Making Meaning of School Learning Excellence

PLUS

Outcomes and Understandings:

School staffs will explore ways in which they can collaborate to create authentic learning experiences for all children. School staff members will become aware of the array of learning supports available in the SchoolPLUS community.

Schools focus on excellence in teaching and learning. With appropriate supports for students and teachers in place, teachers are able to provide high quality learning opportunities and strengthen outcomes for every student. SchoolPLUS includes the full actualization of Saskatchewans Core Curriculum to meet the diverse needs of all children. Through an array of effective instructional and assessment practices, educators support students in realizing their full potential as successful learners. (Saskatchewan Learning, 2002)

30 minutes Resources/Materials Blue poster paper, fish and boulders cut out. 3-4 fish and 3-4 boulders for each group.

Process
This activity gives people a chance to identify the perceived barriers and supports as they adapt or expand the curriculum in response to individual student learning needs. This is a quick, creative way to stimulate thought and to get a visual and balanced view of the change.

Fish and Boulders

Using a long strip of blue poster paper posted on the wall, explain the metaphor: There seems to be a strong current moving SchoolPLUS. This current is comprised of the diverse learning needs of the students, parents, staff and community. Such needs exist at the school, community and division levels. Currents can be unpredictable and difficult to control and rafters can get caught up in boulders of barriers. As well, there are calm spots or supports which can assist the rafters as they navigate the waters in order to reach their destination. Provide groups of 4-6 with colored paper shaped as fish or boulders and colored markers. Give groups approximately 10 minutes and ask them to: Use the boulders to identify significant barriers that could be interfering with the work that teachers do with students in their goal towards learning excellence and achievement for all. Use the fish to identify resources or factors that are (or could be) in place which support teachers in moving towards this goal of learning excellence and achievement for all. As groups post and explain their fish and boulders debrief the process. Consider the supports that are in place, and the perceived barriers that might be interfering with the work that teachers do with students. In debriefing, consider what themes emerge as a result of this activity. Label and record the themes.

30 minutes Where do we go from here?

Using the data collected from the Fish and Boulders activity, ask the group to identify those supports which enhance good practices in the classroom (learning excellence). Discuss how they might be expanded upon. Each group chooses ONE barrier to be worked on at this time. Other barriers can be assigned to various groups for consideration at a future date. One way to prioritize the most needy barrier is to ask staff members to do a walkabout placing a mark on the boulder they feel is most needy. Address those that have the most marks on them. In small groups, have the participants brainstorm resources, solutions, ideas that might address this barrier. Encourage staff to generate creative solutions publicly record all ideas, no matter how far out they might be. The point is to come up with creative ideas that could alleviate a particular barrier. Example: A barrier might be not enough time for teachers to plan together to adapt new/already-in-existence programs for the at-risk children. A possible solution might be more time made available for teachers to get together to talk and plan. The way to achieve this might be have teacher associates or educational assistants supervise the students as they work on an activity or assignment for a 30 minute period. Next, review the brainstormed ideas and as a large group, select ideas that appear do-able. Consider and clarify next steps. Close the meeting with questions similar to the following: Who will do what by when? Who will communicate, formally and informally, to whom? What will be communicated regarding next steps? Facilitator please note: This activity is an exploration to guide the decisions being made the following steps might be used to structure the activity: BRAINSTORM: Record brainstormed ideas on paper; discourage criticisms or questions. Try for 8-18 ideas. CLARIFY: Ask if any items need to be clarified; the author provides the clarification. ADVOCATE: Participants may advocate for as many items as they wish and as many times as they wish; statements of advocacy must be phrased in the positive and must be brief. CANVASS: Ask individuals in the group to identify which of the ideas they feel are most important. To determine a manageable number, use the formula: one-third plus one. (If there are 12 items on the list, ask the group to identify 5 which are most important to them.) Take a hand count to determine which items are of greatest interest to the group.

Resources/Materials Markers

15 minutes

Closing:
Individual participants reflect on their teaching practices for the purpose of identifying one thing they are going to do to move the classroom learning toward learning excellence. In addition, staff members identify possible and useful resources and supports both human and other.

15 minutes Reflection: At a future staff meeting

Teachers are asked to bring one or two ideas to the next staff meeting that they have tried and share the following: What have you considered/started in your classroom that addresses student needs and supports them in achieving curriculum objectives? What made the difference? How did the children react? Tell the group about the successes you saw when you adapted your instruction, materials, or environment in order to help students achieve curriculum objectives. Share an opportunity you had to participate in high quality professional development in regard to reflecting on the curriculum in order to meet the needs of specific childrenWhat did you learn? How has it made a difference? How did you use the information? If you have not had the opportunity to attend such a PD activity, where else might you find resources? Discuss with one other staff member a new method you have used or are trying in the classroomHow did it change the way your student(s) learned? How did it support your students(s) in achieving curriculum objectives? As with any other large scale initiative, on-going reflection and dialogue regarding teaching practice and learning excellence between and among staff members beyond the inservice is critical. On-going review and dialogue around the key elements of SchoolPLUS and their relationship to classroom practice will assist in building shared understandings. Tell me and Ill forget. Show me and I may remember. Involve me and Ill understand.

Resources for teachers: Stewart Resources Centre Evergreen Curriculum Saskatchewan Learning website

DTP 8000-06