Workshop A
Making Learning and Learners Visible Workshop Mara Krechevsky (Harvard University, MA) - 3 hours
Participants will engage in a hands-on activity to explore the relationship between individual and group learning and the role of documentation in supporting group learning. Through reflecting on examples of documentation from Italian and U.S. classrooms, participants will examine questions such as: How do observing and documenting learning deepen and extend learning in the classroom and the staffroom? Why is it important to make the learning process visible? How can teachers make their own and their students' learning visible in the classroom?
Participants will engage in a hands-on activity to explore the relationship between individual and group learning and the role of documentation in supporting group learning. Through reflecting on examples of documentation from Italian and U.S. classrooms, participants will examine questions such as: How do observing and documenting learning deepen and extend learning in the classroom and the staffroom? Why is it important to make the learning process visible? How can teachers make their own and their students' learning visible in the classroom?
Workshop B
Drawing Attention to Learning Encounters Sherry Rose (UNB Fredericton) - 3 hours
Pedagogical documentation involves the use of video, photos, annotated artifacts and narratives to describe and interpret learning. As a publicly shared text documentations create potential space to listen to and reflect upon children’s agencies in learning encounters and in relational ethics. In addition documentation can invigorate multigenerational interactions that value children, families, and educators as necessary co-participants to realizing a communities' educational goals while negotiating ethical responsibilities together. Drawing from classroom experiences and doctoral research, Sherry will share narratives that provoked challenges, affirmations, possibilities, and questions about her educational practices and relationships.
Pedagogical documentation involves the use of video, photos, annotated artifacts and narratives to describe and interpret learning. As a publicly shared text documentations create potential space to listen to and reflect upon children’s agencies in learning encounters and in relational ethics. In addition documentation can invigorate multigenerational interactions that value children, families, and educators as necessary co-participants to realizing a communities' educational goals while negotiating ethical responsibilities together. Drawing from classroom experiences and doctoral research, Sherry will share narratives that provoked challenges, affirmations, possibilities, and questions about her educational practices and relationships.
Workshop C
An introduction to classroom-based participatory filmmaking practices Matt Rogers (UNB Fredericton) - 3 hours
This presentation raises discussions about the limits and possibilities of integrating participatory digital filmmaking techniques in secondary literacy classrooms and the possibilities that exist for documenting learning. Focusing on an annual Anglophone District West filmmaking program and festival What’s up Doc?, discussions will aim to demystify classroom-based media practices. Through the presentation, Matt Rogers, a Ph.D. Candidate at the UNB Faculty of Education, and the program coordinator, will share elements of his research, insights and perspectives on the program. During the session, students involved in the 2013 What’s up Doc? program will share some of their films and perspectives on using filmmaking in the classroom.
This presentation raises discussions about the limits and possibilities of integrating participatory digital filmmaking techniques in secondary literacy classrooms and the possibilities that exist for documenting learning. Focusing on an annual Anglophone District West filmmaking program and festival What’s up Doc?, discussions will aim to demystify classroom-based media practices. Through the presentation, Matt Rogers, a Ph.D. Candidate at the UNB Faculty of Education, and the program coordinator, will share elements of his research, insights and perspectives on the program. During the session, students involved in the 2013 What’s up Doc? program will share some of their films and perspectives on using filmmaking in the classroom.
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Presentation Sessions
Session #1 - Using Video to Flip Classes Mike Aben & Julia McGill (Lakefield College School, ON) - 1 hour
The seminar will focus on various techniques for using video to flip classes. A flipped classroom is a class where the “lesson” component is done by students
outside of class, leaving the bulk of class time available for practice, problem solving, group discussion, etc.. Specifically, experiences will be shared in flipping lessons in mathematics (grade nine and grade twelve Calculus) and computer science (grades ten through twelve, as well as in an online course). Discussion will center on how video can be used to enhance learning, make class time more productive for students, and enable the teacher to more effectively monitor and provide feedback to student learning. Various techniques will be introduced for flipping lessons, units, and entire courses with techniques and challenges discussed. There will be practical demonstrations of software such as SMART Notebook, PowerPoint, and Camtasia Studio, as well as various techniques for distributing video to students including local servers, YouTube, and TED-Ed.
