like selfie pixel art. They
also used Chatterpix to reflect on their structure and future goals.
The goal is to continue to demonstrate more areas of learning
with the Soil unit in Science, as well as, playing in Multi-player
mode collaboratively in groups of students to re-enact pioneer life
as learned in the Social Studies unit. Through the use of digital
technologies, the students at St. Faustina School are becoming
more active and engaged participants in their learning. They’re also
learning to collaborate and be respectful of the opinions of others
in an environment that is safe, caring, inclusive, and healthy.
SCHOOL IMPROVEMENT INVITES MULTIPLE STRATEGIES
This year’s math focus at St. Anne School incorporates similar
strategies to last year’s inquiry: a school-wide data wall to
measure student progress, accountable talk in classrooms to
actively engage students and clarify thinking, small group guided
instruction for intensive differentiated support, and the use of
online games and assistive technology.
Within math, staff focused on the 3-part lesson and formulating
problems that students found challenging and accessible. To assist,
staff received a copy of Marian Small’s “Good Questions”, which
has a bank of open and parallel tasks that allow students of wide
ranging abilities to meet the same learning goal. We realize that in
order to solve multi-step problems successfully, students benefit
from being able to solve basic math operations, such as single
digit multiplication, with automaticity, as appropriate. To this end
we employ various math games, including the online math game,
‘Prodigy.’ The characters and challenges of Prodigy resemble
favourite child games like Pokemon and Skylanders. Kids love the
fantasy imagery. We also began adding math assessment results
to our data wall for the junior and intermediate grades.
As a staff, we regularily revisit the curriculum and exemplars to
discern what a lesson’s learning goal
should be and what appropriate
What conditions
responses look like. Attempting
are
necessary to
new teaching strategies can be
ensure
student belief
daunting, so we gave ample
in
their
abilities to
time to discussing Carol Dweck’s
learn?
‘growth mindset,’ a learning
outlook with the premise that by
praising effort and learning, we instill
confidence in students of all abilities to take
risks.
Finally, we set aside two half-days per division for teachers to coplan math lessons, along with four days of co-planning that took
place with three other Brampton West schools in our Math Pod,
including co-planning math lessons with the Special Assignment
Teacher (SAT). In addition, to boost parent/family engagement, we
provided a detailed presentation at our Meet the Teacher Night
about how we identified school improvement needs and the
many initiatives we were undertaking. We also held a Prodigy and
RazKids Parent Information Session during an Open House later in
the year. Collectively, we continue to engage and invite multiple
strategies and entry points for students to improve learning for all.
“Making real world connections is essential … [we need to] observe what students are interested in and use
this to foster creativity.” Achieving Excellence, A Renewed Vision for Education in Ontario, 2014
9
RESPONDING THROUGH EFFECTIVE INSTRUCTION
CREATING A RICH FULL DAY KINDERGARTEN LEARNING
ENVIRONMENT THROUGH PLAY
The co-learning continues in the FDK classes at
learning process. Intense focus on the process of
St. Barbara School. Through our Principal
learning enables teachers and DECEs to clearly
Learning Team, we are sharing best practices
focus with students who require further guided
How can we,
and expanding our knowledge of developing
instruction. Inquiry learning activities allow for
across grades,
a rich learning environment in FDK. We
multiple entry points for students spanning
ensure rich learning
have learned that the FDK curriculum is
from basic connections to complex thinking and
environments for all?
more about the learning process than
reflection. All students are included and equally
learning content. How students learn is
involved, inclusive of learning styles and abilities.
far more critical than the contents of what
Teachers and DECEs are capturing student learning
they learn. We recognize the importance of learning
through picture portfolios and other observational tools.
provocations and see evidence of multiple activities that Visual representation helps to define the child’s learning to
are theme based to intentionally engage students in the parents /families in a meaningful way.
EFFECTIVE TEACHING/LEARNING PRACTICES FOSTER ACTIVE PARTICIPATION
IN MATHEMATICS
At St. John Fisher School, the staff is actively involved
in collaborative inquiry and effective teaching/learning
practices which foster a growth mindset and support student
achievement. With a focus on mathematics, students in
all divisions are engaged in activities and assessments
that foster a deeper understanding of the categories
of achievement chart, specifically communication. To
support our students in making gains in mathematics,
the staff coordinated and hosted a Numeracy Night. With
weeks of exciting in-school promotions, daily draws and
announcements, along with school-aged child care provided
by staff, the evening was well attended.
