PUT TITLE
HERE
Student
Success
Student Success
2011
Program
2011Summer
Summer Program
STUDENT
ACHIEVEMENT
IN
LITERACY
NAME OF YOUR MODULE
HERE
1
Agenda
Minds On
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Overview, purpose, and context
Learning goals
Group norms
Accountable talk
Action
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Literacy needs, interests, and dispositions of adolescents
Talking and listening
Supportive classroom environment
Strategy instruction and the gradual release of responsibility
Consolidation
– Accountable talk and learning
– Group and personal reflections
2
Minds On
• Establishing a positive learning environment
• Connecting to prior learning and/or experiences
• Setting the context for learning
• Engage students emotionally and cognitively
• Assess students’ prior learning; activate (or build) prior learning
• Develop interpersonal learning, collaborative skills
3
Provincial Context: Core Priorities
 High Levels of Student Achievement
 Reducing the Gaps in Student
Achievement
 Increased Public Confidence in Our
Publicly Funded Schools
4
School Effectiveness Framework
5
Supporting the Instructional Core
Student
Leading Learning – Leadership
Teacher/Students
Resource
Teacher
LEARNING:
SELF-MONITORING
Learning Goal
Success Criteria
Learning Tools
IEP
Coach
Look For’s
Classroom Resources
6
Example
Board
(BIP)
Literacy: Writing
School
(SIP)
Literacy: Writing
Gr. 9 & 10 Applied/Open
Classroom
(planning for teaching and learning)
Professional Learning Cycle
(collaborative inquiry)
Literacy: Writing
Gr. 9 Tech Ed and Visual Arts, Gr.
10 Computer Studies: Common
Assessment area - Expression and
Organization of Ideas
(Achievement Chart)
7
A Professional Learning Cycle
8
8
Student Success Grades 7-12 Key Elements
PROGRAMS
 Specialist High Skills Major
 Dual Credits
 Expanded Cooperative
Education
 Ontario Skills Passport
 Board Specific Programs
LEADERSHIP DEVELOPMENT
• Student Success Leaders
• Student Success Teachers
• Student Success School and
Cross Panel Teams
EFFECTIVE INSTRUCTION
 Differentiated Instruction
 Math GAINS
 Literacy GAINS
 Professional Learning Cycle
 Student Voice
 School Effectiveness Framework
INTERVENTIONS
 Credit Rescue / Recovery
 Transitions Supports/Taking Stock
 Children and Youth in Care
 Re-engagement 12 12+Strategy
 Supervised Alternative Learning
 School Support Initiative
9
Pyramid of
Preventions
and
Interventions
Re-entry to
School
Program Change
In-School Interventions
(e.g. Credit Recovery)
In-Class Interventions
(e.g. Credit Rescue)
In-School & In-Class Preventions
(e.g. Transitions, Differentiated Instruction)
10
Community Builder
Four Corners
• Choose the quotation that resonates most with
you
• Go to the corner where the quotation is posted
and introduce yourself to your colleagues
• Talk about why this particular quotation is
meaningful
• As a group be prepared to highlight your main
ideas with the whole group
11
Talk in Action
12
Learning Goals
We are learning…
• How accountable talk
– supports students’ deeper understanding of subject content
– helps students to learn and reflect on their learning
– helps students in communicating their knowledge and
understanding
• To connect the use of accountable talk with the literacy needs of
adolescents
• How to use a variety of accountable talk strategies to meet the range of
literacy needs of students
• How to plan for explicit use of strategy instruction through the gradual
release of responsibility
13
Accountable
Talk
How is accountable talk
different than just talk?
Me Read? And How!,
Queen’s Printer for Ontario, 2009
14
Accountable
Talk
and
Learning Skills
Growing Success, 2010
Group Norms
• Treat each other with dignity and respect.
• It's okay to not have the answer, and to
admit it.
• Problems are presented in a way that
promotes mutual discussion and resolution.
16
Please watch this video clip
While viewing,
consider:
• how does the teacher
“finds out” about
students
•how does the teacher
differentiate based on
this information
17
Inside-Outside Circle
• How does talk help to build student
understanding?
• What group norms are explicit or implicitly
present?
• What skills do students need to have in
order for talk to be accountable in this
class?
18
Action!
Students do the subject — not hear or read about it.