Session #2 - Choice of technology determines the quality of Communication, Collaboration and Critical Thinking in Science and English Ian Fogarty (NB Anglophone East School District) - 1 hour
Communication, Collaboration and Critical Thinking are corner stones of this movement we call 21st Century Learning. Education has largely adopted their definitions and examples from industry and there are still few examples in education. Although industry has a very successful model, perhaps educators should redefine how these terms are used in the classroom. Many claim that the introduction of 1:1 technology, BYOD, or class sets of tablets will result in increased
collaboration. Although individual technology may be revolutionizing business, we need to think carefully about the impact on the educational environment. When
is individual technology most effective? Interactive White Boards like SMARTBoards have quickly infiltrated the front of many classrooms with the promise of being an important part of a 21st Century Classroom. The overall effect of transforming educational practice has been largely disappointing thus far, being labeled as “Traditional Pedagogical Replicators”. This is a pedagogical issue rather than a technical one. Come and find out how a teacher’s choice of technology impacts the dynamics of learning in a classroom. What are the small nuances in designing a lesson and choosing appropriate technology to effectively promote true Collaboration, Communication and Critical Thinking.
Session #3 - Dynamic Assessments Using Google Apps Marek Beck, David Saunders, Matt Dandola, Nina Basinet (Greenwich Country Day School, CT) - 1 hour
How do we really know if students are learning what educators are teaching? How can we seamlessly measure student thinking in an ongoing way? How can we assess desired learning outcomes in real time and provide immediate feedback? The answer is... Google Apps! Participants will learn assessment models using Google Apps that can be applied immediately! All models shown can easily be adapted to fit any grade level and discipline. Many of the Google Apps that will be
featured include, but are not limited to,: Docs, Sites, Forms, and Presentation. Whether the focus is on supporting the individual student or identifying patterns across subgroups of students, the models shown will help all educators by revealing the best ways to teach more diagnostically. Learn how to use Google Apps (Docs, Drive, Forms, Sites, etc.) as a powerful integrated system for assessing students through every stage of the learning process.
Session #4 - Learning Focused Meetings Dave Krocker (Lakefield College School, ON) - 1 hour
Time is a common issue for all Educators. We value learning, students, colleagues and innovation. Often, the issue is how do we share, collaborate and learn from our in-house expertise? How can we reflect, model Best Practice and utilize effective Protocols to ensure Educators are engaged and productive in meetings?
Learning Focused Meetings value Educators' time, expertise, and passion for student learning. Learning Focused Meetings have a direct impact on Educators'
collaboration, Best Practice and innovation. This session will model Learning Focused Meetings, provide participants with adaptable tools and resources, and
share expertise among each other.
Session #5 - Redefining Summative Assessments Chris Ryan (Riverview High School, NB) - 1 hour
If Educators were to follow all current research on assessment practices what would a classroom look like? Where in the course would assessments “count”? Is all of the current research convergent? How do classroom teachers filter ideas about essential learning and assessment practices to create a manageable and coherent assessment strategy for their classroom? Built on the readings of Anne Davies, Richard DuFour, Ken O’Connor, and Thomas Gusky, I have collaborated with colleagues in my school (Riverview High School) and I have come to the conclusion that the best recipe for an accurate portrayal of a student’s learning is through a summative final assessment. I will present two examples of classrooms I teach in that answer the above questions and coalesce the assessment research. Our Physics classes at RHS contain a 100% final assessment that is spread out over the last month of the course and has multiple components. Philosophy 120 is a local option that focuses on students understanding their role as citizens in the world, evaluated based on a course long, final portfolio. The central component of both of these courses and the summative assessment is that students take ownership of their learning and learn to learn.