To support our students in making gains
in mathematics, the staff coordinated and
hosted a Numeracy Night.
Numeracy Night provided families with valuable strategies,
resources and hands-on experiences to support numeracy
at home. Through collaboration, teachers created practical,
exciting, hands-on sessions and provided resources for the
families to take home which support their children with
math concepts learned at school. The parents and guardians
participated in a variety of
sessions on a range of
What strategies
topics including Exploring
can be implemented to
Math in FDK, Primary
promote active parent
Math and Online Games,
participation
EQAO Math, Teaching
and engagement?
Multiplication and Other
Math in the Junior Grades, and
Intermediate Math: The Transition
to High School. In addition to the sessions, the families
received a math loot bag which contained a wide variety
of commonly used in-school math manipulatives, math
strategy hand-outs and website links.
The evening was viewed by both the community and the
staff as a great success as they were able to come together
for a common goal. By providing opportunities for the
parents and guardians to actively explore and participate
in math, they become active participants in the learning
process.
“When we recognize children as capable and curious, we are more likely to deliver programs and services that
value and build on their strengths and abilities.” (Ontario Early Years Framework, 2013)
10
RESPONDING THROUGH EFFECTIVE INSTRUCTION
KNOWLEDGE BUILDING CIRCLES FOR DEEPER UNDERSTANDING
Consideration of the needs our
21st century learners at Lester
B. Pearson Catholic Elementary
School has been instrumental
in the evolution of our practice.
The dialogue about introducing
knowledge building circles began
with our primary learning team last year.
Teachers shared their classroom observations and the practical
application at an instructional staff meeting and how it related to
our Catholic School Learning Plan. Over time, this practice has
slowly been introduced in all divisions. We continue to explore
the pedagogy of knowledge building as well as the practical
application. As a team, we have identified that knowledge
building circles have proved to be an important strategy to
support and increase student well-being, equity, the Ontario
Catholic School Graduate Expectations and positive school
climate – all of which support our Catholic School Learning Plan
that is directly linked to the Catholic Board Learning Plan.
How does
knowledge building
impact the other
three categories of
the achievement
chart?
Our school has used knowledge-building in the curriculum areas
of Mathematics, Religion/ Family Life and Social Studies. The
dialogue is aimed at solving problems for understanding, to
support inquiry-based learning where students seek their own
questions and answers as well as on-going discourse to support
new learning.
Knowledge-building has been instrumental in supporting a
positive classroom climate where all students feel that their
voice is respected. As we continue to explore knowledgebuilding, it is wonderful to observe students grow and flourish.
Students with diverse learning needs have been thriving with
this experience. Our hope is that knowledge-building will also
serve as a link for the communication at home between student
and parent/guardian. The Lester B. Pearson CES Team continues
to explore knowledge-building across divisions.
Learning has allowed students to take charge of their own
learning and gives them the freedom to share their inquiries
and encourage deep, flexible thinking. We continue to work
closely with our Special Assignment Teacher (SAT) to refine
our knowledge building. To date, teachers have observed that
knowledge building has been instrumental in rotating student
leadership roles, ensuring that all students have a voice, and
promoting 21st century problem-solving skills, accountable talk
and student engagement in math discourse.
Sustainable knowledge building requires working with emergent rather than fixed
goal structures, and opportunism in knowledge work rather than fixed routines.
The pedagogical model requires teacher innovation, surrounding a principled
rather than procedural approach to teaching.
J. Zhang, M. Scardamalia Institute for Knowledge Innovation and Technology OISE, University of Toronto
“When students are empowered to design and plan their own lives, they are engaged, they achieve, and they
find themselves applying their learning in their daily lives.” Creating Pathways to Success, 2013
11
COLLABORATIVE INQUIRY
wBACK
LINKING THE ONTARIO CATHOLIC SCHOOL GRADUATE
EXPECTATIONS TO INQUIRY
At
St. Cornelius School, staff
and students are engaged
How might
in
collaborative
inquiries
linking the Ontario
pertinent to their own
Catholic School Graduate
professional developmental
Expectations to a school
goals and connected to our
wide theory of action make
school-wide theory of action,
them more meaningful to
if we explore a more flexible
student learning?
approach to building school
capacity through priorities such
as growth mindset and conditions
for learning, then student well-being and
achievement in Mathematics will improve.
