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Deeper Learning MASS

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down screen. This technology ... A Message from the Minister of Education and ... two years which address a comprehensive set of . MASS Journal Learnings. Spring 2014 ...



4 MASS Journal Spring 2014
Spring 2014
MASS Journal
Volume 15 Number 1
Published For
The Manitoba Association of School
Superintendents
375 Jefferson Avenue
Winnipeg Manitoba
Phone 204 487 7972
Fax 204 487 7974
E mail ken klassen 7oaks org
Web www mass mb ca
Published By
TABLE OF CONTENTS
Matrix Group Publishing Inc
Publication Mail Agreement Number Messages
7 A Message from the President of MASS
Return Undeliverable Addresses to
309 Youville Street 9 A Message from the Minister of Education and Advanced Learning
Winnipeg MB R2H 2S9
Toll free 866 999 1299 11 MASS Executive 2014
Toll free fax 866 244 2544
President CEO 11 2013 2014 MASS Priorities
Jack Andress
Chief Operating Officer
Jessica Potter
jpotter matrixgroupinc net THEME DEEPER LEARNING
Publishers
Peter Schulz Joe Strazzullo
Editor In Chief
Shannon Savory
ssavory matrixgroupinc net 12 New Pedagogies for Deeper Learning
Editors By Paul Cuthbert
Alexandra Walld
16 Beyond Technology and Towards Deeper Learning
awalld matrixgroupinc net
By Jennifer Katz
Finance Accounting Administration 19 Personalizing Learning in the Interlake School Division
Shoshana Weinberg Nathan Redekop By Warren Nickerson and Christine Penner
Pat Andress
accounting matrixgroupinc net 22 Integration of Technology for Higher Learning
By Tanis Pshebniski Rob Carnegie Jackie Gagn Darren Kuropatwa and Andy McKiel
Director of Marketing Circulation
Shoshana Weinberg 25 Technology in the Classroom
Sales Manager By Barb Isaak with contributions from Brenda Augusta Rod Epp and Drew Forrest
Neil Gottfred
Sales Team Leader
28 Seeking Social Justice in UNESCO Associated Schools
By Gareth Neufeld Linda Mlodzinski Robert Mazzotta Marie Josee Rousse and Diane Hawrysh
Colleen Bell
Matrix Group Publishing Inc Account 31 Les jeunes du Manitoba prennent soin des leurs Manitoba Youth Combat Homelessness
Executives By Monique Gu nette and Derreck Bentley
Rick Kuzie Miles Meagher Christopher
Smith Rob Choi Jeff Cash Jim Hamilton 32 Book Review of Professional Capital Transforming Teaching in Every School
Bonnie Petrovsky Matthew Keenan Frank
By Ray Derksen
McLean Brian MacIntyre Rob Allan Declan
O Donovan Crystal Burke David Roddie
John Price Frank Kenyeres
Layout Design
34 Buyer s Guide Spring 2014
Cody Chomiak The official magazine of the Manitoba
Association of School Superintendents
Advertising Design On the Cover
James Robinson In his article on page 12 Paul Cuthbert explains that deep
learning is comprehensive learning that includes a range of skills
For advertising information contact and attributes related to human flourishing including creativity
Matrix Group Publishing Inc at problem solving and the capacity to establish and pursue personal
866 999 1299 and collective visions This issue s cover image highlights this
type of learning which is taking place at Transcona Collegiate in
2014 Matrix Group Publishing Inc All Winnipeg Man Student Breanna Early and her teacher Daniel Dee per
rights reserved Contents may not be
reproduced by any means in whole or in
Martens uses a document camera which is stationary on the
teacher s desk and a projector which displays the image on a roll Le arn ing
down screen This technology makes it easy to display textbooks
part without the prior written permission
Canada Post Publications Agreement Number
experiments and 3D objects as well as promote engaging
of the publisher The opinions expressed in interactive lessons Read more in Barb Isaak s article on page 25
this magazine are not necessarily those of
Matrix Group Publishing Inc
Manitoba Association of School Superintendents 5
6 MASS Journal Spring 2014
A Message from the President of MASS Message du pr sident du MASS
Reg Klassen
Superintendent Rolling River School Division
ASS is proud to present our Spring a MASS est fi re de pr senter le num ro du print
2014 issue of The MASS Journal with emps 2014 du The MASS Journal qui a pour th me
the theme Deeper Learning As you l apprentissage approfondi Comme vous pour
will learn the concept of deeper learn rez le constater pendant votre lecture le concept
ing can be fairly straight forward and d apprentissage approfondi peut sembler relativement
yet not without significant complexi clair bien qu il soit complexe sous certains aspects La
ties The simplest understanding of deeper learning is the formule la plus simple pour d finir l apprentissage approfondi est la
provision of the competencies that allow an individual disposition de comp tences permettant une personne de transf rer
