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Every Child Can Learn: Accommodating Differences inElementary School.Fort McMurray Catholic Schools, Alberta.Alberta Dept. of Education, Edmonton.ISBN-0-7732-0803-892125p.

Learning Resources Distributing Centre, 12360-142Street, Edmonton, Alberta T5L 4X9, Canada.Guides Classroom Use Teaching Guides (ForTeacher) (052)

MF01/PC05 Plus Postage.Academic Achievement; Cognitive Style; *ContinuousProgress Plan; Educational Philosophy; ElementaryEducation; Foreign Countries; *IndividualDifferences; *Instructional Improvement; *IntegratedCurriculum; Learning Processes; Learning Strategies;Teaching Methods; Time Factors (Learning)

IDENTIFIERS *Outcome Based Education

ABSTRACTThis Alberta (Canada) guide highlights the practical

connections among results-based or outcome-based, continuousprogress, and integrated curricula. It describes effectiveeducational efforts and beliefs that accommodate differences inlearning and promote learning success, and invites administrative andteaching staff to participate in collaborative discussions andefforts that promote learning success for all students. Thestrategies describ-d provide a practical look at how learner successcan be encouraged within the framework of continuous progress, highexpectations, standards, appropriate time, and support for learning.The first eight chapters contain a topical discussion, a list ofsources for that topic, and a "reflection section" that providesquestions for discussion and reflection. The eight chapters are: (1)"Developing the Vision: Clarifying Our Beliefs about Teaching andLearning"; (2) "What Constitutes Learning Success for Each Child?";(3) "Contexts for Learning"; (4) "Identifying Learner Strengths inPlanning Next Steps"; (5) "Instructional Practices that PromoteContinuous Learning"; (6) "Assessing Learning Progress"; (7)

"Reporting Learning Growth"; and (8) "Home and School Connections."Chapter 9 contains teachers' stories, and chapter 10 offers a summaryand implications. Contains approximately 75 references. Eighteenappendixes include planning and criteria sheets, forms, assessmenttools, and learning and instructional profiles. (TJQ)

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VERY CHILD CAN LEARNAccooteXq eil:e4.4e4 ,.Et41444441 5e402

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VERY CHILD CAN LEARN

Accommodating Differences inElementary School

1992

3

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Fort McMurray Catholic Schools.Every child can learn : accommodating differences in elementary school.

ISBN 0-7732-0803-8

1. Education, Elementary Alberta. 2. Learning, Psychology of.3. Learning ability. I. Title.

LB1564.C2.F736 1992 372.19

Special project of:

Fort McMurray Catholic SchoolsJerry Heck, Superintendent9809 Main StreetFort McMurray, Alberta 19H 117Telephone: (403) 743-3325

Additional copies of this document are available from:

Learning Resources Distributing Centre12360 142 StreetEdmonton, Alberta T5L 4X9(403) 427-2767

This document was prepared for:Students lTeachers (Specify Program/Level) V (ECS/Elementary/Levels 1 to 7)

Administrators 0/Parents

General Audience

Others (Specify)

Copyright 1992, the Crown in Right of Alberta, as represented by the Minister of Education.Alberta Education, Curriculum Branch, 11160 Jasper Avenue, Edmonton, Alberta, 15K 31.2.

Permission is hereby given by the copyright owner for any person to reproduce this publicationor any part thereof for educational purposes and on a non-profit basis.

Every effort has been made both to provide proper acknowledgement of the original sourceand to comply with copyright regulations. If cases are identified where this has not been done,it would be appreciated if Alberta Education could be notified, to enable appropriatecorrective action be taken.

Acknowledgements

Fort McMurray Catholic Schools

Writer: Phyllis Geddert, ConsultantFort McMurray Catholic Schools

Story Contributors:Marg DeHoog, Teacher*Edith Morgan, Teacher*Lisa Hilsenteger, Teacher*Michelle Phair, Teacher*Moira St. Amand, TeacherDarlene Kelly, Tea( ler*Fran Rumba II, Tea. nerRae Molzan, Vice-principal

* Denotes Teacher Editors

Graphic Artist: Lilaine Galway

Photographers: Diane Le RouxKevin Bain

Technical Assistance: Mike CachiaDeb CampbellAngela Law leyRichard Critchley

Many of the Fort McMurray Catholic Schools staff, parents and students have contributedvaluable insights and support for this document. Special thanks to Jerry Heck, Frank Letain, ArtZasadny and the entire Outcome-Based Education/High Success Team at St. Gabriel Schoolfor supporting the project. Editing support was provided by Ron Lindsay, Josie Shebib, BobOsmond, Vic Steel, Jeannine West and Pat Nameth.

Thanks also to all who provided quotations, although perhaps unwittingly. Many of thesestatements were contributed anonymously through evaluative surveys prior to this writingproject and, therefore, appropriate credits are unavailable. Where possible, credits havebeen provided.

5

Acknowledgements (continued)

Alberta Education, Curriculum Branch

Director:Deputy Director,

Policy Unit:Assistant Director,

ECS/Elementary Unit:Language Learning Co-o

ECS/Elementary Unit:

Production Co-ordinator:

Cover Design:

Editors:

Lloyd Symyrozum

Keith Wagner

Susan Lynchrdinator,Lynn Bryan

Terry Kernaghan

Jennifer Annesley

Kim BlevinsLisa McCardie

iv6

Table of Contents

PAGE

A Note from Alberta Education vii

An Introductory Note from Teachers to Teaching Colleagues viii

Superintendent's Message

Purpose

Opportunities for Reflection 2

Sources to Conskier 2

Definitions of Terms as Used in This Document 3

1

Chapter 1 Developing the Vision: Clarifying Our Beliefs about Teaching and Learning 5

What Do We Believe about Student Learning and Success? 8

How Do We Communicate What We Believe? 9

A Review of General Educational Beliefs 9

Chapter 2 What Constitutes Learning Success for Each Child? 13

Chapter 3 Contexts for Learning 21

Chapte; 4 Identifying Learner Strengths in Planning Next Steps 27

Chapter 5 Instructional Practices That Promote Continuous Learning 35

Collaborative Planning for Continuous Learning 37

Clarity of Instruci ion with a Focus on Essential Learning 41

Appropriate Support and Time for Learning 44

High Expectations for Student Success 47

Providing Appropriate Feedback to Learners 50

Chapter 6 Assessing Learning Progress 53

Chapter 7 Reporting Learning Growth 61

Chapter 8 Home and School Connections 67

Chapter 9 Stories by Teachers 73

Chapter 10 Summary and Implications 87

References 91

7

Appendices

Appendix 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

Appendix 6.

Appendix 7.

Appendix 8.

Appendix 9.

Appendix 10.

Appendix 11.

Appendix 12.

Appendix 13.

Appendix 14.

Appendix 15.

Appendix 16.

Appendix 17.

Establishing a Framework for Essential Learning

Results-Based, Integrative Planning

Accommodating and Encouraging Learner Strengths

Problem-solving Process: Collaborative or Individual

Guide to Teaching for Thinking

Profile of Student Thinking

Learning Style Profile

Language Learning Environment Indicators

Language Learning Indicators

Continuous Progress in Mathematics Learning

Math Outcomes and Student Progress Record

Task Analyzed Math Learning Outcomes

Continuous Progress Mathematics Report: Seven-Year Picture

Anecdotal Student Learning Frofile ECS

Learner Self-assessment Report

Resutts-Based Lesson Plan

Profile of Results-Based ins-tructional PracticesDefining the Essential OutcomesFocusing on Outcomes and Student ProgressAllowing Appropriate Time and Support for LearningHaving High Expectations fc, SucProviding Appropriate Feedback to Students

95

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100

101

102

103

104

106

107

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122

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123

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Appendix 18. Collaborative Planning for Educational Improvement 125

vi

A Note from Alberta Education

It is with great pleasure that Alberta Education makes available this document Every ChildCan Learn: Accommodating Differences In Elementary School. From their classroomexperiences, teachers of the Fort McMurray Catholic Schools, under the leadership ofPhyllis Geddert, provided content and photographs which illustrate the efforts they make onbehalf of their students. Their commitment to the success of every student is clear.

By making this document available to schools beyond the Fort McMurray Catholic Schools,

Alberta Education hopes to enable educators throughout the province to ber ,efit from thework of their colleagues ln Fort McMurray.

Susan LynchAssistant DirectorECS/Eiernentary UnitCurriculum Branch

vii

An Introductory Note from Teachers toTeaching Colleagues

In 1988, Education Program Continuity A Policy Statement on the Articulation of Children'sLearning Experiences, Early Childhood Services Through Grade Six, Identified ways in whichcontinuity for each child's learning could be enhanced:

learning and achievement objectives that lead, one from the other,Dgically, sequen-tially and In a form that can be easily adapted to meet the needs of childreninstructional techniques that:

enable learners to interact with each otherrespect the educational needs of each childpermit each child to function in accordance with preferred modes/strategies oflearning

a wide variety of methods used to evaluate children's progress, andflexible administrative practices carried out through a partnership among instructionalstaff, program administrators, parents and community resource persons.

Resource materials that identified learning lirKs from ECS to Grade 6 were developed, andportrayed the Importance of connecting the various components of learning and schoolingin the effort to accommodate each child's learning needs (Program Continuity: ElementaryEducation in Action, Alberta Education, 1990).

The Minister's Vision for the nineties . . . aplan of action, 1991, emphasizes the importance ofexcellence in curriculum as a component of the vision. The focus for an excellent curriculumis on success for all students through a results-based, levels-organized or continuous progress,and an integrated curriculum.

Learning is continuous and dynamic and requires, by its nature, that teachers provide learningenvironments that encourage each child's natural curiosity and desire to learn. At the sametime, being aware of what is important for students to know, do and be inclined to do(knowledge, skills and attitudes), is critical in promoting success for all students. Through ourknowledge of learning results, a child's next learning steps can be encouraged and planned.This Is not to say that a clear linear path can be detected In the learning process, but, throughassessments of learning, growth can be observed, documented and celebrated.

0

The strategies we describe will provide a practical look at how learner success can beencouraged and promoted within the framework of continuous progress, high expectations,standards, appropriate time and support for learning. Teachers have noted an Increase Instudents' confidence In their own learning ability through the Implemented beliefs andprocesses. Teachers have found that successful learning connections for students occurwhen:

educators believe that all students can learn well, but not necessarily at the same timeor in the same waybeliefs about learning cve clearly articulated and shared by parents, students andteachersthe essential leornIng or Intended outcomes (knowledge, skills and attitudes), which ailstudents are expected to demonstrate, are clearly laentified and defined in terms ofstudent performancea safe and positive learning climate exists in the school and classroomsparents and teachers work together to communicate and plan strategies that will assista child's learning progressstudents understand clearly what is to be learned, how It can be learned, and how itties In with their previous meaningful learning and personal Intereststhe time and appropriate support for learning are provided for each student within andacross levelsstudents are active partners In the learning processinstruction and assessments match essential learner goals or intended outcomesteachers collaboratively share ideas within and across levels to make continuous Im-provements, based on the results of student learningeach child's continuous learning achievements are observed and documentedcontinuous learning records accompany each student from teacher to teacher andfrom school to school.

