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Teacher as engaged learner

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Linda Coughlin

on 17 March 2014

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Transcript of Teacher as engaged learner

Do students understand when other students explain their thinking and do they need to?
Wonder who understood student's comments about BXH being universal?
Could students explain each others thinking
Did the CT feel pressured to get to algorithm -
Students were quiet when the SWST shared the wonderings of the CT and SWST.
Wondered if they felt they could respond to the information shared
Were they surprised to hear that teachers thought this way?
Would this sharing prompt students to become aware of themselves as learners?
Student ????? is this needed
Student questionaire given
themes; test anxiety, visual help students understand, speed of delivery of materials
What should teachers know about students:
They need to talk more
Quiet math class is easier to focus
how they learn at home
what they do in their spare time at home and tie it into questions
some of us work better together and sometimes it mite be better if sometimes we work with the girls
Who to push harder and what to expect from different people (Jonathan
how they learn and their family problems
that even if we're not looking at them we're probably still paying attention and we can't help it if we are a little bit noisy/ hyper/rowdy(Reid)
How students really think about the subjects being taught
how they like to answer math questions
how the student learns because some students learne faster than other's
school for second year - going deeper
CT math coach for 4 months prior to the start of the year
Relationship previously established with CT
Thought he might have an open to learning stance and that this might somehow take the learning deeper within the school
Grade 7/8 all boys math class
student communication in math is encouraged
3 part lesson

Discussion: What's the connection between the area of a square, rectangle and a parallelogram?
Student (S): base times height
Tyler: parallelogram, cut off corners and draw square where 90 degree angle is

CT writes on board as answers are given orally.
Bryce: base times height ... universal in everything.
Allan: all are not like a triangle.
Tristan: all 90 degrees
William: square is a rectangle is a parallelogram... all the same shape
Kiel: cut off shape and move over and completes the rectangle
SWS mindset
role of student voice within the classroom
advocating to find student voice
comfortable being uncomfortable
CT (Classroom Teacher) and SWST
CT: Do we need to take the time to explain every word that students use (refers to wondering from SWST about word
CT states personal inquiry around using overall expectations - If I use the overall expectations in all subject areas will that destress me in terms of meeting my checklist and will that allow me to do authentic things with my students? Will the specific expectations take care of themselves?
CT asks SWST to share wonderings with the class so that students are aware of our conversations and how we value student thinking and voice.

Key notes to be shared with students by SWST:

Some students speak in groups and others don't, why?
Wonder how can we hear all thinking and student voices?
Who works well with whom?
Do you understand each other and how do we as teachers know?
Shared student voice one day as leaving classroom: "That was hard but we got it!" - teachers value those words.
CT , Grade 3 CT, SAO and SWST
Danai shares thinking within group.
With nudge from SWST raises his hand to share with the class
Danai begins to share thinking without prompts

and SWST
CT thinking about speed of student learning, what do students mean by visuals and test anxiety
SWST gives CT Surface RT for documentation
CT wondering about assessment and how to assess for final mark - heading into report card time
Jan - full release day SWS pushes for student role in assessment CT wanting to focus on how to use video documentation to establish assessment or mark
develop framework
Video Template and documentation for problem solving developed
~student name
~Processes: T,K&U,A, C
CT's revised Framework
Email: Following Charlie's gumballs
From: Steve
Sent: November-27-13 10:11 AM
To: Linda Coughlin
Subject: RE: Shared Observation - SWS