to transfer knowledge to new situations However this ses connaissances de nouvelles situations Cependant cela se com
becomes more complicated when we attempt to determine plique lorsque nous tentons d tablir quelles sont les comp tences de
which deeper learning competencies were applied to enable l apprentissage approfondi qui ont t appliqu es pour permettre un tel
the transfer of knowledge and whether or not the transfer of transfert de connaissances et si ce transfert a finalement t fructueux
this knowledge was ultimately successful Dans les ann es 1970 les entreprises du palmar s Fortune 500
In the 1970s Fortune 500 companies identified the top ont d gag les sept principales habilet s qu elles estimaient que leurs
seven skills they considered imperative for their employees employ s devaient absolument poss der l poque il s agissait des
to possess At that time these included writing skills com suivantes 1 comp tences en r daction 2 comp tences en calcul
putational skills reading skills oral communication skills 3 aptitude la lecture 4 comp tences en communication orale 5
listening skills personal career development and creative capacit d coute 6 perfectionnement professionnel personnalis
thinking Some 20 years later researchers were surprised that 7 et cr ativit Quelque 20 ans plus tard les chercheurs ont t
the top three on the list were now identified as team work tonn s de constater que les trois habilet s figurant en t te de liste
problem solving and interpersonal skills while the rest of the taient d sormais 1 travail d quipe 2 r solution de probl me 3
list remained unchanged et sociabilit alors que les autres n avaient pas chang
There is a common belief that we are preparing students Une croyance r pandue veut que nous pr parions les l ves
today for jobs that do not yet exist If that is the case then d aujourd hui pour des emplois qui n existent pas Si c est le cas
we must teach students in such a manner that guarantees nous devons alors enseigner aux l ves de telle mani re nous assurer
they will have the skills required to transfer their knowledge qu ils poss deront les aptitudes n cessaires pour transf rer leurs con
to these yet unknown situations This requires educators to naissances ces situations encore inconnues Pour cela il faut que les
reach beyond the teaching of facts and formulas through ducateurs aillent au del de l enseignement des faits et des formules
simple rote memorization avec de simples exercices de m morisation
Deeper learning prepares students to master core academ L apprentissage approfondi pr pare les l ves ma triser le con
ic content to think critically and solve complex problems tenu principal d un programme d velopper une pens e critique
to work collaboratively to communicate effectively to learn et r soudre des probl mes complexes travailler en collaboration
independently and to believe in themselves Effective teach communiquer efficacement apprendre de fa on autonome et
ers have always successfully taught students these competen avoir confiance en eux m mes Les enseignants de qualit ont
cies Today there is a growing body of research that would toujours r ussi transmettre ces comp tences leurs l ves De
support how imperative deeper learning is for the future plus en plus de recherches actuelles reconna traient l importance de
success of our students l apprentissage approfondi pour le succ s futur de nos l ves
In this issue of The MASS Journal you will encounter Dans le pr sent num ro de The MASS Journal vous d cou
numerous ways that teachers and schools are working vrirez diff rents moyens que les enseignants et les tablissements
towards providing students with deeper learning compe d enseignement utilisent pour s assurer que les l ves acqui rent des
tencies comp tences d apprentissage approfondi
Enjoy our Journal Bonne lecture
Manitoba Association of School Superintendents 7
8 MASS Journal Spring 2014
A Message from the Minister of Education and Advanced Learning Ministre de l ducation et de l Enseignement sup rieur
James Allum
Minister of Education and Advanced Learning
ministre de l ducation et de l Enseignement sup rieur
s Minister of Education and Advanced n ma qualit de ministre de l ducation et de
Learning I commend members of the Manitoba l Enseignement sup rieur je f licite les membres de
Association of School Superintendents for your la Manitoba Association of School Superintendents
leadership and dedication to quality education pour leur leadership et les efforts qu ils d ploient pour
and healthy school environments across our appuyer l ducation de qualit et un environnement
province d coles en sant l chelle de notre province
Working together we are ensuring that our students En travaillant ensemble nous faisons en sorte que nos l ves