As teachers, we believe that all students can learn, but not all in the same way or at the samerate. We know that learning success at one level best promotes success at the next level. Wealso firmly believe that we make a significant difference In promoting learner success.

We hope you will find this document helpful as you discuss ways to motivate success for allstudents through excellence in curriculum.

The Fort McMurray Catholic SchoolsOutcome-Based Education Team

Superintendent's Message

Every Child Can Learn is a new paradigm about a belief system on how students learn. Ii canbe 'caught' by all teachers af student learning, with excitement. Thls document Is a result ofmany joint efforts by members of the Fort McMurray Outcomes-Based EducationTeam, The

contents have emerged as a result of three years of planning and Implementing the strate-gies described in the document.

School improvement is a continuous process, due in large part to the changing and varyingneeds of our learners. I believe that Every Child Can Learn will be a practical resource for otherteaching teams 11 Alberta. It will enhance collaborative opportunites and will as.sist the effortsof teaching teams in the redesign of classroom delivery strategies.

Children are our most important resou, ce. This document is dedicated to the title and themeEvery Child Can Learn. Making this happen is a professional task. This Is one resot ,rce that willhelp all students to achieve success in their school experiences.

Jerry HeckSuperintendent of Schools

1 2

Purpose

In this document, we will:

highlight the practical connectionsamong results-based or outcome-based, continuous progress and in-tegrated curriculumdescribe effective educational ef-forts and beliefs that accommodatedifferences in learning and promotelearning successinvite administrative and teachingstaffs to participate in collaborativediscussions and efforts that promotelearning success for all students.

We have gained many new insights re-garding the teaching and learning proc-ess in the last few years. What is de-scribed in this document is not a "pro-gram", but a process of beliefs and strat-egies that have guided teacher reflec-tions and decisions. It is our hope thatsome of the strategies presented heremay serve to introduce some vocticalinstructional ideas for teachers. If a fewof the ideas described in this documentenhance collaborative teacher thoughtand action, and promote the success ofeven one learner, our task will have beensuccessful.

In the eyes of teachers, the class-room can be seen as a group ofmusicians, masterfully guided by aconductor who manages all the as-pects of each individual or groupperformance. During large grouptime, all the "players" work togetherto create a wonderful masterpieceperformance for their own enjoymentof learning or, often, for another ap-propriate audience. During individualor small group learning time, eachplayer continues to practise diligentlyin order to improve his or her ownquality of performance. Some play-ers may take more time to practisethan others in order to reach the de-sired sound quality. Each playermakesa unique contribution to the wholegroup. There is a rich vadety of sounds.The contributions of the various play-ers in the group enhance the per-formance and the performancematches the criteria the conductorand players have established as be-ing a quality or high standard per-formance. If, at some point, a per-formance isjudged to be inadequate,the entire group, facilitated by theconductor, determines how best toimprove the quality of performance.

At the same time, in the eyes of teach-ers, the classroom can be seen as acombination of many masterpieces,each learner being one of them in hisor her entirety; each one learning toplay and learn at his or her own pace;and each one respected and ac-knowledged for the learning or per-formance he or she demonstrates.

Opportunities for Reflection

Developing connectionsthat make learning meaningful for each student

is the important task for teachers, administrators and parents.We encourage you to

work together to make the connectionsthat will be most meaningful for your learners.

Reflection and collegiality are the twomain reasons adults make changes orimprovements (Costa and Garmston,1989). For this reason, we believe it is

important to use a format that encour-ages teacher thought and discussion.Another reason for using this format is thebelief that each district and school has aunique character, given the strengths andneeds of the students, staff and commu-nity. Therefore, each district and staffdeserve to develop their own unique strat-egies in accommodating the diversity oflearner needs.

We hope our insights and "stories" willprovide some ideas for reflection. Takewhat you believe to be the best ideasand integrate them with your own insights.Then implement the processes carefully

full of care with and for your stu-dents!

This symbol denotes the"Reflection Section'within each chapter andprovides an opportunity

for staff teams to reflect on and discussthe questions and topics. The leaf symbol-izes new growth, which can occur in edu-cation when collaborative teacher re-flection, discussion and actiontake place.Seen from another perspective, the leafmay resemble the shape of a heart,whichalso characterizes the significance of col-laboration, for it is the action of sharingideas and strengths that can promotesuccess in educational improvement.

Sources to Consider

The sources identified are a few of theworks that may motivate reading anddiscussion of the topics identified. Youmay wish to suggest other sources foryour colleagues who are participating inthe collaborative planning process.

Additional provides an opportunity foryou to identify further sources.

2

1 4

Definitions of Terms as Used in This Document

Child, student and learner are words usedto describe the person for whom the edu-cational experiences in schooling are de-veloped. The learner will be referred to,generally, as the child or student who hasdemonstrated the responsibility and de-sire to be actively involved in his or herown learning process. This implies theunderstanding that the instructionalprocess is one that is designed to pro-mote the active involvement of learners.

Essential learner knowledge, skills andattitudes or intended learning outcomesare the statements of significant prioritylearning that defines the purposes andexpectations for student learning. Focuson these broad-based learning outcomesprovides meaning for what may be con-sidered the detailed parts of the curricu-lum.

Outcomes are actual demonstrations ofstudent learning. These demonstrationsof learning are linked to the significantpriority learning we want studentsto dem-onstrate during their school yearsand by the time they leave our schools.

Results-based or outcome-based meansthat all the components of schooling,including instructional practices, profes-sional development, assessments of andcredentials for student learning, are con-tinuously focused on the essentialknowledge, skills and attitudes that stu-dents are expected to demonstrate bythe time they leave the school or district.

Continuous progress is the process withinwhich student learning growth is planned,fostered and communicated. Planningfor learning opportunities is based onknowledge of what a child can do, andwhat he or she should be learning nextalong the continuum.

Curriculum is the statement of intendedstudent learning, also generally referredto as goals or objectives. The curriculumprovides the details that assist in planningfor a learner's demonstration of the es-sential outcomes.

A learner focus implies that the instruc-tional methods chosen for the teachingand learning process are those that bestmatch learner strengths and needs, andchild development principles.

A clear focus on outcomes and learnerstrengths is the clearly planned and de-livered communication of what is to belearned and how it can be learned suc-cessfully by each child. A clear focus willusually indicate that instructional time isused efficiently and effectively, based oneach student's meaningful mastery ofprevious learning.

lime and appropriate support for learn-ing are those strategies that allow chil-dren to learn the essential concepts orknowledge, skills and attitudes in the timeand way most appropriate for their learn-ing.

Reteaching means something more thanteaching the same material in the sameway it was first presented. It implies that aconcept is retaught using a differentmethod to motivate learning that maynot have occurred in the initial instruc-tion. This may include cooperative learn-ing, peer tutoring, and the use of differ-ent materials or examples that may bemore suited to a child's learning style.Ideally, a wide variety of methods thatallow students to be actively involved inthe learning process should be built intothe initial instruction, to provide the bestopportunity to learn well when the con-cept is first presented.

Distributed practice is the regular reviewof previous learning so students can bet-ter retain learned knowledge, skills or at-titudes.

High expectations are expectations andbeliefs held by teachers and studentsthat all students can reach the highstandards set for them within each level.High expectations must be accompa-nied by appropriate time and support forlearning.

Mastery is the successful demonstrationof student learning at a high level ofperformance. Most students are able tomaster a new concept in generally thesame time, but the way in which theylearn must be addressed to encouragelearning. A child's belief in his or her ownability to demonstrate success at a highlevel needs to be fostered, beginning inthe early years of schooling. It is alsoimportant to address "what needs to bedemonstrated at a high level. All demon-strations of student learning should befocused on the essential learning.

Assessments are the methods used tocollect information regarding studentperformance and growth In learning asrelated to the defined essential knowl-edge, skills and attitudes. Assessments

may include portfolios, Interviews,audiotapes or videotapes, photographs,surveys, paper and pencil or perform-ance tests, parent comments, criteriachecklists, student self-assessments andreflections, teacher comments, observa-tions or anecdotal notes, and other meth-ods.

Measuring is the comparing of studentlearning with clear criteria.

Indicators are summary statements col-lected to indicate the quality of learningor the demonstrated outcomes. Qualitycan be described and communicated ina variety of ways but should be aligned tothe defined essential knowledge, skillsand attitudes. A comprehensive set ofindicators will 'onsist of both qualitativeand quantitative data about student learn-ing.

Alignment is the congruence betweenthe essential learning , the teaching proc-ess, the learning environment, the dem-onstrations of learning, and the reportingof learning results.

Integrative instruction connects studentexperiences with the concepts to belearned. Thematic units may providemeaning and learning. Themes shouldbe broad based so a variety of conceptscan be integrated with the broad-basedconcept.

416

eveloping the Vision: Clarifying Our Beliefs

about Teaching and Learning

17

Developing the Vision:Clarifying Our Beliefs about Teaching and Learning

All students can learn and experience success.

Students learn best if they are actively involved in the learning process.

All children have unique learning strengths.These strengths must be addressed in the teaching process.

All children must experience success this helps them feel belterand helps motivate the student.

It is important to find the child's strengths and learnino style to accommodate his or herindividual learning. It is also important to vary style, to give children choices.

The general feeling tone in my classroom, and my relationshipswith my students is of primary importance.

(reacher Quotes)

Sources to Consider

Alberta Education (1990). Program Continuity: Elementary Education in Action.Alberta Education (1991). Vision for the ninetiqs . . a plan of actionThe Board of Education for the City of Toronto (1980). Observing Children Through TheirFormative Years. Ontario.DeBruyn, Robert L. (1990). Are You Chained to the Bell Curve? The Master Teacher.Vol. 22, No. 8.Green, Robert L. (1991). Expectations: A Driving Force in Humor, Behavior. The EffectiveSchool Report. Vol. 9, No. 9. November. New York. pp. 3-7.Lezotte, Lawrence W. (1991). Correlates of Effective Schools: The First and SecondGeneration. Effective Schools Products. Michigan.Lezotte, Lawrence W. and Jacoby, Barbara C. (1990). A Guide to the SchoolImprovement Process Based on Effective Schools Research. Michigan.Northwest Regional Educational Laboratory (1990). Effective Schooling Practices: AResearch S)/nthesis 1990 Update. Oregon.Schwartz, S. and Pollishuke, M. (1990). Creating the Child-Centred Classroom. Irwin

Publishing. Toronto.Spady, William and Marshall, Kit (1991). Beyond Traditional Cutcome-BasedEducation, Educational Leadership, Vol. 49, No. 2. Virginia. pp. 67-72.

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18

What Do We Believe about StudentLearning and Success?

Every child can learn! This is a powerfulbelief statement, which provides the be-ginning for a vast number of discussionsregarding the teaching and learning proc-ess. What do we believe about eachchild's ability to learn?

Teachers' beliefs guide their actions inthe classroom. Students respond to thebeliefs teachers inherently communicateabout their learning.

What do teachers' ac-tions "tell" students?When teachers providea learning environmentthat is rich with opportu-nities to explore, create,design and solve prob-lems related to real life,tne message the childreceives is that exploring, creating, de-signing and problem solving are impor-tant! Another message received is thatall children can be active and successfulparticipants in this exciting venture of learn-ing!