Session #6 - Changing the classroom grade economy Alanna Wellwood (Strathcona Tweedsmuir School, AB) - 1 hour
The aim of the workshop will be to examine practical strategies in grading reform, using a balanced assessment model. While there has been considerable
professional development offered to teachers on the importance of formative assessment, criteria-based grading, mastery learning and project-based assessment, few resources exist to support teachers in navigating the complexity of these multiple constructs and approaches. The workshop will revisit the philosophical rationale behind some of the components of assessment reform, how to support our students in the transition from viewing grades as something they learn rather than a reflection of what they learn, and tools teachers can employ to manage the complexity of criterion-based/competency based assessment.
Session #7 - Judo Math Damian Gay (Rothesay, NB) - 1 hour
Judo Math was designed to increase student engagement in mathematics. Instead of completing a Unit and moving on to the next, students earn coloured belts based on the level of material that is completed. At the beginning of the Unit the student receives all the material (videos, text book questions, quizzes, checkpoints) for the entire Unit. They are able to go as fast as they wish with the material, although the oath that students take at the beginning of the year is that they will do whatever they can for the betterment of the group. Therefore whenever they can, they collaborate in little groups, and work through the material together. On a set day, students write what is called an ‘Advancement’(no more tests!). They are only 10 questions and are the more in depth questions of the Unit. A student may only pass if they earn a 7/10. If they do not earn a 7/10, they must master the material and re-write the Advancement. This is not a bad thing! The main change in this classroom atmosphere is that failure is nothing to be feared. Students quickly realize that failure is a way of finding out where you need to focus your attention. The culture I set for my students strictly follows these three Judo Principles: Art of Mastery, Art of Cooperation and Art of ‘Sen’ or Initiative. That is
Judo Math!
Session #8 - Creating a PLN through Twitter Paul McLellan (Rothesay, NB) - 1 hour
The focus of this presentation will be on using twitter to create or enhance your professional learning network. The presentation will discuss the importance of creating a PLN, contributing to education outside your classroom, creating a positive digital footprint, how twitter can support your professional growth, twitter etiquette, and the great value of twitter chats. The target audience would be all educators, and it is recommended that you have an existing twitter account, regardless of how much it has been used.
Session #9 - Learning Networks and Collaborative Practices Jamie Gray & Sandy Phillips (Rothesay, NB) – 1 hour
What are Learning Networks, and how have they changed? What is collaboration and why is it effective? What is the difference between collaboration and delegation? These questions will be discussed throughout the interactive 1-hour session. The presentation will also include digital tools that will help teachers, and students, with their Learning Networks and with the collaboration process.
Session #10 – Creativity…Getting the Juices Flowing Kim Stewart (Fredericton Education Centre, NB) – 1 hour
Creativity…Getting the Juices Flowing….
Session #11 – I have looked at my data, now where is the saucer separation button Brad Sturgeon (Leo Hayes High School, NB) – 1 hour
Using global school based assessment data to gauge learning and adjust teaching has been used with some degree of success, or has it. Is the larger “data” picture telling us something else – is there an untold story unfolding that has consequences for the school and community as a whole? The good and the bad in
the data need to be addressed at the same time to ensure student success.
Session #12 – The Harkness Method—Student Centered Learning Charles McEvoy (Rothesay, NB) – 1 hour
The Harkness pedagogy is a unique teaching style pioneered at Exeter Academy. As Bell Hooks would remark, it is an engaged pedagogy. It is a
truly a student-centered and discussion based strategy that has been adopted extensively throughout the US and is making inroads into Canada.
With the teacher taking the backseat as merely an observer (and recorder), the students lead the discussion as they embark on the analysis of
whatever reading(s) has been assigned. The Harkness ‘method’ is not so much about the table around which the discussion takes place, but the emphasis
on the students to lead and partake in their own critical analysis of material. Since we learn best by doing, this module will attempt to
encompass an overview of the Harkness methodology and two sample discussions. Be prepared to participate.