receive a quality education so that they can develop the puissent recevoir une ducation de qualit et acqu rir les com
skills they need to get a good job here in Manitoba With p tences dont ils ont besoin pour obtenir de bons emplois ici au
your help we continue to provide an innovative progres Manitoba Gr ce votre aide nous continuons offrir un syst me
sive and responsive education system that serves the needs d ducation innovateur progressiste et adapt aux besoins de nos
of our students l ves
Your commitment to those needs is admirably reflected Votre engagement r pondre ces besoins transpara t de
in the current journal s Deeper Learning theme By focusing mani re remarquable dans l actuel th me Deeper Learning du
on concepts such as personalization technology and social journal En mettant l accent sur des concepts tels que la person
activism in learning you are helping students expand their nalisation la technologie et l activisme social dans l apprentissage
horizons and giving them valuable tools with which to vous aidez les l ves largir leurs horizons et vous leur donnez
make positive contributions to their communities for years d importants outils pour contribuer positivement la vie de leurs
to come collectivit s au cours des ann es venir
We can be proud of the high standards of educational excel Nous pouvons tre fiers des normes lev es d excellence en
lence we are setting and the lifelong learning opportunities we ducation que nous sommes en train d tablir et des possibilit s
are providing that enrich the personal and professional lives of d apprentissage la vie durant que nous offrons et qui enrichissent
Manitobans la vie personnelle et professionnelle des Manitobains
I look forward to our continued successful collaboration Je compte sur la collaboration soutenue et fructueuse des
with MASS members in meeting the present and future needs membres de la MASS pour r pondre aux besoins actuels et futurs
of Manitoba students des l ves du Manitoba
Save the Dates
ental Health The conference features the following world class speakers
Dr Stan Kutcher Dalhousie University Halifax Heather Stuart Ph D Queen s University Kingston
Martin Brokenleg Ph D Reclaiming Youth International Dennis Embry Ph D PAXIS Institute Tucson Courage
Corey Keyes Ph D Emory University Atlanta Mary Gordon Roots of Empathy Toronto
Gordon Neufeld Ph D Neufeld Institute Vancouver Wab Kinew University of Winnipeg Compassion
Educating for ACTion
Connection
John Walker Ph D University of Manitoba Justice Murray Sinclair Truth and Reconciliation
Beth Doll Ph D University of Nebraska Lincoln Commission of Canada
November 13 and 14 2014
Canad Inns Polo Park Winnipeg Manitoba
Debra Pepler Ph D
Dr Gabor Mat
PrevNet York University Toronto
Physician Author Vancouver
and many more
Details will be forthcoming at www educatingforaction ca
Manitoba Association of School Superintendents 9
10 MASS Journal Spring 2014
MASS Executive 2013 2014
Table Officers directors
Celia Caetano Brian O Leary Duane Brothers Cathy Fidierchuk Cyndy Kutzner
Gomes Metro Metro North South Central
President past President FIRST vice president Metro Superintendent Superintendent Superintendent Superintendent
Reg Klassen Robert Chartrand Barb Isaak Superintendent Seven Oaks School Louis Riel School Frontier School Western School
Superintendent Superintendent of Assistant Superintendent Winnipeg School Division Division Division Division
Rolling River School Schools South Winnipeg River East Transcona School Division
Division School Division Division
Janet Martell Tim DeRuyck Jane Friesen Donna Davidson Ken Klassen Amber Samson
Southeast Interlake Southwest At Large At Large Executive Director Administrative
second vice president TREASURER Superintendent Superintendent Director Clinical Assistant Assistant
Mike Borgfjord Brett Lough Lakeshore School Turtle Mountain Extended Support Superintendent
Superintendent Seine River School Metro Assistant Superintendent Division School Division Services Pembina Mountain View
Division St James Assiniboia School Trails School School Division
Division Division
Universal High Quality Public Education
2013 2014 MASS Priorities
Collaborate with MSBA on three sessions over
Equity Quality two years which address a comprehensive set of
Aboriginal education Mental Health and Wellness learnings in Aboriginal culture and education
Early Childhood education Essential learnings Universal High Support the work of the MASS Aboriginal
Quality Public
deeper learning Education Advisory Committee as it pursues its
renewed mandate to address the call to action in
Our commitment to equity includes combating the MASS position paper Transforming Mani
poverty and disadvantage promoting inclusion toba Public Education A View to the Future
and embracing diversity Facilitate a discussion by our membership of