Effective teachers can relate "successstories" that result from focusing on whatwas essential to learn, addressing thestrengths of the child, and motivatinglearning because tt connected with some-thing the child already could do or val-ued.

A periodic review by teachers of whatthey believe about teaching and learn-ing helps to maintain their focus whileparticipating in the dynamic environmentof learning. This review may occur reflec-tively for each teacher and formally or

informally in team set-tings.

Students respond to the beliefsteachers inherently communicate

about their learning.

-

When teachers believe that every childcan learn, they begin to ask questions,such as:

What knowledge, skills and attitudesare essential, and how should all stu-dents demonstrate successful learn-ing in these areas?How does each child learn best andhow am I accommodating thosestrengths?What could each child be learr.'ngnext, based on what he or shealready knows and can do?

The importance of col-laboration cannot beoverestimated. Staffsworking as a team, incooperation with par-ents and communitymembers, can develop

powerful visions that promote student suc-cess.

When teachers work collaboratively todevelop a vision for student success ,theydeliberately plan for and establish theenvironments that motivate learning.

The visioning process helps a district orstaff to clearly identify and focus on whatis essential for student learning. It alsoallowsthem to "design down" from wherethey want to end up! In effective school-ing, this is referred to as backward map-ping.

The collaborative process is a powerfulway of sharing and refining thoughts, beliefsand instructional processes. It is advis-able to conduct such reflections or dis-cussions in combination witil a review of

8

1 .9

the most recent literature on goodteaching and effective schooling. Dur-ing reflections, teachers need to assessdeliberately whether they believe thatall students can learn what is essential.They also need to take a look at howtheir beliefs are, or can be, implementedin the schools and classrooms.

How Do We Communicate What WeBelieve?

As the school team's vision and beliefstatement is established as a result ofreflections and discussions, staffs beginto find it meaningful to communicatetheir beliefs in the form of a mission orbelief statement. Slogans, posters, bro-chures, newsletters or daily conversa-tions with others can communicate ourbeliefs about teaching and learning orthe message of "what we are all about".

When teachers believe that every childcan learn, they communicate this beliefthrough the teaching and learningprocesses in their classrooms. Deliber-ate planning will occur to motivateeach child's mastery of the essentialskills. This planning process is the result ofteachers' beliefs that skills learned athigh levels of application and perform-ance provide the foundation for learn-ing at the next level. Ultimately, if ateam's focus remains on the vision, orwhat they have defined as essentiallearning, students will be better able torespond meaningfully to the teachingprocess. Beliefs that are not clearly de-fined, or are unrelated to the belief thatall students can learn, promote learn-ing results that are not necessarily a truepicture of the learner's capability.

A Review of General Educational Beliefs

Educators, in the past one hundred years,generally subscribed to the philosophythat when teachers introduced a con-cept, most of the students would learnsome of it (at least 50% of the material!),some would not grasp it, and a few wouldlearn it very well. The result of this belief wasthe "bell curve" or the "normal" curve inwhich learning results were described as alarge number of students "in the middle"and a few students at each end of thelearning spectrum.

The results can be viewed in another waya child picks up a handful of sand and

puts it through a funnel. Unless the childsomehow redirects the flow of sand, all thesand particles will fall to the ground in aheap, with most of the sand in the middleand the rest of the particles falling gentlydown from the centre.

The bell curve, as described by Dr. WilliamSpady, is the result of the belief that unlessanything redirects or acts upon studentlearning to make a shift in the results, mostof the students will be "in the middle'with agood number of students at the sides.

Educators believed that the bell curve wasa representative picture of students' abilityto learn and that they could generallyexpect some students to learn the con-cepts well. They did not realize that the bellor "normal" curve was anything but nor-mal! It did not tal e into consideration theinterventionsthat might help more studentslearn the concepts. In fact, it was a picturethat resulted from the expectations that allstudents should learn the concepts withinthe minimum allotted time.

What became the important ingredientsto learning success were:

the time in which a child was able todemonstrate learning, as comparedwith that of others, andthe ability of the child to process thelearning within the style presened bythe teacher.

kV*

r1/41

In the last few decades, educators havebegun to change their beliefs about thebell curve and are developing processesthrough which all students can demon-strate success in essential learning. Thisbelief implies that all children can and dolearn continuously, and that educatorscan provide the environment, the learn-ing support and time all students need todemonstrate their learning of the essen-tial Wals.

Within this belief system, students contin-ued learning from one level to the nextbut they missed some of the foundationallearning that was needed for the subse-quent levels.

There are exceptions to every generaliza-tion. As teachers, we have obviouslymanaged to meet the expectations de-scribed and we assuredly have had thedelightful experience of interacting withthe "exceptions" to the generalizations!Always, there have been those specialpeople who "believed" in us and encour-aged us along the way with their beliefsand their ways of making learning mean-ingful.

". . all children can and do

learn continuously, and that

educators can provide

the environment,

the learning support and time

all students need to demonstrate

their learning of the essential skills.-

(Teacher Quote)

eflection: Developing the Vision:Clarifying Our Beliefs about Teaching and Learning

The beliefs we hold about teachingand learning guide our actions in theclassroom, even if we do not con-sciously think about them on a dailybasis (Costa and Garmston, 1989). Inorder to identify and describe whatwe really believe , we need to deliber-ately clarify our beliefs for ourselves.For example , what do I believe aboutstudents' ability to learn well? Aboutlearning rates and styles? About stu-dents learning from each other? Aboutteachers making a difference? Aboutlearning environments? About feel-ing tone in the classroom? Abouthigh expectations? About teachingfor meaning? You can add to the list!

I/We believe that:

What do my/our beliefs "tell studentsas I/we interact with them?

In which ways do I/we communicatemy/our beliefs about learning andteaching to students, parents , teach-ing colleagues, the community?

Following your completion of all thereflection opportunities in this docu-ment, you might wish to return to thissection and include some more ofyour insights.

11

22

hat Constitutes Learning Success

for Each Child?

2 3

What Constitutes Learning Success for Each Child?

Sources to Consider

Alberta Education (1991), The Emerging Student: Relationships Among the Cognitive,Social and Physical Domains of Development.Alberta Education (1987). Essential Concepts, Skills and Attitudes for Grade 12,Alberta Education (1990). Program Continuity: Elementary Education in Action.Alberta Education (1990). Program of Studies: Elementary Schools.Alberta Education (1988). Students' Interactions Developmental Framework: The SocialSphere,Alberta Education (1988). Students' Physical Growth: Developmental Framework Physical

ension.Alberta Education (1987). Students' Thinking: Developmental Framework CognitiveDomain.Alberta Education. Teacher Resource Manuals.

Since learners are to demonstrate suc-cess from one level to the next,there mustbe a continuum or continua along whichthey need to progress. And if there Is acontinuum, how can teachers describethe progress of each learner? What shouldeach child be learning next, knowingthat they are continuously learning andthat teachers can motivate their nextsteps?

In education, it is assumed that someonewho Is responsible for a child's formalschooling, namelythe teacher, must havea good picture In mind regarding thejourney or the learning process, The jour-ney itself may be a combination of unex-pected stopovers, explorations of newareas and new experiences for each

learner. During the journey, the teacherfocuses on what is essential and addresseslearner strengths and interests in order tomake learning meaningful.

When the teacher is able to describeclearly where each child is within thelearning continuum, and where he or sheis going, there can be focused planningand careful selection of the best ways tomeetthe child's needs and interests. Therecan also be more focused celebrationsof learning.

A clear description of "what is lmportanrfor students to know and do in a variety oflearning areas must guide the daily deci-sions in teaching.

Partners in the learning process par-ents, teachers, administrators, studentsand community members need towork together to develop a clear de-scription of what is essential for studentsto demonstrate successfully.

All curriculum details mustbecome a part of the big-ger picture that describesessential learning. Otherwisewe can become over-whelmed with the details ofthe curriculum and lose sightof what is important andwhat provides meaning forlearners. The guiding ques-tions must be:

What do parents,teachers, adminis-trators,students and community mem-bers believe studentsshould be learning? What Is this broad-based essen-tial learning?How effective are we now in havingour students demonstrate essentiallearning successfully?What could we be doing to bringabout the desired learning demon-strations or results?

importance. The process promotes own-ership of what is important In schools andhow staffs and communities, as partners,can contribute meaningfully to the suc-cess of all students.

Partners in the learning process,parents, teachbrs,

adininistrators, students andcommunity members need towork together to develop aclear description of what is

essential for students todemonstrate successfully.

Staff need to determine how essentiallearning will be defined, which processesbest promote the learning desired, andwhich methods will be used to assess alearner's growth. All definitions must bealigned with the essential knowledge, skillsand attitudes students are expected todemonstrate by the time they leave ou;schools.

The process of collaboratively definingwhat is essential in schools is of paramount

One teacher,

after many years

of teaching, said

"I have never before

felt so focused!"

(Teacher Quote)

16 25

lkefiection: What Constitutes Learning Success for Each Child?

Consider the journey of your learners.What is the broad-based essentiallearning you believe children shoulddemonstrate in your school andclassroom? What journey are theyon? Write your vision in terms of stu-dent demonstrations (I /We want my/our students to be problem solvers,decision makers, positive and collabo-rative contributors, effective commu-nicators, etc.).

What types of experiences do chil-dren need in order to be able todemonstrate their ability appropriatelyin these areas?

Share your vision with a colleague.Discuss the similarities and/or differ-ences of your visions. it you are work-ing as a team, develop a list of ap-proximately five to ten statementsthat are common in the group. Whatare they?

Is your vision aligned with the Goals ofEducation and the Goals of School-ing in the Program of Studies: Elemen-tary Schools? Describe the similaritiesof your statements with these policystatements.

Does your vision describe the learn-ing performances you promote in yourclassroom or school? List some of yourcurrent classroom or school practicesthat support your focus.

17

2 6

eflection: What Constitutes Learning Success for Each Child? (continued)

Students know, inherently, that ouractions are a result of our beliefs. Nowthat my/our beliefs are In focus, domy/our actions let the students knowthat their input into a visioning proc-ess is also important? Students are fullparticipants in the learning process.What methods will I/we use to involvemy/our learners in developing avision for their learning?

Questions to consider after studentinput.

What knowledge, skills and attitudesdo the students identify as being im-portant to them?

What are the processes that studentsbelieve will help them learn the knowl-edge, skills and attitudes?

What will student success in theseareas look like? What criteria or ex-pected demonstrations of learninghave been identified for each essen-tial learning?

Now that l/we have

articulated my/our beliefs aboutthe learning/teaching process,identified and defined essentiallearning, or knowledge, skills andattitudes that will provide focusand meaning for instructionand assessments,checked to see that the vision isbasically aligned with the sourcesidentified, anddeveloped plans for involvinglearners in the visioning process,

ve can better focus on and plan forthe individual success of my/our learn-ers.

"Students are normally able tolearn more than they do,'

(Teacher Quote)

18 27

NOTES:

/

ontexts for Learning

29

Contexts for Learning

"The welcoming classroom is one in which a child, when entering,can feel and say, 'This is for nier

(D. Sobolewski, Teacher)

Sources to Consider

Cochrane, 0., Cochrane, D., Scalena, S. and Buchanan, E. (1984). Reading, Writing andCaring. Manitoba.Jacobs, H. H. (1989). Interdisciplinary Curriculum: Design and Implementation. ASCD.Virginia.Schwartz, S. and Pollishuke, M. (1990). Creating the Child-Centred Classroom. IrwinPublishing. Ontario.Shoemaker, B. J. E. (1989). Integrative Education: A Curriculum forthe Twenty-First Century.Oregon School Study Council. Oregon.