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.
Furthermore, we have focused on linking the Ontario Catholic School
Graduate Expectations to our collaborative inquiry. Staff reviewed
and discussed the OCSGE and focused on how they explicitly link
to our inquiries. Each inquiry team connected their own theory of
action that are rooted in mathematics to the OCSGE. For example,
one group of staff associated how a discerning believer formed in
the Catholic faith community is one who can see math and God in
the world around them, and makes connections to them.
UNDERSTANDING COMPUTATIONAL FLUENCY
Together we learned that computational fluency
Over this past year St. Nicholas, Holy Family and
is foundational proficiency in mathematics and
Good Shepherd schools have collaborated in a
can be reinforced and developed through all
math journey to develop staff efficacy in math by
How can a deeper
strands, not just number sense. Computational
deepening our understanding of computational
understanding of
fluency is not just about the memorization of
fluency. This was a common area of need at all
computational fluency
facts. Rather, it involves flexibility in thinking
three schools and we felt that by taking a cobe applied to other
about numbers, accuracy and efficiency in
learning stance with staff, Special Assignment
subject areas to improve
strategy. We learned that anchor charts can be
Teacher (SAT), consultant, Superintendant,
student learning?
an effective visual tool to support learning but
School Administrative Officer (SAO), to develop
it is important that these charts be co-constructed
our pedagogical knowledge on this topic, then we
with the students and are developed with all learners
would build capacity amongst our staff and between
in mind. By analyzing student work, we identified which
our schools.
computational strategies our students are using and developed
And so we began our exploration into the relationship between a tool to track their use of these strategies throughout the year.
computational fluency and number sense. Primary and Junior And finally, we constructed new understanding of the relationship
teachers participated in three sessions that were developed by between computational fluency, number sense and mental math.
lead teachers from each school, along with administrators, SATs,
As often happens with any inquiry, our learning extended far beyond
SAO, math consultant and our Superintendent.
the topic of computational fluency. We were three schools, from
Our learning goal was to develop a deeper understanding of different communities, with participants from a variety of roles and
computational fluency as it supports the development of number as such, we truly learned the power of ‘CO’. We were co-learners,
sense. Through professional reading, examining student work coming to the table to learn from and with each other. As a result
and doing the math, we constructed new understanding of of this process, we have also been able to build teacher efficacy,
computational fluency, the importance of developing effective have rich conversations both within our schools and between our
anchor charts, how to differentiate by using open and parallel tasks, schools, mobilizing knowledge and building capacity across our
and effective ways to monitor student learning. The sessions were Family of Schools.
responsive to the needs of the teachers as indicated by their
recorded feedback and wonderings after each session.
“All students and teachers can learn significant mathematics within a nurturing environment, given sufficient
time, developmentally appropriate goals, well-considered learning materials, and strategic program,
instruction, and assessment.” Literacy and Numeracy Secretariat, 2007
12
COLLABORATIVE INQUIRY
wBACK
PARTNERING THE LEARNING JOURNEY
Full Day Kindergarten is
a new adventure at St.
Helen School this year.
Inquiry Based Learning
through play is proving to
be very successful. Our
FDK teachers and DECE
reflected on: “How do
we best document all
this great learning and
student successes?” Voila! Pictures are a perfect way to
capture a moment in time of learning. The staff’s first step
was to create a photo and documentation binder for each
student. The partnering, for use of the binder, includes; staff,
parents and students. Pictures and student work are added
periodically, and dated with a description of the learning
taking place in connection with the Ontario Curriculum.