Host an intensive summer institute and broader current trends in math education with the help Mental Health and Wellness
one day session for superintendents and educa of discussion papers and other resources Partner with Manitoba Education and work
tional leaders with Pasi Sahlberg to explore the Publish a spring MASS Journal with the theme with a Program Planning Group from a wide
relationship between quality of education and of deeper learning with articles from the field variety of partner organizations to plan Educa
equity in both the broader society and the public in the strands of personalized learning learning tion for ACTion 4 Mental Health and Well
school system with technology and teaching for social activism ness for our Children and Youth
Partner with the Social Planning Council of Plan the next summer institute on the theme Take leadership on the Oversight Committee
Winnipeg and MSBA to survey Manitoba of deeper learning with strands of personalized for Children and Youth Mental Health OO
superintendents on current divisional policies learning learning with technology and teaching CYMH and work with the MASS Mental
procedures and practices which promote equity for social activism Health Committee to address the call to action
Develop a position paper on educational finance in the MASS position paper Mental Health
and funding with a call to action on equity EQUITY AND QUALITY AREAS OF FOCUS Frame work for Students
Support members in the implementation of anti Aboriginal Education
bullying legislation including gay straight alliances Co sponsor a Culturally Proficient Leadership Early Childhood Education
Our commitment to quality includes building Institute in November for MASS members and Support the work of the MASS Early Child
efficacy and capacity for teaching learning and all of our educational partners hood Education committee as they review the
leading Incorporate a cross cultural learning experience MASS position paper Early Childhood Educa
Publish a MASS position paper on Essential in the MASS AGM by holding it in the north tion and Care and propose next steps for action
Learnings with a call to action in May 2014 and collaboration in this area
Manitoba Association of School Superintendents 11
New Pedagogies for
Deeper Learning
By Paul Cuthbert
s educators we under public education centered in preparing Three dominant forces have signifi
stand that public edu youth with the basic skills and knowledge cantly impacted various aspects of today s
cation has the respon needed to succeed in industrialized systems world These include the rise of global
sibility to engage our We expected school systems to sort people ization which has led to an economy
youth in learning that those who would go to university and that is increasingly knowledge based new
is relevant to today s those who wouldn t those who would do findings about learning from the learning
world We recognize the importance of professional jobs and those who wouldn t sciences and the pervasiveness of net
developing foundational skills in literacy and those who would fill the semi skilled worked digital technologies that open up
numeracy and science as well as ensuring and unskilled jobs in which minimal learn new ways of thinking ways of working
that youth develop social emotional com ing at school was required We are aware and tools for working and living in the
petencies to become contributing citizens that this model is no longer adequate as we world The OECD European Union
However we are seeing a transitioning need every young person to graduate from UNESCO and numerous other think
of our society to a knowledge based econ school with the skills and competencies to tanks and authors conclude that these
omy that is global interdependent and be contributing citizens new realities demand people with differ
infused with new technologies We are Contributing citizens are those who ent competencies than those considered
also observing a world that is no longer know how to critically assess different appropriate for success in the agrarian and
sustainable if we continue our current perspectives examine social political and industrial era
trajectory As such we must critically economic issues and explore strategies for Multi literate creative and innovative
evaluate the goals indicators and practices change that address root causes of social people are now seen as the drivers of
of our education system in preparing our and environmental problems and social today s world and the prerequisites to a
youth for the challenges that lay ahead injustice are critical and creative think sustainable future It stands to reason that
Although we now live in the post ers who think about issues of fairness to prepare youth for effective participa