A welcoming classroom is one of the firstintroductions a child has to the formallearning process. From this environment,the child makes decisions about whetherschooling will be worthwhile. If the child isgreeted with colourful displays, learningcentres, concrete materials and natu-rally simulated spaces for learning (e.g.,reading areas), he or she may well feelinvited into the learning context.

The contexts for learning in formal school-ing are the combined physical resources,processes and human interactions thatcharacterize a classroom orschool. Learn-ing , however, has already taken placeprior to a child's entry into the school andwill continue to take place in the variousenvironments within each child's life.

Before the child arrives at school, he orshe has already developed skills of corn-munication, problem solving and deci-sion making, as well as specific styles oflearning that will enable his or her learn-ing at school. These skills and styles

contribute significantly to a child's con-tinued learning process. Schools andteachers must attemptto accommodatethese strengths in order to encourageeach child to value his or her continuedlearning. This valuing process can bepromoted by connectingthe school proc-esses with what the child can already do,and moving the child to the next steps oflearning in which the skills can becomebetter developed. With appropriateguidance and participation in safe andpositive learning environments, childrencan continue io learn ways of fulfillingtheir needs to communicate, solve prob-lems, develop friendships and contributemeaningfully to their society.

Our focus as educators should beon expanding the quality and variety

of ways in which students are intro-duced to and interact with content.

23

30

The school and classroom environmentsthat consistently "welcome learners arethose that:

communicate a clear purpose ormission

maintain a clear focus on what is im-portant for students to learn, and alignall curriculum details with these es-sential outcomesbuild next-step learning on previouslydemonstrated learningprovide a positive climate for learn-ing. This implies a context that is richin opportunities for children to beactively involved in the learning processmaintain high expectations for eachchild's successful demonstration oflearningpositively promote the child's beliefthat he or she can learn wellrelate learning to real-life situationsthrough broad-based themes,the useof manipulatives, story or metaphor,or through a child's own exp;:riencesand previous learninguse physical space tc emu-late the dynamic versus static char-acteristics of learning; e.g., learningcentres, rug areas, arrangements toaccommodate smallgroup, large group andindividual learning, re-source and materialsareas accessibletostu-dents to promotechoices and decisionmaking based on in-terestprovide a significantamount of time forwhole class activitiesthat focus on essentiallearning

employ strategies that promoteactive participation in the learningprocess; e.g., cooperative learning,discussions, learner inal liry, problemsolving and creativity. This impliesthat learning experiences are of highquality for all students and promotemeaningful interaction with the de-tails of the curriculumprovide appropriate support andtime for each child's learningmonitor student progress frequentlyand provide appropriate feedbackregarding learningincorporate the use of open-ended questioning where prede-termined "right" answers are notnecessarily available but wherestudents can apply principles to newsituationsengage student interests or "passions'for learning; i.e., topical interestsuse the skill of summary; i.e., whatwe learned todaymodel collaborative decision mak-ing in order to promote learning suc-cess for all studentsobserve, credit and celebratethe continuous learning of students.

4:r

24 31

One of the exciting features in establish-ing effective learning environments is theprocess of reflective ai i active collabo-ration. Teachers can share their ideas onwhat is working or how changes can bemade to improve the learning environ-ment.

The processes of creativity, problem solv-ing , discussion and inquiry are as essentialto teachers as they are to the learners!Teacher demonstration of collaborationand creativity is a vital component of thelearning environment for students. Stu-dents learn vicariously through their ob-servations of teachers!

The processes of creativity,problem solving, discussionand inquiry are as essential

to teachers as they areto the learners!

eflection: Contexts for Learning

What are the welcoming physical What information about a child's pre-features that invite learning in my/our vious learning allows me/us to buildclassroorn/s? on that learning?

NOTES:What are the processes I/we use toprovide meaning for my/our stu-dents (e.g., use of themes, introduc-tion of new content through story,metaphol , or use of manipulatives)?

Which instructional methods allow chil-dren to interact with each other?

dentifying Learner Strengths

m Planning Next Steps

/

/

34

Identifying Learner Strengths in Planning Next Steps

"All students are Individuals and have different learning strengths."(Teacher Quote)

Sources to Consider

Alberta Education (1985), Learning Styles.Alberta Education (1990). Program of Studies:Alberta Education. Teacher Resource ManualsAmerican Association of School Administratorsand Common Sense into Practice. Virginia.The Board of Education for the City of TorontoFormative Years. Ontario.The Board of Education for the City of Torontoment. Ontario.

Elementary Schools.

(1991), Learning Styles: Putting Research

(1980), Observing Children Through Their

(1985). Readings In Adolescent Develop

Caine, R. N. and Caine, G. (1991). Making Connections: Teaching and the Human Brain.Association for Supervision and Curriculum Development. Virginia.Dunn, R Beaudry, J. S. and Klavas, A. (1989). Survey of Research on Learning Styles.Educational Leadership. Vol. 46, No. 6, March.Gregorc, Anthony (1985). Inside Styles. Gabriel Systems, Inc. Massachusetts.Guild, P. B. and Garger S. (1985). Marching to Different Drummers. ASCD. Virginia.McCarthy, Bernice (1980), The 4MAT Stem: Teaching to Learning Styles with Right/LeftMode Techniques. Excel, inc. Illinois.

All children can learn, but not necessarilyin the same way or at the same time.

In order to focus on whateach child can do andwhat he or she needs tolearn next, the develop-ment of a clear profile ofeach learner's strengthsand previous learning isimperative. This profile,based on observation and documenta-tion of a child's development, can pro-vide a picture of each child's learninggrowth.

Teachers generally have information avail-able regarding each learner. Have thelearner's needs, strengths and interests

been identified? Howdoes the child learn best?Does he or she prefervisual,tactile or kinestheticlearning processes? Thereare many other ways todescribe a child's pre-ferred learning modes. For

example, where does a student learnbest? In a small group? Individually?What environmental factors most influ-ence each child's learning (e.g., tem-perature and lighting)? Numeroussurveysor checklists of learner development are

All children can learn,but not necessarilyin the same way orat the same time .

29

35

available to begin collecting this infor-mation. Many teachers are carefullyobserving children with reference to thePiagetian stages of development. All ofthese methods of observing and collect-ing information about learner growth canadd significant information about a child'slearning strengths and needs. Generally,if instructional methods provide a widevariety of learning options for students, ateacher becomes very astute in accom-modating learner strengths and needs.Variations in learning, within the contextof responsibility and respect, may be ac-commodated by some of the followingactivities or centres. Teachers may wishto add ideas for what works best with

their students.

Group/Interaction Preferences (LargeGroup, Small Group, Individualized):

reading with a partnersmall group discussionsindividual or team problem-solvingprocessesproject team partnershipscooperative learningdaily tasks shared by studentssharing times; e.g., to give thank younotes for classmates who performeda "good deed", show and tellteacher or adult interactionuse of praise.

Learning Preferences (Visual, Tactual,

Kinesthetic, Auditory):viewing a video or listening to a tapelistening centresconcrete materials/manipulativescentresmovement and play areasteacher talk.

Sound Preferences (High/Low):learning accompanied by musicindependent work areasquiet but comfortable space forreading.

Structural Preferences (Formal/Informal):designated rowsreading centres, writing/publishingclubsclass library with volunteer studentlibrarianprovision of choices; i.e., to work onthe floor or at a deskclear and explicit directions.

Lighting Preferencesdiffused lightingdirect lighting areas.

Temperature Preferences:working near windows for coolertemperatureswearing extra layers of clothing.

Time Preferences:varying time to learn and length oftasksconsideration of preferred lime tolearn; i.e., morning or afternoon.

Intake Preferences:options for snack breaks.

An important consideration when pro-moting the use of learning centres is theunderstanding that ALL students shouldhave access, if they choose, to work atthe centres. Centres should not be avail-

able only to the students who have "fin-

ished with their work". it is possible thatthe activi.ies available at the centre arejust what some students need to"connect" with the learning!

30 36

It is also important to remember that stu-dents can be "stretched" Into enjoying avariety of learning styles by their involve-ment In differentactivities. However,teach-ers need to observe student choices care-fully before making recommendations forsome students to participate in a learningactivity in a particular way. Again, someC 4 these strengths may be addressed byproviding variety in the teaching processwhen a concept is introduced.

The concepts identified in the curriculumprovide the details or the framework forthe essential skills. In order to make learn-ing meaningful for each child,theteachershould have a clear picture of what eachchild already knows about a specific con-cept. What evidence does the childprovide to indicate that he or she hasmastered the previous learning for thenext step? Does the child need more orless time to learn the concept currentlybeing taught? If the child already knowsthe material, what should he or she belearning next? How will that learning beencouraged and accommodated?

=IN

A clear picture of what a child knowsand can do helps teachers to plan

learning activities that willaccommodate the

child's next learning steps.

The collection of student "learning evi-dence" related to curriculum should oc-cur on a regular basis. Methods to collectthis performance data may include avariety of measures as described In theassessment section.

Keeping a clear and ongoing record ofwhat each learner can do is essential indetermining what he or she can learnnext. Each teacher must have a recordthat clearly outlines each learner's progresswithin the learning continua. This recordkeeping system provides an ongoing pro-file of each student. Generally, teachersmaintain this record apart from the stu-dent portfolio, which is a collection ofstudent demonstrations of learning. In

this way, they have a listing of the criteriafor learning and a composite picture ofhow each child is doing In relation to the

criteria. Frequently ,this recordalso givesthem a view of wherethey need to spend more in-structional time with a groupof students or where they needto vary Instruction for somelearners.

Within the learning process,students may require theassistance of community re-source persons. AdmInistra-tors,teachers,parents,resourcepersons and the student need

to work together to match learning expe-riences appropriate for current and next-step learning.

"I have been In the class weekly. "If a child comes away from school

and I have seen them . . . working without having his or her basic

at their level, concentrating learning needs addressed,

on their own tasks without then schooling has failed the child."

comparing their progress to others, (Dave Sobolewski, Teacher)

It makes for a very healthy attitude

towards learning."

(Parent Quote)

VV

V

'-4464

.4411INI

32

38

eflection: Identifying Learner Strengths in Planning Next Steps

What procedures or measures am l/are we using to develop a clear pic-ture of each learner's learning stylepreference?

What evidence of learning has beenor should be included in the learner'sprofile to describe what he/she cando in the essential learning areas(math/science , physical develop-ment,social skills, communication skills,emotional development, creativity,critical thinking, etc.)?

How well does/should the learningmatch the criteria for performance inorder to be considered successfullydemonstrated?

What physical resources do l/we needto enhance the collection of Informa-tion for each student? Why are theseneeded? How will they be acquired/developed and used, if feasible?

Are there community resource per-sons who could provide servicesmatchedwith a child's learning needs?If so, how would these services pro-vide assistance for the child's progressin learning the next steps?

What processes could be consideredto allow teachers, administrators,parents, students and the resourceperson/s to work collaboratively inpromoting a learner's success?