The St. Helen FDK team decided to ensure parents have
access to pedagogical documentation through visits and
discussions. This reinforces the parental connection to the
child’s learning. The next question that arose is, “How can
we go one step further and engage the children in reflection
and individual goal setting?” Students,
along with the teacher or
How can inquiry
DECE, reflected on each
and
play based learning
child’s learning journey.
in FDK be continued into
Inquiry
questions
grade 1 and beyond?
included: What do you
notice?
What are you
doing well? How do you want
to improve your learning?
When asked why they have these binders, a student replied,
“So we can see our hard work, and to know what we did.”
The next step will be for students to choose what represents
their learning. The adventure continues in FDK with parents,
students, and staff all supporting, reflecting and engaging in
the learning.
EVIDENCE OF LEARNING COUNTS
St. Aidan staff are deepening their understanding of the
relationship between Learning Goals, Success Criteria and
Effective Descriptive Feedback through numeracy instruction.
“If we intentionally provide effective descriptive feedback
during assessment for and as opportunities, then students
will be more successful in demonstrating their learning.”
“If we intentionally provide effective,
descriptive feedback during assessment
for and as opportunities, then students will
be more successful in demonstarting their
learning.”
During divisional professional learning communities (PLCs),
staff engaged in collaboratively developing grade level
diagnostic math assessments linked to curriculum-based
learning goals. The results of these assessments for learning
were posted. Staff then engaged in ongoing PD with a focus
on developing strategies for providing effective descriptive
feedback. At the conclusion of the
PLC teachers engaged in grade
level moderated marking
What next step/
of their assessments of
conditions would
learning. They then revisited
promote greater
and updated the data wall
student involvement in
to reflect achievement
their assessment?
on their assessments of
learning.
Staff engaged in a pre PLC survey which required them to
reflect on their current descriptive feedback practices. A post
PLC survey will be conducted which will provide staff with
the opportunity to reflect on their own growth and next steps.
Staff will also collaboratively analyze grade-level bar graphs
comparing the assessment for and of data, to determine the
effectiveness of the PLCs and to consider next steps as we
continue the journey of learning together.
“Pedagogical documentation stops the train of standardized expectations and slows down our thinking
processes to consider some topic with exquisite care.” (Wien, Guyevskey, & Berdoussis, 2011) – Building
Capacity Series, Secretariat Special Edition # 30
13
COLLABORATIVE INQUIRY
MATHEMATICAL PEDAGOGY THROUGH PARENT/FAMILY ENGAGEMENT
As part of our Catholic School Learning Plan, St. Teresa of
Avila has continued to support our learning community and
enhance the mathematical support that is being delivered at
school and at home. In recent months, staff have worked
collaboratively in small inquiry teams to explore various ways
we are able to enhance our mathematical instruction. Through
this 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 an action plan that included extending our support
to our parent community through a Mathematical Parent
Engagement Night. Our Primary, Junior and Intermediate
staff faithfully committed their time and effort to engage
our parent community by demonstrating and presenting
how three-part math lessons are
used at Avila in conjunction
How can teachers
with the UMCL model
and parents further
(Understanding, Make a
collaborate with each other
Plan, Carry out the Plan,
to enhance mathematical
Look Back). Parent/Family
support at school and
engagement was deemed
home?
as a priority, thus parents/
families
were
actively
engaged as staff demonstrated
how manipulative tools are effectively used in all d i v i s i o n s .
Moreover, various mathematical resources were shared and
provided in order to increase parental support and access
to the various mathematical pedagogy that are currently
occurring at Avila.
MATHEMATICAL PROCESSES: A GATEWAY TO INQUIRY
“Lifelong learners of mathematics build new knowledge and skills in prior
knowledge using mathematical processes. “
Staff at Pauline Vanier were given a survey at the beginning
of the school year, the purpose of which was to determine a
school focus for the numeracy inquiry. Staff overwhelmingly
chose procedural fluency and math processes as
their focus. During a P.D. day, staff had
the opportunity to explore further
into the math processes. Four
How can inquiry
out of the seven mathematical
in one area of the
processes were chosen for
curriculum transfer to
staff inquiries; communication;
other areas?
reflection; selecting tools and
computational skills; and reasoning
and proving. This exploration of the
math processes, assisted teachers to construct their own
individual inquiry question, based on class need and teacher
professional development requirements.