industrial age many structures processes equality of opportunity and democratic tion in this kind of world our education
and policies in our education system are engagement make independent thinking systems should re focus on engaging stu
still shaped by the needs and presump a priority and look for ways to improve dents in this kind of work where ideal
tions of this era In the 20th century society and effect systemic change outcomes are not achievement scores on
12 MASS Journal Spring 2014
tests but students capacities to collabor and continue their learning beyond the Communication Communicate
ate connect with others create innovative classroom They apply what they have effectively orally in writing and with a
solutions and ultimately to implement learned in one subject area to newly variety of digital tools listening skills
them in the real world encountered situations in another They Critical Thinking and Knowledge
Combined with these world trends can also see how their work relates to Construction Think critically to design
studies from many countries show that real life and manage projects solve problems
among high school students less than Some would argue that deep learning make effective decisions using a variety of
40 per cent of upper secondary students is simply what highly effective educators digital tools and resources
are intellectually engaged in school Intel have always provided the delivery of rich Real World Problem Solving Pro
lectual engagement is defined as a ser content to students in innovative ways vide students authentic experiences in
ious emotional and cognitive investment that allow them to learn and then apply creating and using new knowledge in the
in learning using higher order thinking what they have learned Others would world beyond the classroom
skills such as analysis and evaluation argue that deep learning requires new Collaboration Work in teams learn
to increase understanding solve complex goals for learning and new pedagogies to from and contribute to the learning of
problems or construct new knowledge achieve those goals others social networking skills empathy
A national portrait of Canadian mid Michael Fullan and other research in working with diverse others
dle and secondary schools published in ers have formed a new global research Creativity and Imagination Eco
the What did you do in school today First initiative called New Pedagogies for nomic and social entrepreneurialism con
National Report by the Canadian Edu Deep Learning They have suggested sidering and pursuing novel ideas and
cation Association showed that many that in order for deep learning to be leadership for action
students were engaged in school but few achieved systemically new goals for Use of ICT for Learning Choosing
were engaged in their learning These education must be established and new and using ICT responsibly and ethically to
findings also revealed that the longer pedagogies employed Their project is support critical and creative thinking about
students stayed in school the less likely grounded in the philosophy of Fullan s information and about communication as
they were to attend and feel intellectually book Stratosphere Integrating Technol citizens of the global community
engaged in their classes The analysis also ogy Pedagogy and Change Knowledge The project authors hypothesize that
revealed that many students do well i e which argued that when changes to the learning goals set out above go far
get high marks in their courses without knowledge pedagogy and technology beyond the essentials of literacy and num
being intellectually engaged leaving us to are thought about in an integrated way eracy and will require for their fulfill
wonder what do marks and current class technology makes a dramatic difference ment new approaches to teaching and
room level assessments actually measure to outcomes learning a new pedagogy New learning
The concept of intellectual engage The authors argue that unless a new goals require changes in how relation
ment resonates strongly with many edu pedagogy emerges students will become ships between students and teachers are
cators because it represents the kinds of increasingly disengaged and the adults structured in how teaching and learn
learning that they aspire to for all students who work with them will become increas ing is practiced and in how learning is
Yet often the most basic of structures ingly frustrated Moreover the pace of measured These new pedagogies can be
in schools such as marking practices development in technology and its appli defined as a new model of learning part
and definitions of academic success can cation to learning are creating new pos nerships between and among students
work against the emergence of practi sibilities which unless they are developed and teachers aiming towards deep learn
