LEARNING ABOUT LEARNING:
LEADING IMPLEMENTATION K- 2
Curriculum And Assessment Policy Branch
Early Years Division
The Literacy and Numeracy Secretariat
Spring 2014
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HYPER-OPPERY
HYPER: excessively
OPIA:
view, look eye, see
• To look beyond the surface
• To view exceedingly closely
•
To see over and through expectations
and assumptions into the depth of
meaning available in each moment
(Anne Pelo 2014)
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Learning Goal
To find the relationships among:
• the overall expectations and what the
document describes as learning
•the curiosity, questions and wonderings of the
children that may go beyond the expectations
•ways in which we assess the learning
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Reflections on Learning About Learning
“Intentionally Interrupt” the conception of leadership: moving
from “lead knower” towards “lead learner.”
The historic conception makes those in leadership positions
reluctant to model what “not knowing” looks like and the result is
a lost opportunity to give others – by example – permission to not
know (adapted from Katz, 2010 p.1)
What are you learning about learning as described in the
proposed program document and communication of learning?
As a leadership team how will you continue to support the
transformational learning in Kindergarten and beyond?
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Communication of Learning
The
Kindergarten
Program
Assessment
for/as and of
Learning
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Assessment
for, of and as
learning
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SUPPORTING A CONTINUUM OF
TEACHING AND LEARNING
Children are Competent, Curious, Capable of Complex Thinking, Rich in Potential
Child and Family
Programs
Child Care
Kindergarten
Elementary
Relationships
Learning Through Play and Inquiry
Educators as Co-Learners
Environment as Teacher
Pedagogical Documentation
Reflective Practice and Collaborative Inquiry
Belonging
Well-Being
Engagement
Expression
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Overview of Proposed Changes to
The Kindergarten Program 2014
• Reorganization of the front matter
• Four-frame structure for expectations
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Overview of Proposed Changes to
The Kindergarten Program 2014
Other changes that help educators to see the
document as a professional learning tool:
o Embedding of external and classroom
research
o Clarifying misconceptions
o Strengthening understanding
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Overview of Proposed Changes to
The Kindergarten Program 2014
Other changes that make the document userfriendly for multiple audiences:
o Text features
o Design of the document
o Interconnections
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Rethinking Misconceptions
We can’t do play-based inquiry learning in
grades 1 and 2 because we have specific
content to cover.”
“
Think about:
•the overall expectations related to processes
and dispositions
•four categories of the Achievement Chart focus
on Communication, Understanding and
Application and Thinking
•one category of the Achievement Chart focuses
on knowledge of content with understanding
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Children are Competent and Capable:
Rethinking Learning Environments
What Are We Learning About Learning?
How do we know learning is happening?
How are we co-constructing and negotiating
learning?
How are we documenting evidence of learning?
How do we communicate learning?
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Children are Competent and Capable:
Rethinking Learning Environments in
Grades One and Two
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Rethinking Misconceptions
“Pedagogical Documentation is different
than other evidence that we would
include as “assessment” evidence.”
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Children are Competent and Capable:
Rethinking Learning Environments
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Children are Competent and Capable:
How Are We Documenting Evidence of
Learning, Studying, Co-Constructing?
and Communicating Learning?
Gandini and Kaminsky (2004) similarly describe it as a
“pedagogy of listening,” broadening the notion of
documentation to include the collection of many forms
and types of text to make student learning visible and to
create an authentic record for dialogue, reflection and
analysis. Pedagogical documentation is not done at the
end of a lesson or unit, as a summative assessment, but
is ongoing – a cyclical process that facilitates growth
and improvement.” (Capacity Building Series –
Pedagogical Documentation, 2012)
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Documentation
Visible Learning: surfaces and documents children’s
thinking, working theories, and ideas that pique their interest
Reciprocal dialogue: creates opportunity for clarification,
checking understandings, misunderstandings, connections to
prior knowledge
Reflection: requires considerable analysis of what the
documentation reveals; inspires further inquiry
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“The time adults spend observing and documenting, and
then interpreting and reinterpreting documentation will
make our time with children all the more meaningful and
responsive. In addition, teachers learned the value of
interpreting and reinterpreting documentation with children.
As Carlina explains, this is done “in order to develop with
the children, theories that give meaning to events and
objects in their world” (Rinaldi, 2001).
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Video Segment
• http://video.com/36323323
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Time for Teams
Take time to be in the :
•role of the learner
•role of the system leader
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Children are Competent and Capable:
Rethinking Learning Environments 24
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Moving From ...Towards
Moving from
…rushing to
“evaluation”
(assessment of
learning)
Moving towards
…slowing down and
documenting what we
see and hear without
evaluation (assessment
for learning)
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Learning About Learning
How/why are we documenting evidence of
learning, studying, co-constructing and
communicating learning?
How is your thinking evolving?
As a leadership team, how
will you continue to support
learning about learning?
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Build Relationships and Develop
the Nuance of Noticing
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Observing Learning and Pedagogical
Documentation
Rinaldi (2001) describes
pedagogical
documentation
somewhat paradoxically
as “visible listening” –
using notes, slides,
videos and so on to
reconstruct children’s
learning paths and
processes.
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v
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Documenting/Studying/Communicating
Learning
Use the sample protocol provided to study the
pedagogical documentation provided.
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Learning About Learning
How/why are we documenting evidence of
learning, studying, co-constructing and
communicating learning?
How is your thinking evolving?
As a leadership team, how
will you continue to support
learning about learning?
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Thinking About the Documentation
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Learning About Learning
How/why are we documenting evidence of
learning, studying, co-constructing and
communicating learning?
How is your thinking evolving?
As a leadership team, how
will you continue to support
learning about learning?
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Learning Goal
To find the relationships among:
• the overall expectations and what the
document describes as learning
• the curiosity, questions and wonderings of
the children that may go beyond the
expectations
• ways in which we assess the learning
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