Resources – Aboriginal Perspectives

principlesoflearningthumbWeaving Aboriginal Perspectives into the Curriculum (SD37)

Aboriginal Worldviews and Perspectives in the Classroom

First Peoples Principles of Learning (J. Chrona)

First Peoples Principles of Learning (BC Ministry of Ed)

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Students Discuss the Power of Learning Targets

Screenshot 2015-10-15 10.09.20Grade 7/8 students in Jeanne Boland’s class at the Odyssey School in Denver, CO, discuss the power of “unpacking” learning targets so that they can articulate a clear vision of the intended learning and criteria for success. (VIDEO)

Note: This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment by Ron Berger.

This video was shared by Diane Graves and Neil Stephenson at a meeting of Delta secondary CIAs (Curriculum, Instruction, & Assessment school leaders)

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Formative Assessment Overview

Source: Dylan Wiliam

via Dylan Wiliam’s Presentation The bridge between teaching and learning

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Student’s Ability to be Self-Directed

Last fall a colleague from another district asked me if I could “recommend any professional resources that frame a student’s ability to be self-directed and establish learning targets that are consistent with self-regulated learning?”

Their team had done a fair amount of work on goal setting and on setting learning targets but came to recognize that goal-setting per se was not enough, especially if it was driven externally.

Here’s what I had to offer:

We are doing a lot of this self-regulated learning work (building as we go) with grade 6/7 at my current school. Check out these videos that show what we are working towards:

Student Blog Post: School of Awesomeness

Six Slides that describe our school

Much is still in the beginning stages as we work towards creating a culture in the school and building capacity in the students.

There are no shortage of resources about what and why but less about the how. Two I would recommend to start with are are:

Leaders of their Own Learning

Embedded Formative Assessment: chapter 7 pulls it all together with Students as Owners of their Own Learning. Some of my resources supporting this book

For examples of HOW you might want to check out the Discovery 1 school in New Zealand

All the stuff I’ve come across (local and international) has the formative assessment piece (see Dylan’s book above) as the foundation.

With that foundation one can shift the focus onto student ownership/SRL/SEL etc.

IMHO your team needs to see the formative assessment learning and practice as an ongoing piece that is continually refined —> the SRL is one way in which the formative assessment practices are refined.

BTW: your team will find both this Formative/Summative post by Anne Davies and these resources from Delta SD37 delta learns toolkit helpful

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Dear Mum & Dad: About my report card…

Martens in the Middle

http://gbs.ednet.ns.ca/Images%202013-14/Misc/report.jpgHere is a copy of the letter that students from our pod wrote to explain the reports to their parents and to be included as an insert with their report card.
We started the ball rolling in advisory, then handed the task off to a group of students who were finished their preparations for presentations taking place tomorrow.
Minor edits were made to adjust the language around ‘Mastery’ – it was the subject of fierce debate amongst the writing team!
—Ms. Burd

Dear Parents (Middle schoolers write to their parents).docx

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Personalizing Learning verus Personalized Learned

Thought it might be helpful to add an outside voice to our local conversation.

Below are excerpts from the article Four Reasons to Seriously Worry About Peronsallized Learning by Alfie Kohn in the Washington Post


Personal learning entails working with each child to create projects of intellectual discovery that reflect his or her unique needs and interests. It requires the presence of a caring teacher who knows each child well.

Personalized learning entails adjusting the difficulty level of prefabricated skills-based exercises based on students’ test scores. It requires the purchase of software from one of those companies that can afford full-page ads in Education Week.

How can we tell when the lovely idea of personal learning has been co-opted[3] and then twisted into PLI? Here are four warning signs:

1. The tasks have been personalized for kids, not created bythem. With PLI, the center of gravity is outside the students (as Dewey once put it), and their choices are limited to when — or maybe, if they’re lucky, how – they’ll master a set of skills mandated by people who have never met them. In the words of education author Will Richardson, “’Personalized’ learning is something that we do to kids; ‘personal’ learning is something they do for themselves.”[4]

2. Education is about the transmission of bits of information, not the construction of meaning. Closely related to the pseudochoice provided to students is the underlying model of learning. Behaviorism, the beast that just won’t die, lurks at the core of PLI just as it animates “competency-based progression,” “mastery learning,” and programs that tweak the “delivery of instruction.” (Hint: Unless someone is sending out for pizza at a faculty meeting, the word delivery is always troubling in the context of schooling.)

3. The main objective is just to raise test scores. This explains PLI’s constant use of instruments that resemble standardized tests. When we hear a phrase such as “monitor students’ progress,” we should immediately ask, “What do you mean by progress?” That word, like achievement, often refers to nothing more than results on dreadful tests. And the next logical question when something is described as a way of “personalizing” instruction: What’s the effect of this on kids’ interest in reading or math or writing – or in school itself? Personal learning tends to nourish kids’ curiosity and deepen their enthusiasm. “Personalized” or “customized” learning – not so much.

4. It’s all about the tech. Two overlapping groups of educators seem particularly enamored of PLI: (1) those who are awed by anything emitted by the private sector, including books about leadership whose examples are drawn from Fortune 500 companies and filled with declarations about the need to “leverage strategic cultures for transformational disruption”[8]; and (2) those who experience excitement from anything involving technology – even though much of what falls under the heading “ed tech” is, to put it charitably, of scant educational value.[9]

Certain forms of technology can be used to support progressive education, but meaningful (and truly personal) learning never requires technology. Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits.

One final caveat: in the best student-centered, project-based education, kids spend much of their time learning with and from one another. Thus, while making sense of ideas is surely personal, it is not exclusivelyindividual because it involves collaboration and takes place in a community. Even proponents of personal learning may sometimes forget that fact, but it’s a fact that was never learned by supporters of personalized learning.

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Self-regulated Learning Resources

We are doing a lot of self-regulated learning work (building as we go) with grade 6/7 at my current school.

Some of our story

School of Awesomeness (student post): http://go.vsb.bc.ca/schools/blogs/normarosepoint/Lists/Posts/Post.aspx?ID=83

Six Slides that describe our school: http://go.vsb.bc.ca/schools/blogs/normarosepoint/Lists/Posts/Post.aspx?ID=66

Much is still in the beginning stages — creating a culture in the school and capacity in the students.

There are no shortage of resources about what and why but less about the how…

Two I would recommend for starting are:
Leaders of their Own Learning
Embedded Formative Assessment: chapter 7 pulls it all together with Students as Owners of their Own Learning

For examples of HOW you might want to check out the Discovery 1 school in New Zealand

Senior school — Managing My Learning — more on this page on their site

Discoverer Indicators — big picture of goal setting (something to build towards)

All the stuff I’ve come across (local and international) has the formative assessment piece (see Dylan’s book above) as the foundation.

With that foundation one can shift the focus onto student ownership/SRL/SEL etc. Basically, your staff needs to see the formative assessment learning and practice as an ongoing piece that is continually refined —> the SRL is one way in which the formative assessment practices are refined.

Bonus content: Formative/Summative post by Anne Davies

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