ces that would support higher levels of in school and for all will simply be ing goals and enabled by pervasive digital
achievement and engagement among lar developed outside school and for some access This new pedagogy involves
ger numbers of students Existing models A new divide would emerge and indeed Student as Owner and Driver of
of assessment rarely measure these higher this has already begun Learning
types of learning or the competencies they Fullan et al have identified eight ele Teacher as Designer and Activator of
foster ments in the Deep Learning Competency Learning and
There is an emerging body of educa Framework Technology as Accelerator of Learning
tion literature and research referring to the Character Honesty self regulation The explicit aim is deep learning that
concept of deep learning Deep learning and responsibility perseverance resili goes beyond the mastery of existing content
is comprehensive learning that includes ency empathy for contributing to the knowledge Deep learning creates and uses
a range of skills and attributes related to safety and benefit of others self confi new knowledge in the world Technology
human flourishing e g creativity con dence personal health and well being unleashes learning and the potential for
nectedness and collaboration problem career and life skills students to apply knowledge in the world
solving wellness and the capacity to Global Citizenship Global know outside of school Teaching shifts from
establish and pursue personal and col ledge sensitivity to and respect for other focusing on covering all required content to
lective visions In classrooms where deep cultures active involvement in addressing focusing on the learning process developing
learning is the focus you find students issues of social justice as well as human students ability to lead their own learning
who are highly motivated and challenged and environmental sustainability and to do things with their learning
Manitoba Association of School Superintendents 13
Teachers are partners with students non graded levels online learning blend resources available to them as well as the
in deep learning tasks characterized ed learning project based learning com curriculum outcomes Teachers must be
by exploration connectedness and munity involvement competency based able to continually draw out students pre
broader real world purposes Learn assessment and other elements existing understandings to scaffold them
ing outcomes are measured in terms of The graphic at the bottom of this page to a place of deeper learning and deeper
students capacities to build new know is a representation of how we may con understanding
ledge and to lead their own learning sider designing our system to meet these Authentic intellectual engagement is
effectively proactive dispositions and challenges engagement with things that are person
their abilities to persevere through chal Current research from the learning ally meaningful worth knowing and that
lenges and the development of citizens sciences regarding the essential features of triggers the desire to understand This
who are life long learners learning provides a strong basis to begin engagement requires that the tasks being
A vision of a contemporary K 12 edu to understand what this new pedagogy engaged have an authenticity that the
cation system that focuses on intellectual means and entails work being done in classrooms is real
engagement and deep learning should be Collaborative knowledge build work that reflects the living realities of
inclusive of personalized learning Per ing is essential to the process through the discipline being taught
sonalized learning is a broadly defined which learners engage in innovation and Ongoing formative assessment is
term that is moving to the forefront of knowledge creation It includes inquiry required throughout the learning activ
educational reform efforts across Can processes specific to the disciplines and ity to make students thinking visible to
ada and around the world It refers to complex processes of representation to both students and teachers It needs to be
ensuring that every student s needs are communicate during collaboration embedded in instruction and include clear
met passions are explored and goals are Knowledge building requires learners to criteria for performances of understanding
achieved This means student centered engage collaboratively in idea improve along with specific helpful feedback dur
learning that is focused on the needs ment problem solving elaborated forms ing learning
strengths and aspirations of each individ of communication consulting authorita Digital technologies play a powerful
ual person Students play an active role tive sources and knowledge advancement role when used to support learning and