NOTES:

1

34 4 0

e

nstructional Practices That Promote

Continuous Learning

41

Instructional Practices That PromoteContinuous Learning

Teaching teams should keep those practices which are working now.If different results are expected,

some practices may need to change/Educational partners should work collaboratively

to determine what changes might work in their schools.

Collaborative Planning for Continuous Learning

Sources to Consider

Good, Thomas L. (1987). Two Decades of Research on Teacher Expectations: Findingsand Future Directions. Journal of Teacher Education 37. pp. 32-47.Green, Robert L. (1991). Expectations: A Driving Force in Human Behaviour. The Effec-tive School Report. Vol. 9, No. 9. New York.Guskey, Thomas R. (1988). Mastery Learning and Mastery Teaching: How They Comple-ment Each Other. Principal. pp. 6,-8.Lezotte, Lawrence W. (1991). Correlates of Effective Schools: The First and Second Gen-eration. Effective Schools Products. Michigan.Northwest Regional Educational Laboratory (1990). Effective Schooling Practices:A Research Synthesis 1990 Update. Oregon.Smith, Stuart C. and Scott, James J. (1989). The Collaborative School: A Work Envi-ronment for Effective Instruction. ERIC Clearinghouse on Educational Management.University of Oregon. Oregon.

"It is good to get together with

others to share ideas.

We learn from one another.-

(Teacher Quote)

The collaborative process of vision settingand problem solving at the school-basedlevel is probably the single, most powerfulingredient in the successful implementa-tion of continuous learning! Problems are

solved and the teaching process isanalyzed within a supportive environment.The desire for continuous, collaborativeimprovement efforts are modelled for stu-dents! This demonstration of teamworkopens the way to critical thinking andcreative teaching.

A variety of instructional practices andconditions have been researched andfound to promote learner success effec-tively. These include instruction guided bya preplanned curriculum, cooperativelearning, mastery learning, questioning,

37

4 2

feedback and reinforcement, efficientclassroom routines, clear andfocused Instruction, reteaching and re-view, high expectations for student learn-ing, appropriate time to learn provisions,pleasant learning environment, profes-sional development, continuous improve-ment toward instructional effectiveness,and the list goes on.

Several instructional practices havebeen found to be more effective whenimplemented in combination with eachother. Four effective practices that pro-mote successful learner performance arepresented here. These practices are par-ticularly effective when used in conjunc-tion with the beliefs that each student iscapable , that success at one level is likelyto promote success at the next level andthat teachers can provide the environ--ment that promotes each learner's suc-cess.

The four practices are:

clarity of instruction with a focus onwhat is essential to learnappropriate support and time forlearninghigh expectations for each learner'ssuccessfrequent feedback to learners re-garding learning progress.

Teachers, not always having the time tocatch up on all the reading, appreciateteam planning opportunities in which re-searched instructional methods can bediscussed. This opportunity to reflect andbe a participant within an atmosphere ofcollegiality often motivates the most ex-citing and innovative teaching processes.

Teachers enjoy the opportunity to sharetheir creative ideas and learn from oth-ers. They are also lifelong learners!

Collaborative planning should be a vol-untary and natural response to the desireto be continuously learning and improv-ing! There are physical considerationshowever, because meeting "on the runecan be frustrating for teachers. Timeshould be set aside for reflection andcollegial planning. Training for collabora-tion might include demonstrations In ef-fective communications, peer observa-tion skills, questioning strategies, how toprovide feedback, conflict resolution andteam problem solving. These are skillsthat might also be helpful for teachers intheir daily interactions.

Scheduling considerations may includeproviding a block of time so that teachersare able to collaboratively:

determine the prerequisites studentsneed to learn the conceptsintegrate broad-based themesdetermine methods of assessmentsdevelop questions and activitiesthat integrate higher level thinkingdesign activities that accommodatea variety of learning styles"share" students or implementcross-level tutoring strategies. For

example, Level Sixstudents may moveto a Level One location and assiststudents in the learning of mathconcepts. Often, the tutors learn asmuch from the process as the stu-dents being taught! According tothe old adage, "when you teach,you learn twice"!

38

4 0

Whatever best instructional andschool delivery processes arechosen, the collaborative fo-;:us must remain on essentialleorning, and on encourag-ing and documenting eachlearner's growth within thedefined continua.

Through a collaborative teameffort, staffs will need to dis-cuss "how" continuous learn-ing for students will be ad-dressed in the school. Onestaff may agree to maintain awhole group classroom setting and makevariations in theteaching processto matchlearner strengths. Other staffs may wish tobrainstorm for alternatives in scheduling.All teachers, parents and students needto understand how continuous learningwill "look" in the school, what process isavailable for students to learn continu-ously, what method of reporting will beconsistent with continuous learning, andwhat instructional methods will best ac-commodate the continuous learning ofeach child. These processes may becontinuously improved based on collabo-rative reflection and assessment of howwell the processes are working.

As a child moves from one teacher to thenext, documentation of learning successesshould accompany or follow him or her.This documentation provides a clear pic-ture of the successes each child hasdemonstrated. Each teacher can thencontinue the learning process, based oncurrent knowledge and the descriptionof each child's learning within the essen-tial outcomes.

-

39

4 4

eeflection: Collaborative Planninj tor Continuous Learning

What efforts have been made to pro-mote collaborative planning for con-tinuous learning processes in ourschool?

What methods of instruction and de-livery that promote continuous learn-ing are working well in our school?

What other methods should we con-sider to more effectively provide acontinuous learning opportunity formy/our students?

NOTES:

4)40

4 5

Clarity of Instruction with a Focus onEssential Learning

"I truly believe that the more thestudents understand the objective

(how, why, etc.)they will achieve the outcomes.

Clearly explained outcomes help tosave time and promote success."

(Art Zasadny, Principal)

Sources to Consider

Hunter, Madeline (1982). MasteryTeaching. TIP Publications. LosAngeles.Northwest Regional EducationoLaboratory (1990). EffectiveSchooling Practices: A ResearchSynthesis 1990 Update. Oregon.Spady, William and Marshall, Kit(1991). Beyond Traditional Out-come-Based Education. Education-a/ Leadership.Vol. 49, No. 2. VA.pp. 67-72.

If we communicateclearly what we ex-pect students to knowand be abletodo,theywill be more likely to demonstrate thelearning described. Some of this "clear"communication occurs by the sheer ex-ample of the classroom environment it-

self. If the environment provides a widevariety of learning experiences for chil-

dren, the message students get is that

exploration and discovery are important,and that learning can take place in a

variety of ways. Then, within this environ-

-

-

. - -

ment of respect for a variety of learningprocesses, a student can more readily

integrate the teacher's verbal communi-cations with what In fact the classroom is

"all about")

Thinking skills generally receive a high

priority in the listing of essential learning.Teachers are encouraged to integratethinking across the curriculum.

In order to encourage student demon-stration of thinking, the process skills canbe deliberately taught and integratedwith current learning.

In teaching process skills, such as coop-erative learning , teachers are sometimesadvised by workshop leaders to teachthe process without curriculum content,possibly in the first week of September.This allows students to get to know oneanother within an interactive environment.

Group skills, such as listening, paraphs-ing and conflict reso-lution, can be taught

- to assiststudents intheirdaily interactions withothers.

-Other thinking skills

and problem-solvingprocesses can also beintegrated withcurrent

learning in a similarway. Edward deBono'sPMI, or Plus, Minus and Interesting strat-egy, for example, is a helpful tool in assist-

ing student decision making. Techniquesof comparing and contrasting, based onstudent interests, provide the tools for

analysis of curriculum content. The crea-tive thinking processes: e.g., fluency, flex-

ibility, originality and elaboration, can be

taught.

These higher level thinking strategies canbe learned and applied without the tedi-ous "drill and practice" which sometimesaccompaniesthe teaching of knowledge.When students master these high levelthinking skills, they begin to see value inlearning the knowledge. They also beginto believe that their thinking is valued inthe learning process.

There are numerous ways tomotivate learning and pro-vide clarity for a learner.Sometimes, however, stu-dents remain unclear aboutwhat is expected when atask is assigned. This may bedue to an unclear explana-tion about what is to belearned, and how it can belearned or demonstrated suc-cessfully.

6

The connections between the task athand and previous learning are not al-ways clearly linked. Teachers should care-fully connect meaningful instruction withwhat they want students to demonstrate.For example, if teachers want students todemonstrate their ability to solve mathproblems, instruction should provide clearand meaningful examples to promotelearning. Active participation throughthe use of manipulatives provides thenecessary link most young learners needto understand the concept.

Teachers' bePefs about clarity can havepeculiar and subtle effects on the learn-ing process. Actually, these effects arenot as subtle as we may have first thought.At times, teachers rnay believe that whenthey have clearly presented a conceptto students, It has been learned! This may

Al

be referred to as "covering the materialor curriculum, but It does not necessarilyimply that students have learned It.Learning must be observed and docu-mented when it is demonstrated by stu-dents, not when content has been "cov-ered".

Waylignime

jets

Clear verbal instruction is a vital part ofthe teaching process, but clarity alsomeans responding to a variety of instruc-tional styles in order to motivate and pro-mote student understanding. It may meanreteaching the concept in another wayat another time so that more studentshave their learning styles appropriatelyaddressed. For example, If a lecture for-mat and visuals are used in the initialinstruction, a teacher may need to em-ploy the use of verbal interaction, open-ended questioning or cooperative learn-ing on another day to give students an-other opportunity to demonstrate theirlearning. Again, there is no one way topromote understanding for all students.The strategies chosen by the teachersmust be a response tothe unique strengthsof the learners in the classroom.

42 47

eflection: Clarity of Instruction with a Focus on Essential Learning

How do l/we ensure that the essentiallearning goals and concepts areclearly communicated to learners,non-verbally and verbally?

What evidence will l/we accept fromlearners that they have successfullydemonstratedthe essential concepts?

Which methods or learning proc-esses, in addition to the study of con-tent, should l/we teach our studentsin order to promote essential learning(e.g., study skills, problem-solving proc-esses, collaborative efforts . . )?

Which instructional methods could I/we use in the next lesson to providegreater meaning and clarity for somelearners?

"It helps me learn faster."

"I like it very much because

l know how to do it."

(Grade 6 Student Quotes)

NOTES:

43

48

Appropriate Support and Time forLearning

"The focus was on mastery ofproblem-solving methods andprocesses rather than speed."

(Teacher Quote)

Sources to Ccnsider

Alberta Education (1988), EducationProgram Continuity: A PolicyStatement on the Articulation ofChildren's Learning Experiences,Early ChildhoodServices ThroughGrade SIX.Alberta Educa-tion (1985). Learn-ing Styles.Alberta Education(1990). ProgramContinuity: Ele-mentary Educationin Action.Bloom, BenjaminS. (1984). TheSearch for Meth-ods of Group In-

Spady, William and Marshall, Kit(1991). Beyond Traditional Outcome-Based Education, Educational Lead-ership. Vol, 49, Mo. 2. VA, pp. 67-72.

Appropriate support and time for learn-ing can effectively promote successfuldemonstrations of student learning.

The collaborative efforts of teachers toaddress different learner strengths, andto develop ways of addressing the differ-ent "time to learn" needs, are critical inthe continuous learning process. The factthat one learner may need more time tolearn than others means that the child

should be giventhe op-

Recently, a teacher was asked toexplain the radiant look on her face.