The seminar will focus on various techniques for using video to flip classes. A flipped classroom is a class where the “lesson” component is done by students
outside of class, leaving the bulk of class time available for practice, problem solving, group discussion, etc.. Specifically, experiences will be shared in flipping lessons in mathematics (grade nine and grade twelve Calculus) and computer science (grades ten through twelve, as well as in an online course). Discussion will center on how video can be used to enhance learning, make class time more productive for students, and enable the teacher to more effectively monitor and provide feedback to student learning. Various techniques will be introduced for flipping lessons, units, and entire courses with techniques and challenges discussed. There will be practical demonstrations of software such as SMART Notebook, PowerPoint, and Camtasia Studio, as well as various techniques for distributing video to students including local servers, YouTube, and TED-Ed.
Session #2 - Choice of technology determines the quality of Communication, Collaboration and Critical Thinking in Science and English Ian Fogarty (NB Anglophone East School District) - 1 hour
Communication, Collaboration and Critical Thinking are corner stones of this movement we call 21st Century Learning. Education has largely adopted their definitions and examples from industry and there are still few examples in education. Although industry has a very successful model, perhaps educators should redefine how these terms are used in the classroom. Many claim that the introduction of 1:1 technology, BYOD, or class sets of tablets will result in increased
collaboration. Although individual technology may be revolutionizing business, we need to think carefully about the impact on the educational environment. When
is individual technology most effective? Interactive White Boards like SMARTBoards have quickly infiltrated the front of many classrooms with the promise of being an important part of a 21st Century Classroom. The overall effect of transforming educational practice has been largely disappointing thus far, being labeled as “Traditional Pedagogical Replicators”. This is a pedagogical issue rather than a technical one. Come and find out how a teacher’s choice of technology impacts the dynamics of learning in a classroom. What are the small nuances in designing a lesson and choosing appropriate technology to effectively promote true Collaboration, Communication and Critical Thinking.
Session #3 - Dynamic Assessments Using Google Apps Marek Beck, David Saunders, Matt Dandola, Nina Basinet (Greenwich Country Day School, CT) - 1 hour
How do we really know if students are learning what educators are teaching? How can we seamlessly measure student thinking in an ongoing way? How can we assess desired learning outcomes in real time and provide immediate feedback? The answer is... Google Apps! Participants will learn assessment models using Google Apps that can be applied immediately! All models shown can easily be adapted to fit any grade level and discipline. Many of the Google Apps that will be
featured include, but are not limited to,: Docs, Sites, Forms, and Presentation. Whether the focus is on supporting the individual student or identifying patterns across subgroups of students, the models shown will help all educators by revealing the best ways to teach more diagnostically. Learn how to use Google Apps (Docs, Drive, Forms, Sites, etc.) as a powerful integrated system for assessing students through every stage of the learning process.
Session #4 - Learning Focused Meetings Dave Krocker (Lakefield College School, ON) - 1 hour
Time is a common issue for all Educators. We value learning, students, colleagues and innovation. Often, the issue is how do we share, collaborate and learn from our in-house expertise? How can we reflect, model Best Practice and utilize effective Protocols to ensure Educators are engaged and productive in meetings?
Learning Focused Meetings value Educators' time, expertise, and passion for student learning. Learning Focused Meetings have a direct impact on Educators'
collaboration, Best Practice and innovation. This session will model Learning Focused Meetings, provide participants with adaptable tools and resources, and
share expertise among each other.
Session #5 - Redefining Summative Assessments Chris Ryan (Riverview High School, NB) - 1 hour
If Educators were to follow all current research on assessment practices what would a classroom look like? Where in the course would assessments “count”? Is all of the current research convergent? How do classroom teachers filter ideas about essential learning and assessment practices to create a manageable and coherent assessment strategy for their classroom? Built on the readings of Anne Davies, Richard DuFour, Ken O’Connor, and Thomas Gusky, I have collaborated with colleagues in my school (Riverview High School) and I have come to the conclusion that the best recipe for an accurate portrayal of a student’s learning is through a summative final assessment. I will present two examples of classrooms I teach in that answer the above questions and coalesce the assessment research. Our Physics classes at RHS contain a 100% final assessment that is spread out over the last month of the course and has multiple components. Philosophy 120 is a local option that focuses on students understanding their role as citizens in the world, evaluated based on a course long, final portfolio. The central component of both of these courses and the summative assessment is that students take ownership of their learning and learn to learn.