Action includes:
• Introducing new learning or extending/reinforcing prior learning
• Providing opportunities for practice and application of learning (from
teacher modelling to guided and shared practice to independent
practice)
Instruction includes:
• Modelling
• Guided practice and scaffolded exploration
• Co-construction of understanding
• Gradual release of responsibility
• Differentiation
• A variety of groupings and collaborative structures
19
Adolescents’ Needs, Interests,
and Dispositions
• Need for control/autonomy
• Interest in technology/media
• Need to be heard
• Disposition to debate
• Need to make a difference
• Need to belong
• Sense of accomplishment
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of
Adolescent Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading
Association
20
What are the implications for
instructional practice?
“Teachers who link instruction with needs,
interests, and dispositions of students …
nurture a connection that motivates
students to engage with authentic literacy
tasks.”
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the
Challenge of Adolescent Literacy: Practical Ideas for Literacy Leaders.
Newark, DE: International Reading Association, 18.
21
Carousel Brainstorming
Needs
control/autonomy
to be heard
to make a difference
to belong
Interests
technology, media
Dispositions
to debate
22
Think-Pair-Share-Square
Why is talk so important in the
grade 7-12 classroom?
How does talk meet the needs, interests,
and dispositions of adolescents?
23
Listening
Because listening is often used in conjunction with the
skills of speaking, reading, and writing, strong listening
skills enable students to succeed more easily in these
other communication processes.
But despite the benefits and
amount of time spent listening, only
a small amount of what we hear
actually registers. Consequently,
the development of active listening
skills needs explicit teaching,
modelling, and practice in every
subject.
24
Connecting Research to Practice:
Listening Guide
Save the Last Word
25
Conditions that Support Accountable Talk
Classroom Dynamics
establishing and maintaining
conditions that allow students to
engage in powerful learning
through deliberate and purposeful
planning, actions, and responses
Classroom
Management
organization, protocols,
policies, and routines
Classroom
Set-up
physical
arrangement of
furniture and
resources to
optimize learning
Relationships for
Learning
positive interactions of
teacher and students and,
students with their peers
http://www.edugains.ca/resources/ClassroomDynamics/ClassDynamicsIntroGraphicOrgan.doc
26
Supporting Accountable Talk -Resources
1. AER Video, Segment 5, Engaging Students in
Conversation:
http://www.edugains.ca/resourcesAER/VideoLibrary/i
ndex.html?movieID=11
2. Me Read? And How! pages 36, 37
3. Many Roots, Many Voices, page 19
4. Think Literacy Cross-Curricular Approaches,
Discussion Etiquette, page 176,
5. Social Skills Anchor Chart, Math GAINS :
http://www.edugains.ca/resources/ClassroomDynam
ics/SocialSkillsAnchorCharts.pdf
27
Supporting Accountable Talk
• Select a resource of interest to you
• Read/view the resource
• Summarize your resource and your
response using a method of your choice
• Be prepared to participate in the three step
interview
28
Three-Step Interview
• What can be done to establish a
supportive climate in your classroom that
encourages students to engage in open
communication?
• How can the expression of diverse
opinions, positions, and feelings be
encouraged without fear of censure?
29
Strategy Instruction and the
Gradual Release of Responsibility
“When students internalize the use of literacy strategies
so they can monitor their own comprehension, take
effective notes, use graphic organizers without
prompting to plan essay writing, and summarize what
they read, they are well on their way to becoming
strategic readers and writers.”
Irvin, J., Meltzer, J., Mickler,M., Phillips, M., Dean, N. (2009) Meeting the Challenge of Adolescent
Literacy: Practical Ideas for Literacy Leaders. Newark, DE: International Reading Association, 95.
30
Strategy
Instruction
and the
Gradual Release
of Responsibility
31
Strategy Implementation Continuum
World Café
• How do you use the gradual release of
responsibility for explicit strategy instruction so
that students can successfully and
independently use the strategy?
• How does the Strategy Implementation
Continuum support Differentiated Instruction?
32
Consolidation
• Helping students demonstrate what they have learned
• Providing opportunities for consolidation and reflection
• Check for conceptual understanding of critical learning
through reflection, summary, application, consideration
of alternative approaches
• Use whole-class discussion, journals, exit cards
• Prepare for/anticipate follow-up or next lesson
33
Reflection
Place Mat
Back in the classroom….
what does this look like,
sound like?
34
Reflection
Personal Reflection
How will I use accountable
talk to support literacy in
grades 7 to 12?
35
Feedback
Please provide session feedback
using the online survey.
36