Without hesitation, she began toexplain that her teaching vigour

was a result of her renewedbelief that all students can learn.She said, "When students do not

demonstrate success immediately,it is not failure, they just haven't

demonstrated it yet!"(Teacher Quote)

struction as Effec-tive as One-to-One Tutoring. Edu-cational Leadership. May. VA.Guskey, Thomas R. (1988). MasteryLearning and Mastery Teaching: HowThey Complement Each Other,Principal. pp. 6-8.Northwest Regional EducationalLaboratory (1990) EffectiveSchooling Practices: A ResearchSynthesis 1990 Update. Oregon.

portunity to learn at hisor her own learningpace without being pe-na lized forthe amountof time it took to learn.Inthe same way,a childwho needs less time tolearn should be giventhe opportunttyto learnat his or her own pace,also without being re-quired to maintain thesame learning methodsor time that other stu-dents might need.

How to address these issues of supportand time is a major concern for teacherswhen they begin to review the possibili-ties. The scope of these needs requiresthat teachers and administrators worktogether to design a delivery and report-ing system that addresses these impor-tant issues. Parent partnerships in the

44

4 9

planning process are highly recommendedto ensure awareness and support for theprocess.

Support for learning implies that the waysin which children need to learn in order tobe successful a,.e addressed by teach-ers. This could include the use of a widevariety of instructional strategies, such aspeer tutoring, learning centres, visuals,problem solving , discussion opportunities,and manipulatives.

The purpose is to motivate student learn-ing during the introduction of a new con-cept. If students do not demonstrateunderstanding at the first opportunity,retea ing in a different style is neces-sary. This might mean that peers tutorpeers, or that cooperative learning oranother opportunity not presented in thefirst lesson is offered to assist learning. If alearner demonstrates understandingduring the first opportunities, enrichmentopportunities shoula be available. For

example, a child could be giventhe choiceto work or play at a learning centre , studya topic of interest and develop amentorship or special project related tothe topic, or continue learning the nextconcept in the learning continuum. Op-tions should be made available to thechild so that personal motivation andactive involvement in the continuous learn-ing process can be maintained.

Support for learning may also in-clude the use of distributed prac-tice, or appropriate review, so thatchildren can better retain their pre-vious learning. Students must begiven more than one chance tolearn. In this way, time becomes aresource rather than a determiner

of when something "can and "musr belearned. Reporting methods should ac-commodate this continuous learning proc-ess. For example, when a concept isintroduced in October, Is It seen as theonly time In which a child can receiveacknowledgement for having learnedthat concept? lf, through reteachingand using a variety of instructional proc-esses such as visuals, manipulatives ormovement, the child shows a successfuldemonstration of learning in January, willhe or she receive acknowledgement forhaving learned it? Or is the previous"unsuccessful learning' averaged intothe current successes?

Learning is a process that can be con-tinuously described and celebrated! Achild's learning must be fully acknowl-edged, regardless of the time it took tolearn.

". . Gives us a chance to learn andfigure out what our problems are.-

(Gr. 4 Student Quote)

"I have noticed an increase in studentconfidence!'

(reacher Quote)

1011110.-

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enaction: Appropriate Support and Time for Learning

"(This process) reinforcedto my child that the ability is there,

therefore making her moreconfident."

(Parent Quote)

What support do l/we provide a stu-dent when a concept is not under-stood the first time? Do l/we varyinstruction to include a differentteaching strategy? Do peers tutorpeers? What specific methods havel/we used in the reteaching process?

What provisions have I/we made toprovide the learning time required foreach child and to "credit' or cel-ebrate learning as it occurs within theessential knowledge, skills and atti-tudes continua?

What processes could l/we considerto improve my/our provision of sup-port and time for student success?

How do I/we provide meaningful dis-tributed practice opportunities forstudents to retain their previous learn-ing?

What current choices for meaningfulenrichment are available to a learnerwho has demonstrated understand-ing of a concept? What options couldl/we consider that might assist learn-ers in progressing at a rate consistentwith their learning strengths?

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High Expectations for Student Success

"It feels good to succeed and ittranslates into every part of their life,

social and academic.Kids who feel good about themselves

will succeed.'(Quote by Sue Russell,

Elaine Ramchander, Alice LordParents)

Sources to Consider

Good, Thomas L. (1987). Two De-cades of Research on TeacherExpectations: Findings and FutureDirections. Journal of TeacherEducation 37. pp. 32-47.Green, Robert L. (1991). Expecta-tions: A Driving Force in Human Be-haviour. The Effective School Report.Vol. 9, No. 9. New York.Northwest Regional EducationalLaboratory (1990). EffectiveSchooling Practices: A ResearchSynthesis -,'90 Update. Oregon.

Effective schools and teachers are con-sistently characterized by their high ex-pectations for all students to learn well.No students are expected to fall belowthe level of learning required to be suc-cessful at the next level, These teachersuse their knowledge of resutts as the basisfor establishing the next learning steps.

High expectations should not be con-fused with hig h standards. Standards aregoals for which teachers and studentsreach, but high expectations are "beliefsin action". Teachers have expectations

first of all that they can provide the ap-propriate contexts and support processesthat will help students to learn. Then theymaintain expectations for the successfullearning of all students. As a resutt, stu-dents begin to exhibit high expectationsand confidence In their own learning.

Some ideas regarding high expectationsinclude the following (Spady, 1989):

Students will probably live up toteachers' expectations of them.Student work accepted, when tt Is

below "standard", is perceived to beexpected. The message received ispotentially "that's what the teacherexpects from me because that'swhat was accepted'.Student work that is "doubtful" canbe handed back without a gradeand with appropriate feedback so astudent can learn from "mistakes'. Ifa "grade' is provided, students be-lieve they are "done". Teachers needto help students understand that workthat does not demonstrate the essen-tial outcomes or learning Is still "In

progress",

High expectations for student successmake a significant difference inthe learningprocess. Children will generally live up tothe expectations of their teachers. At thesame time, high expectations for studentsuccess,without appropriate support andtime to learn, are little more than highstandards without the necessarY assist-ance for students to reach therm Highexpectations, support and time for stu-dent success should be Implemented as"partners" in the Instructional process.High expectations should also be accom-panied by a clearly communicated visionof what success looks like.

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Criteria for success may be agreed on bya team of teachers in order to maintainconsistency from level to level and fromteacher to teacher. If criteria for qualitywork Is established with students, there isa greater likelihood that students will at-tempt and be able to match the criteria.

A mastery learning process that employshigh expectations, and appropriate sup-port and time to learn, includes the fol-lowing strategies:

A concept is introduced through avariety of instructional methods. Ide-ally, learners should be actively in-volved in the learning process to pro-mote meaning.Learning is frequently monitored aslearners participate in the processor complete learning tasks.When guided tasks have been com-pleted and done well, learners"qualify" for an assessment.Assessments may beobservations of per-formance, demon-strations using mani-pulatives, projects,paper and pencil testsor other formats de-termined by theteacher/student.Students who do notdemonstrateunderstanding of a concept may havethe concept retaught by a peer tu-tor, teacher aide, or through addi-tional practice using another modeof instruction. Every effort should bemadeto provide an alternative learn-ing method that is better suited to achild's learning strength. A studentmay learn many of the outcomeswell

but may require assistance in others.Grouping formations are continuouslychanging due to the differing levelsof learning within the various outcomes.Learning in progress is not viewed asfailure, It is just as it appears to belearning in progress! At the higherlevels, learners begin to demonstratethe responsibility to seek thereteaching. In this way, the responsi-bility for learning becomes a sharedprocess.When ready, the learner may reas-sess on the outcomes not masteredinitially. This is done through a parallelassessment one that is not morenor less difficult than the first assess-ment. Credit or recognition of achieve-ment is recorded when the learning isdemonstrated.Students who domonstate learning ofthe concepts may progress to thenext step or choose to participate inenrichment activities. Some learnersmay choose to tutor children in an-

other class or grade level.In this way,they foster highexpectations and supportfor the learning of theirpeers.-

"My child has blossomed with thisapproach. His increasing

confidence is in all areas, in histotal regard of himself."

(Parent Quote)

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eflection: High Expectations for Student Success

How do I/we demonstrate the use ofhigh expectations in my/our class-room?

Methods I/we might wish to explore inour efforts to maintain high expecta-tions for student success are:

NOTES:

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Providing Appropriate Feedback toz/Learners

Sources to Consider

Hunter, Madeline (1982). MasteryTeaching:11P Publications. California.Northwest Regional EducationalLaboratory (1990). EffectiveSchooling Practices: A ResearchSynthesis 1990 Update. Oregon.Spady, William and Marshall, Kit(1991). Beyond Traditional Out-come-Based Education. Education-al Leadership. Vol. 49, No.2. VA. pp.67-72.

Providing appropriate and spe-cific feedback to the learnerduring the learning process isa vffal part of each child's learn-ing success. If a teacher canspecifically and positively com-municate what was learnedwell, the child will be betterable to repeat the perform-ance. When a child is notclear about what he or shedid to demonstrate success orwhat was expected, collu-sion can occur.

Learning often has its own rewards. How-ever,the use of praise can motivate younglearners. In providing praise, teachersmust specifically identify what the childhas demonstrated successfully. The useof unspecified praise may build unde-sired learner dependency on teachers.Rather, teachers should attempt to in-volve the learner in a process that allowsthe student to self-assess his or her own

work; I.e., discussion or self-assessmentchecklist. Together, the student andteacher can determine whether some-thing was done well, according to theestablished criteria for success. The cel-ebration of learningthen becomes a teamprocess!

4,$1,

71.41111*Aia.

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eflection: Providing Appropriate Feedback to Learners

How do I/we communicate the crite- NOTES:

ria for success to students?

What use do I/we make of praise? Dol/we provide supportive informationwhen using praise? (If you have re-quested a peer to observe your inter-action with learners, you might wantto ask for information on which math-ods you use most frequently in provid-ing appropriate feedbacktostudents.)

In what ways do students have anopportunity to participate in self-assessments related to their perform-ance or learning process?

ssessing Learning Progress

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Assessing Learning Progress

"I have become more aware of what my students can dobecause I am keeping better records.

can communicate clearly to parents what the child has learned.I do things more consciously and consistently."

(reacher Quote)

Sources to Consider

Alberta Education (1991). Educational Quality Indicators Projects.Arter, J. A. and Salmon, J. R. (1987). Assessing Higher Order Thinking Skills. Northwest

Regional Educational Laboratory. Oregon.Bloom, Benjamin S., Madaus George F. and Hastings, J. Thomas (1981).Evaluation to Improve Student Learning. McGraw-Hill. Ontario.David, Jane L. (1987). Improving Education with Locally Developed Indicators. TheRand Corporation. New Jersey.Maeroff, Gene I. (1991). Assessing Alternative Assessment. Phi Delta Kappan.December. Indiana. pp. 272-281.Malarz, L., D'Arcangelo, M. and Kiernan, L. J. (1991). Redesigning Assessment. ASCD.Virginia.National Science Teachers' Association (1992). Science Scope: Special Supplemeru Jr)Assessment, Vol. 15, No. 6. Washington, DC.Spady, William G. (1987). On Grades, Grading and School Reform. Outcomes.