Session #6 - Changing the classroom grade economy Alanna Wellwood (Strathcona Tweedsmuir School, AB) - 1 hour
The aim of the workshop will be to examine practical strategies in grading reform, using a balanced assessment model. While there has been considerable
professional development offered to teachers on the importance of formative assessment, criteria-based grading, mastery learning and project-based assessment, few resources exist to support teachers in navigating the complexity of these multiple constructs and approaches. The workshop will revisit the philosophical rationale behind some of the components of assessment reform, how to support our students in the transition from viewing grades as something they learn rather than a reflection of what they learn, and tools teachers can employ to manage the complexity of criterion-based/competency based assessment.
Session #7 - Judo Math Damian Gay (Rothesay, NB) - 1 hour
Judo Math was designed to increase student engagement in mathematics. Instead of completing a Unit and moving on to the next, students earn coloured belts based on the level of material that is completed. At the beginning of the Unit the student receives all the material (videos, text book questions, quizzes, checkpoints) for the entire Unit. They are able to go as fast as they wish with the material, although the oath that students take at the beginning of the year is that they will do whatever they can for the betterment of the group. Therefore whenever they can, they collaborate in little groups, and work through the material together. On a set day, students write what is called an ‘Advancement’(no more tests!). They are only 10 questions and are the more in depth questions of the Unit. A student may only pass if they earn a 7/10. If they do not earn a 7/10, they must master the material and re-write the Advancement. This is not a bad thing! The main change in this classroom atmosphere is that failure is nothing to be feared. Students quickly realize that failure is a way of finding out where you need to focus your attention. The culture I set for my students strictly follows these three Judo Principles: Art of Mastery, Art of Cooperation and Art of ‘Sen’ or Initiative. That is
Judo Math!
Session #8 - Creating a PLN through Twitter Paul McLellan (Rothesay, NB) - 1 hour
The focus of this presentation will be on using twitter to create or enhance your professional learning network. The presentation will discuss the importance of creating a PLN, contributing to education outside your classroom, creating a positive digital footprint, how twitter can support your professional growth, twitter etiquette, and the great value of twitter chats. The target audience would be all educators, and it is recommended that you have an existing twitter account, regardless of how much it has been used.
Session #9 - Learning Networks and Collaborative Practices Jamie Gray & Sandy Phillips (Rothesay, NB) – 1 hour
What are Learning Networks, and how have they changed? What is collaboration and why is it effective? What is the difference between collaboration and delegation? These questions will be discussed throughout the interactive 1-hour session. The presentation will also include digital tools that will help teachers, and students, with their Learning Networks and with the collaboration process.
Session #10 – Creativity…Getting the Juices Flowing Kim Stewart (Fredericton Education Centre, NB) – 1 hour
Creativity…Getting the Juices Flowing….
Session #11 – I have looked at my data, now where is the saucer separation button Brad Sturgeon (Leo Hayes High School, NB) – 1 hour
Using global school based assessment data to gauge learning and adjust teaching has been used with some degree of success, or has it. Is the larger “data” picture telling us something else – is there an untold story unfolding that has consequences for the school and community as a whole? The good and the bad in
the data need to be addressed at the same time to ensure student success.
Session #12 – The Harkness Method—Student Centered Learning Charles McEvoy (Rothesay, NB) – 1 hour
The Harkness pedagogy is a unique teaching style pioneered at Exeter Academy. As Bell Hooks would remark, it is an engaged pedagogy. It is a
truly a student-centered and discussion based strategy that has been adopted extensively throughout the US and is making inroads into Canada.
With the teacher taking the backseat as merely an observer (and recorder), the students lead the discussion as they embark on the analysis of
whatever reading(s) has been assigned. The Harkness ‘method’ is not so much about the table around which the discussion takes place, but the emphasis
on the students to lead and partake in their own critical analysis of material. Since we learn best by doing, this module will attempt to
encompass an overview of the Harkness methodology and two sample discussions. Be prepared to participate.