So much to think about! Yesterday was the first time I came out of a SWS meeting a little overwhelmed. But, not overwhelmed in a bad way necessarily. I absolutely love chatting and discussing ways to improve my practice as a Math teacher. I mean, that's why I volunteered my class with Mary-Lou and being part of this project. I feel like my head is spinning though. In terms of where I"m going with the kids and how to PROPERLY assess them is always, and seems even more now, a major concern. It was a lot easier when you would just follow your specific expectations and give a few quizzes and then hit them with a unit test. But, I'm realizing that that might not be the most effective way to get the "most" out of students. I feel I am constantly questioning what I'm bringing them and what they are giving me on a daily basis; I guess that's what assessment is all about; to be in tune with your students EVERY step of the way. This means, as a teacher, your mind never rests. Funny thing, I was trying to fall asleep last night and I was thinking about flexible groupings and open-ended questions. Hence, the feeling of being overwhelmed. It's on my mind because Math is important to me and I want it to be important to my students. I'm loving the approach and I strongly feel them love it as much as I do, or at least most of them do anyways. I truly think this is going to be a huge learning year for me as a professional; I can't believe I'm saying this after having taught 13 years. I'm realizing that the more I can include student voice in my assessment, the better understanding I will have of each one of their abilities. I was about to say "baby steps" but that would be a lie. I haven't taken baby steps in my approach, I've taken Goliath's steps this past year. How big are the steps I have to take now? Food for thought.
Thanks for all of your enthusiasm, Linda! It's reassuring to say the least!
students going into next class - language - arrive discussing the math problem they just experienced
CT of Language noticed the engagement and excitement and began to wonder why they weren't engaging as much in Language
Conversations began between two teachers
SWST approached the Language teacher and had discussion about student engagement
SWS began in the Language classroom in February
CT views video with SWST and reflects on the stoppage of thinking with his own questioning
Students discusses benefits of
in math learning.
Initial Framework
CT added final column to sheet as he was finalizing the framework.
Seems to indicate he values student voice: What do I need to do now? Student reflection.
Will he revise the framework again as he works through it?
Classroom Culture discussion
Creativity in the classroom by Sir Ken Robinson
CT choose to read article at this point even though he received it in November
S1: We are learning stuff on our own we aren't doing mindless drills
CT: That is powerful
S2: You give us the exact answers and I am intrigued by that... you go around it to make us figure it out . Then it's like ...we could have done it like this the whole time???
Observation #1
Wondering about fatigue???
sample of student response within framework check video to see if others more impactful?????
Responsibility for Learning:
Students increasingly take responsibility for learning and assessment of others and self. Math sense becomes the criterion for assessment.
Math-Talk Learning Community. Connecting Practice and Research in Mathematics Education. Huffered-Ackles, Fuson,& Gamoran Sherin. (2004)

Classroom teacher(CT) begins to set up structures to facilitate students listening to and helping other students. The CT usually is the source of feedback.
Students become more engaged by repeating what other students say or by helping another student at the CT's request. Helping usually involves students showing how they solved a problem.
Responsibility for Learning
Explaining Mathematical Thinking
CT probes student thinking with questions. Strategies may be elicited. CT fills in explanations for clarity.
Students give information about their math thinking usually as it is probed by CT. Students provide brief descriptions of their thinking.
A Pathway Of Engagement For All
Beginning Implementation
Partial Implementation
If I focus on assessment 'for learning' and 'as learning' assessment 'of learning' will take care of itself.

The scale deepens -Full Implementation
Release #1: Wonderings and discussion

Shared Release # 2
Charlie's Gumballs
Observation #4
We are learning on our own - Tristan
Jasmine - I like that it is us now!
Repsonsibility/Ownership of learning
Students awareness of self
Creativity revealled in math thinking
Is it about the relationship of swst
Ct and student that leads to engagement for all??
ownership for all - teachers owns own learning and students take action to own their learning
Language CT documents in math class with SWST - video of student asking question of teacher why did he do that.... Students answer the question.
CT ReflectionsAudio
Audio of CT discussing his commitment to using video documentation for and as assessment
Observation #1,2,3:

Task: Discuss the meaning of pi in relation to the photo
Release #3
Observation/class visit #6
Release #3 continued
CT video documentation uses framework to assess conversation
Release #4
Classroom experience we discuss assessment as and explicit teaching while student still in classroom....
Observation #7,8
Observation #5
Observation #
when students are privy to assessment process
what is the impact of the third voice (student) when it becomes the first vice in assessment?
what does it mean to students sto own their own learning when they understand the process of assessment/thinking
how might this spread throughout other classrooms?

Student from CT's other grade 8 class explains they wondering about learning teacher lead vs student lead and
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