Vol. 6, No. 1. pp. 7-12.

The purpose of assessing student learningis to provide feedback to the learnerregarding learning progress and to assistthe teacher in making decisions aboutnext learning steps. Assessment of learn-ing is a continuous process of diagnosinglearning progress. Apprehensions some-times arise when references are made to"assessments', but effective teachersare continuously monitoring and adjust-ing instruction to promote continuous,essential learning for students. These ad-justments are made as a result of assess-ing what students currently know and do.

Learning assessments are varied "snap-shots" in time that occur within a plan-ned and dynamic learning process. It Iswhen teachers look at the snapshots toreview learning growth over time that theprocess may appearto become linear or"static". Viewing the learning snapshotsor reporting learning growth in a linearfashion does not In any way detract fromthe dynamic nature of the learningprocess!

Assessing student learning is a process Inwhich, through a variety of measures,

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learning growth is formally observed anddocumented. Using a variety of assess-ments is Important, for these provide abroad "picture" of what students can do,what students could be learning nextand which area requires more attentionin the teaching and learning process. Forexample, a teacher may determine thatthe science and math concepts ofgraphing at Level One should be inte-grated and that students should be ableto:

demonstrate ability to collect datafrom the environmentconstruct graphs, using pictures orobjectsdiscuss the resutts.

Assessment methods, in this case, mightinclude a student's or teacher's anecdo-tal comments related tothe observationsof a child's data collection procedures.A photograph might depict a child's con-struction of a graph wtth a written "stow"or explanation about the graphs. Discus-sions regarding the results might beaudiotaped/videotaped. The teacher'srecords might show which students dem-onstrated learning of the concepts andwhich students require a new teachingmethod to support their learning. Theseassessments provide a picture of what achild can do. If the student had difficultywith any of the performances,theteachercould immediately determine where vari-ations in instruction or opportunity to learnmight be made.

Other measures useful in assessing stu-dent learning and growth might include:

learner self-assessmentsteacher's criteria checklists or anec-dotal notes

work samples in portfoliospencil and paper criterion-referencedtestsjournalsdiagnostic testsgamespeer validations (with objectivesupport)mentor feedbackparent commentsdramatizationsproject photos with summarieslearninga learner's creative problem-solving"stories- designed for peersinterviewssurveysparticipation in culminating cele-brations.

of

If a student is to debate critically a real-life issue,the assessments might include aportfolio of transcribed or taped inter-views givento a real-life audience,tapeddiscussions of a "panel of experts", asummary of viewpoints and implications,and a student decision, supported byobjective data based on the best infor-mation available. Such a set of assess-ments may be referred to as a role per-formance.

Opportunities for formal assessments ofindividual student growth should be pro-vided when a student has already dem-onstrated that he or she will be successfulat tt. There is little point in requiring astudent to "demonstrate learning- whenobservation and documentation indicatethat success has not yet occurred. Rather,students should be given opportunitiesand time to learn and then qualify for anassessment when the concepts are un-derstood.

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Young learners require a wide range ofconcrete experiences in order to learnmeaningfully. The transfer of learningfrom the concrete stage to the symbolicstage must be taught. We cannot inferthat the transfer takes place because weallowed students to experiment withmanipulatives. Assessments must reflectthese learning needs of young children.

"Authenticity" is another word to usewhen trying to matchan assessment with theappropriate demon-stration of learning.Many measures usedfor assessing studentlearning are com-pleted by students asthey are seated at adesk. These methodsmay not adequatelyassess a young learn-er's ability to performa task. The essentialskills should be assessed in ways that pro-vide meaning for the student. For exam-ple, an authentic assessment that allowsstudents to demonstrate responsible citi-zenship might include the description orvideo of a student's voluntary pertIcipa-tion in a school project that benefits theentire community. This is a real-life roleperformance assessment, which a stu-dent may wish to include in his or herportfolio or learning "resume".

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ing successfully should be given. Whenstudents seek to assess more than once,the assessments should be parallel. Thatis, subsequent assessments should be nei-ther more difficutt nor less difficult thanthe Initial assessment.

Assessment strategies should be carefullyplanned to ensure that the informationcollected will clearly describe what achild can do within the learning con-

tinuum.

-

All assessments must be aligned with theessential knowledge, skills and attitudeslearners are expected to demonstrate. Ifa student does not perform adequatelyon one assessment, another opportunityto learn should be provided, and anotherchance to assess or demonstrate learn-

-

It is imperative that as-sessments are alignedwith what the student

- was expected to dem-onstrate successfully. If

the instruction is focusedon memorization of factsand the assessment re-quires students to dem-onstrate learning at theapplication level, theassessment is not alig ned

with instruction. Students are almost "guar-anteed" to do pc orly with this misalign-ment. This does not create self-confidentlearners. Similarly, ir the environment isone that promotes exploration, discov-ery and creativity, and the assessmentrequires only that the student "fill in theblank", then a mismatch of the learningexpectations and assessment process hasoccurred.

'

^

In all cases, the instruction and assess-ments should be aligned with what isimportant for students to learn; i.e., es-sential knowledge, skills and attitudes.Teachers need to be very clear on whatconstitutes essential learning and howthis knowledge can be demonstrated. Ifthe goal is to promote student thinking,

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teachers need to develop both instruc- which is aligned with intended outcomestional techniques and matched assess- is a major consideration In the use ofments that allow students to demonstrate technological systems.their ability to think. In this way, studentsbegin to attach meaning to learning.

One way to match learning experiencesand assessments is to ensure that, in theplanning stages, the performance verbsmatch the content to be learned. For

example, if a student is to memorize sci-entific facts, then the assessment couldbe a verbal or written recitation of thelearned facts. If the student is to synthe-size mathematical skills in a problem-solv-ing format, the assessmentcould include the develop-ment, by the student, of anopen-ended, real-life relatedquestion that incorporates theneeded skills within the prob-lem, This type of assessment isaligned with the essential con-cepts of developing the "com-putational competence re-quired in personal, professionaland daily experience" (Essen-tial Concepts, Skills and Atti-tudes for Grade 12). Childrencontinuously demonstratetheirability to think in many ways.Their celebration of thinkingmay only be "limited" by the types ofassessments or learning experiences weprovide or allow them to choose!

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The use of technology in the area ofassessing learning growth can certainlyhelp to manage record keeping, assess-ment and the reporting process. Techno-logical support can also promote thecontinuous learning progress of studentsby providing appropriate support for learn-ing. Appropriate selection of software

"I wish we had had this process

when we were

going to school.

I might hove been

o better student!'

(Parent Quote)

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eflection: Assessing Learning Growth

What types of assessment methodsdo I/we most frequently use to de-scribe and document student learn-ing growth?

How do these assessments reflectstudent growth in the essential learn-ing?

What methods of assessment shouldI/we consider implementing to pro-vide a broader picture of what eachchild can do and what he or sheshould be learning next?

What choices do students have indemonstrating their knowledge,skills and attitudes, in a variety ofways?

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eporting Learning Growth

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Reporting Learning GrowthSources to Consider

Alberta Education (1991). Educational Quality Indicators Projects.Simon, Sidney B. and Bellanca, James A. (1976). Degrading the Grading Myths: A Primer ofAlternatives to Grades and Marks. ASCD. Virginia.Spady, William G. (1987). On Grades, Grading and School Reform. Outcomes.Vol. 6, No. 1. Oregon. pp. 7-12.

Most parents appreciate knowing, spe-cifically, what their child can do. Teach-ers need to be prepared at all times, todescribe what learning is occurring andhas taken place for each child. This

knowledge will assist teachers in commu-nicating with parents during and beyondthe regular reporting or parent-teacherconference times.

Conferencingwtth parents providesteach-ers with another opportunity to showadvocacy for children. The sharing ofwhat each child can do enhances alearner's self-concept. Comparisons withothers are avoided in order to maintain apicture of the child's own continuousprogress. Since the student is an activepartner in the learning process, he or shecould be present at the conference tocelebrate the learning.

All reporting should reflect a learner'sgrowth within the essential learning out-comes. For example, if areas such ascommunication skills, social skills, emo-tional growth, and mathematical learn-ing are essential learning outcomes, thereport should reflect growth

ihin those continua. The task of eachstaff Is to find the best way of reportinggrowth in these areas. It is a tall task to ask

the classroom teacher to be involved ininstruction and research processes simul-taneously, but this task is consistently per-formed by effective teachers. Teachersassess student learning continuously andthey reteach, reassess and credttthe learn-ing when it occurs. From their knowledgeabout the current learning progress oftheir students, effective teachers areable to plan specifically for the nextlearning steps of each learner. This proc-ess forms the basis for the clear reportingof learning growth.

A variety of formats are generally used toreport learner growth. All formats need todescribe, succinctly, the current learningprogress of each child within the different

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continua. Just as a wide variety of assss-rnents provides a broad picture of learn-ing. a variety of reporting methods alsoprovides a broad picture of learning andeffective schooling. Variations in report-ing methods may include:

teacher comments or anecdotalrecords aligned with the criteria forlearning at the various levelssummary results of paper and pencilor demonstration performancesaudiotapes or videotapes of studentperformances, with criteria for suc-cessful learning identifiedpicture summaries of student projectswithin the various learning continuachecklists of student demonstrationsof growthportfolios that include a variety ofstudent work, checklists, audiotapes/videotapes of student performances.student's best works from one level tothe next, and teacher and studentcomments regarding learner growth.

Reporting systems should reflect the "ICAN DO" learning growth of each stu-dent, given the criteria for learning estab-lished at each learning level. These arepositive indicators of learning and pro-mote the confidence of the learner to besuccessful at the next learning steps.

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A comprehensive reporting system willinclude both qualitative and quantita-tive information to provide a broad-basedview of the learning process.

For example, student feelings reportedthrough a survey may provide qualitativeresponses about school or about a pro-gram. These responses may also be re-ported quantitatively in order to describethe overall picture of how students arefeeling.

The use of a variety of methods of report-ing (i.e., qualitative and quantttative) willprovide all stakeholders with a larger pic-ture of what is occurring in schools andclassrooms to promote learner success.Teaching teams should collaborativelyreview the data they have collected anddevelop improvement strategies basedon trends established in the results. Effec-tive teachers and schools continuouslyimprove instructional processes based ontheir collections of learning results.

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eflection: Reporting Learning Growth

What current methods of reporting What do my/our results indicate?do l/we use to indicate learner growth Where should I/we place our clm-in all the learning outcomes defined phasis for Improvement?as essential?

The following qualitative methods areused to describe the learning growthwithin each essential area.

The following quantitative methodsare used to reportthe learning growthwithin each essential area.

How are the learning results reported?To whom are they or should they bereported?

What learning growth do l/we ex-pect as a result of my/our improvementefforts?

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4)

onie and School Connections

v

Home and School Connections

"It feels good to have your kids succeed."(Parent Quote)

Sources to Consider

Alberta Education (1986). Bridges to Learning: A Guide to Parent Involvement.Grossnickle, Donald R. (1989). Helping Students Develop Self-Motivation: A SourceBook for Parents and Educators. NASSP. Virginia.Oakes, Jeannie (1990). Making the Best of Schools: A Handbook for Parents, Teachers,and Policy Makers. Yale University Press. New Haven.