in designing their own education and are as they undertake real problems issues knowledge building activity They are
increasingly accountable for their own and questions particularly powerful not only in helping
learning success Conceptual understanding is students solve problems but also in posing
Personalizing learning is not really new required for deep learning and deep new problems It is a medium that makes
to the skilled practice of teaching Teach understanding that enables learners to for elaborated forms of communication
ers who use instructional strategies related make connections reason innovate collaboration building local and global
to assessment for learning and differen problem solve critique and create That communities revision requesting and
tiated instruction already are tailoring is conceptual understanding is essential gathering feedback providing scaffolding
instruction to individual students learn to the work of knowledge creation This creating new products and participating
ing needs interests and learning styles means that students need to be presented in and contributing to local and global
But when strategies are paced to learning with many examples where the same con communities
needs and coupled with technology as a cept is at work Reflection or metacognition includ
means of providing more flexible learning Scaffolding is the help given to the ing knowledge about one s own learning
opportunities the learning becomes even learner tailored to that learner s needs in of one s own learning strengths and weak
more personalized achieving his or her goals of the moment nesses and the demands of the learning
This flexible student centered It requires that teachers have deep under task is essential for creating the self
approach may include teacher advisors standing of their disciplines the stu directed learner
and multiple teachers for each student dents they teach how people learn the Preparing teachers for the contem
porary learning environments requires a
Student initiated self directed close look at what it means to teach and
interdisciplinary learning teacher learn in increasingly networked technol
facilitated co planned with parents ogy rich digital classrooms Schools and
and teachers
teachers need to thoughtfully and inten
tionally design learning environments
and tasks in which teachers can explore
issues that are relevant and develop peda
gogies that are effective for a knowledge
Foundational Skills era They need to develop new images
Key Skills
Teacher initiated and controlled and acquire new expertise to design and
facilitate meaningful learning with new
K 12 technologies Given this shift in our
A representation of how we may consider designing our system to meet these challenges world and the new research from the
14 MASS Journal Spring 2014
learning sciences one can see the com 3 Assessment practices are clearly focused It is no longer a question of academic
plexity that teachers face in working with on improving student learning and success or work preparation or citizenship
learners in today s world guiding teaching decisions and actions but rather a combination of all of these We
Five core principles provide a foun 4 Teachers foster a variety of inter need to create engaging opportunities for
dation for an effective teaching practice dependent relationships in classrooms all young people to develop the knowledge
framework that promote learning and create a skills and dispositions necessary to thrive in
1 Effective teaching practice begins with strong culture around learning the information economy and ensure the
the thoughtful and intentional design 5 Teachers improve their practice in the sustainability of the world we live in n
of learning that engages students intel company of peers
lectually We have an opportunity to create systems For a complete list of references go to
2 The work that students are asked of schools that empower learners and prepare www mass mb ca
to undertake is worthy of their time young people for their role as contributing
and attention is personally relevant citizens This will require a reconsideration of Paul Cuthbert is the Superintendent
and deeply connected to the world in learning goals pedagogical models and the of Evergreen School Division located in
which they live basic structure of our learning institutions Gimli Man
Manitoba Association of School Superintendents 15


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Leveraging PBAs for Deeper Learning--Ver2

Leveraging PBAs for Deeper Learning--Ver2

Assessment Leadership: Leveraging PBAs for Deeper Learning Christopher R. Gareis, Ed.D. © 2017 Presented for SURN @ William & Mary 7 Your Task 2.

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