After the construction of individual teacher inquiry questions,
staff were divided into small collaborative learning teams,
of approximately two to four teachers. Learning team
membership was based on teacher PD needs in the
mathematical process and similarity amongst inquiry
questions. This resulted in team membership across grades
and divisions. Each learning team met monthly with the
support of the SAT teacher and, on one occasion, a math
consultant was able to join us at the school.
This year, the inquiry meetings have been conducted within
classrooms, as opposed to a conference room. This key
difference has facilitated easy access to charts, visuals and
assessment materials to share with the team and assist with
problem solving. The classroom changes at each meeting
thereby allowing each staff member the opportunity to host
and share their learning environment.
Numeracy inquiry learning and is now beginning to be
transferred to other subject areas such as Language and
Science. Overall, the inquiry sessions have been quite
successful and can be summarized by one teacher’s quote.
“I finally had a question that was a real need and it could
benefit the class.” Our collaborative inquiry will culminate
in a sharing session in June, when staff will have the
opportunity to share the results of their inquiries.
“…collaborative teacher inquiry is rapidly becoming a commonly held stance within professional
practice in Ontario as we transform our conceptions of professional learning” (Hannay,
Wideman, & Seller, 2010), Building Capacity Series, Secretariat Special Edition # 16
14
COLLABORATIVE INQUIRY
COLLABORATING TO PERSONALIZE INSTRUCTION IN GR. 9 MATHEMATICS
Teachers of Grade 9 Mathematics at John Cabot Catholic S.S.
are taking a team approach to instruction again this year, while
at the same time incorporating a new strategy to personalize
support for all learners: A Data Wall!
In alignment with our Catholic
School Learning Plan, staff
As we work together to
are particularly focused
expand our repertoire of
on improving student
assessment strategies,
how do we continue to
achievement in Grade 9
make student thinking
Applied
Mathematics.
visible and respond
To this end, they have
to it?
created a Gr. 9 Math Student
Data Wall to visually represent,
track and monitor individual student
progress throughout the semester. While the Grade 6 EQAO
Mathematics Assessment results were used as one source
of data, teachers continuously implement assessment for/as
strategies to gather more information about their learners in
order to update the data wall but more importantly, engage in
powerful conversations about individual student achievement,
precise intervention, and instructional next steps.
To further support Grade 9 students and explore assessment
strategies, administrators and teachers of John Cabot S.S.
have engaged in various co-planning/co-teaching cycles with
Canadian Martyrs, one of their feeder schools. Teachers have
demonstrated a growth mindset as they have co-taught
with various roles including administrators and consultants,
shared video recordings of their consolidations of the 3 part
lesson, and provided work samples from their students with
the cross-panel group. These professional learning cycles
have allowed Grade 6-10 teachers to implement rich open
mathematical tasks, intentionally align instructional and
assessment strategies, and explore education research with
a focus on student gaps in proportional reasoning.
Moving forward, staff at John Cabot S.S. will continue to
collaboratively personalize intervention in a timely manner
and close gaps in student achievements.
TECHNOLOGY INSPIRED LEARNING
A 21st century learning environment, rooted in faith and the
Ontario Catholic School Graduate Expectations “calls each of
us into the wonder of life”, inspired by imagination, creativity
and innovation, creates the necessary conditions for students
to become knowledge creators, global problem solvers, and
life-long innovators. The evolving nature of technology and
its growing impact on teaching and learning has inspired new
opportunities for both staff and students. Through the work of
the ICT, Program and Special Education and Support Services
Departments and the release of over 4500 tablets /iPads
into the system, over 100 school teams, involving teachers,
have taken part in professional learning opportunities related
to the iPad cart, apps and universal design for learning,
uplifting learning for all, including students with differing
abilities. Emergent technologies, integrated into existing and
evolving structures, combined
with personal devices and
innovative practice will inspire
How can
new relationships in the
technology best
months ahead, inviting a
support learning
within the 21st century
transformation of teaching
context?
and learning, re-imagining
and reinvigorating learning
for all.
“[Technology] … offers immense possibilities for encounter and solidarity. This is something truly good, a gift
from God.” Pope Francis
15
Loving, Learning and Leading Anthology, Volume 2, 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