Teachers, schools and parents can es-tablish numerous ways of keeping thecommunication lines open in order tosupport the learning of children. Some ofthese methods include parent informa-tion sessions, parents completing a childinterest inventory, home learning activitiessuggestions, parental "survival" sessions,tutorial assistance processes, celebrationphone calls, newsletters, brochures andsharing of talents and time in the class-room, just to name a few!

Offering parent information sessions atthe beginning of the year assists to clarifywhat students are expected to learn withindifferent levels along the continuum. Forexample, teachers can offer a session toparents and describe the essential con-tent for each learning level. Teacherscan explain that children will be givenevery opportunity to learn the concepts.The instructional process will promote learn-

ing in ways that best suit the child'slearning style and time needed to learn.Parents are informed that students learnat different rates and in different ways.Then parents are invited to become in-volved in letting teachers know which

learning processes best match theirchild's lecnning strengths. Parents mayalso be interested in completing a learn-ing style inventory to assess their ownpreferred learning modes. In this way,they may better understand their child'slearning strengths.

Parents frequently offer their support atsuch a meeting and invtte teachers tocall on them to provide further input orassistance.

Many teachers call parents when theyrealize a student may benefit from someassistance with a concept. The additionalsupport the child receives may provideanother opportuntty for the child to learnthe concept. Or, a teacher may provide"celebration" calls, or "happygrams" toparents letting parents know that theirchild has demonstrated progress or suc-cess in a certain area. Parents appreci-ate positive information about their child!

Parents welcome ideas for home activi-ties that help the child in the learningprocess, but they also welcome processideas that can help them to understand

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why their child responds in certain ways.Parent "survival" tips have created muchposttive support for the learning process.;:ome tips for parents are:

read to young childrenmodel personal enjoyment of read-ing and writing (e.g., writing 'notes"to surprise a family member or a child

place tt in your child's lunch bag!)actively listen to your childpromote play at home (e.g., use ofpuppetry, drama, games)model and participate in team prob-lem solving to promotethinking.

Newsletters can providea positive connectionbetween the school andthe home. Parent news-letters developed for orwith parents may includeinformation regarding pro-grams. Newsletters mayalso include tips for help-ing a child learn at home.

child's work in the classroom. Day orevening celebrations can showcaseeach child's learning. Students may planthe evening, or they may be invited tosha re their favourite works,such as a poem,a story, a drama, a videotape, a scienceproject, an unconventional invention, arhyme, a riddle, a joke, a song, or a prob-lem solved through a collaborative proc-ess! This evening may be a culminatingevent that displays the various learningactivities within a theme. This is anotherway to bring learning to life!

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Brochures available at parent-teac. ,erconferences provide meaningful infor-mation to parents. Brochures should de-scribe a school's beliefs about learning,the programs offered, and some annualcelebrations of learning.

Parents are best able to provide informa-tion about how they can become in-volved in a child's learning process. Aparent form might include a list of talentsand time he or she would be interested insharing with an entire group of learners.

An exciting home connection is the invi-tation for parents to come to see their

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eflection: Home and School Connections

How do l/we currently encourageparental involvement in a child'seducation?

What other methods might I/weconsider implementing to support orcomplement our current efforts toinvolve parents?

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tories by Teachers

e

Stories by Teachers

Note: Student names used in these stories are fictitious.

"I've Got the First-Year Teacher Blues"by Michelle Phair

As a first-year teacher, the principles ofOutcome-Based Education within a con-tinuous learning context seemed like anextension of all the methods classes I hadjust completed in university all childrencan succeed, instruction should be fo-cused on the learner, children shouldlearn the concepts andbe able to apply themin order to have the skillsnecessary for the nextlearning levels. Obvi-ously, if a child doesn'tunderstand one con-cept, how can he or shelearn the next conceptwhich builds on the first?Also, if a child gets posi-tive reinforcement and

ideals into a workable method that canbe used in the actual classroom. Instruc-tion and success for all are wonderfulideals that theoretically make learningchallenging and exdting for every stu-dent. In September, I was bright-eyedand enthusiastic about making each childfeel successful and having each childmaster all of the required concepts. Thatwas the beginning of September.

Obviously, if a child doesn't'understand one concept,how can he or she learnthe next concept Which

builds on the first?

feels successful,he or she is willing to experiment and takerisks. A child who experiences failure andfeels negative about his or her abilities willbe less willing to take risks and will feelinsecure and negative about new con-cepts. Learning skills, particularly in math,are developmental and what one childcan grasp easily using only abstract ex-amples, another child cannot grasp with-out first using concrete manipulatives andmuch practice.

I guess every first-year teacher has to gothrough a process of transferring his or her

By the end of Septem-ber, I was frustrated,disillusioned and waybehind in my plans.How could I ever getanything done withtwenty-eight students,at approximately threedifferent learning lev-els, to master eachconcept? At the time,

I thought I had to wait for everyone to beat the same spot before I could go on tothe next concept. Some students caughton right away and mastered the con-cept Others took a week longer and Ispent all kinds of planning time rackingmy brain, trying to come up with ways tochallenge the ones who were done andto keep them occupied.

At a team meeting with other teachers, Igot some practical information that I triedto apply in my classroom to make thingseasier. I didn't always have to test on pa-per or in the same way for every concept

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the student just had to show me he orshe knew what I was asking them to do.Students who did not masterthe conceptimmediately could do extra practiceand demonstrate to me that they coulddo the second assessment. This wouldeliminate the attitude of irresponsibilitydeveloping in my studentstheythoughtthey could always do a second assess-ment, so why bother studying!

The biggest problem I have, and whichwill probably become less serious nextyear, is that my textbook resources do notalways match the curriculum conceptoutcomes. I asked about that at ourteam meeting were there resources tocorrespond more appropriately with thecurriculum outcomes? I was told thattextbooks do not always match the out-comes. I was quite right in that regard!However, there were some samples ofunits developed, but not enough hadbeen completed to develop a bank oflesson plans. Also, teachers had agreedthat they did not wish to develop such abank because each yearthe lessons wouldneed to be adapted to a new group oflearners. They did not like the idea of apackaged or a "canned program andhad insisted on wanting to individualizeinstruction in their own way. i would havedone anything for a "packaged* pro-gram in this, my first year of teaching. I

think if I had a standard resource, I wouldhave more time to individualize it for mystudents.

But then again, what is "standard- in aclassroom of dynamic learners? I'm re-ally envious of teachers who have beenteaching for a few years because theyare able to instruct with a focus on indi-vidual learning strengths, the way it

should be. The teacher can become afacilitator, while each student mastersthe concepts at his or her own develop-mental rate.

I look forward to the day when I can be soorganized and secure in my teachingskills that I become one of the teacherswho creatively insi ructs the concepts andcomes up with the instructional styles andresources that promote learning for eachstudent.

In the meantime, I continue to developmy own style through my first-year strug-gles. I am told that I am doing well butsometimes I find that hard to believe! I

am trying to teach my students so thatthey will learn. I use manipulatives, prac-tice and assessments methods that cor-respond with the outcomes to be dem-onstrated. The record keeping Is different

I keep an eye on how many reassess-ments a student attempts because I feelthis is a reflection on accuracy. I use peercoaching and enrichment to try to keepthem learning cooperatively becausethatalso is an essential skill!

I don't worry so much about everyonebeing at the same spot or doing the samething to show that they know the con-cept, because students learn in differentways. Having reflected on it, maybe I amdoing a lot of things well!

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"Darcy's Story"by Marg DeHoog

My name is Darcy. I am in Grade 3. Myfavourite subject is math because I almostalways get everything right.

Today we're beginning a new unit. I find

if I listen carefully to my teacher's instruc-tions, the activities are easy.

I get right down to work and after I finish,I often have time for some extra activities.Sometimes I work with manipulatives,some-times I have a package of prerequisiteactivities or sheets (these are fun to dobecause you have to read and think),and sometimes I help another student.

After my work is done, I write my test. I

almost always do well the first time. Thereare only a few questions and every ques-

. tion is like what was in rily activities orpractice sheets.

When l'rn one of the first finished, myteacher lets me go to Grade 1 orGrade 2 to help them.

Sometimes my friends make some mis-takes. Then they may work with the aide,practising the work in different ways sothey understand it.

I like this way of learning because every-one can get more than one chance tolearn and do their best workl

s_

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An "Aha" Moment in the Lite of Teachingby Lisa Hilsenteger

The bell rings to signal the end of recess.This is probably my favourite time of theday because math is about to begin. It isthe only subject that I feel I am preparedfor.

After everyone is settled. I begin my fiveminute review and a ten to fifteen minuteInstruction and start the students off ontheir practice work or assignment for theday. They always seem the quietest dur-ing math and I feel so proud as I circulatearound the room passing on to them alittle !oft of knowledge that I hope they willcarry with them down life's winding road.As I stand back for one brief moment andscan the room to see that everyone is ontask, I remind myself of the enjoyment Ireceive in being a skth grade teacher.

Suddenly I am awakened from my rev-erie by a tap on the shouider, and stand-ing beside me are six students with theirnotebooks in hand. I hear music fromJaws playing in my ears as a voice says tome, "What do we do when we're fin-ished?"

I panic as I notice that there are still fifteenminutes left before math ends. This wasnot supposed to happen! It wasn't in myplans! This work should have taken themthe entire class time! What do I give themto do?

That night at home I slump over my planbook as my dreams of ever becomingorganized are shattered. Those wordsare pounding In my head, but finally itoccurs to me that the unexpected hashappened; these students want to

continue learning. I head to my compu-ter with my curriculum outcomes for theyear and my teacher's guide. I type upan assignment sheet that lists all the pagesand assigned questionsthattheywill haveto complete for each separate outcomein the unit. All activities are listed in theorder in whch they can be completedfrom the extra practice to the enrich-ment activity following their outcome as-sessment. It takes a couple of days to getorganized. Each learning step is placedinto well labelled folders and filed in mycabin.er so that the students can easilyretrieve what they need.

The students are elated with the newsthat they will be able to work ahead anddemonstratetheir learning whenthey havemet the criteria for the prerequisites. Theycomplete the assignments which will"qualify" them to demonstrate theirlearning. That day, a small group isworking in the hallway, some are pairedup to help each other out and a few arepatiently seeking my help. I wait on pinsand needles, expecting someone to askthe forbidden question. As the end of theclass draws near, I close with a final re-view and the students prepare for thenext activity. I breathe a sigh of relief.

It makes it all worthwhile when, at parent-teacher interviews, I hear, "My child isreally enjoying math this term and I'm sopleased with his progress", or "My daugh-ter tells me that she is able to work at herown pace in math. Will she be able tocontinue this all year?"

I'm still not the most organized teacher,but at least I can stand back during a fewrare moments and remember what it Isthat I enjoy so much about teaching.

78

77

fo

Reflections about Teaching and Learningby Darlene Kelly

Teachers are faced with tremendouschallenges and stresses today. Technol-ogy and expectations are at levels neverdreamed of before. As well, we have theintegration of a wide variety of learnerstrengths and needs in the classroom.This puts additional demandson the homeroom teacher.

Everyone, including the teach-ers, wants the best for everyindividual student. The ques-tion is, 'How ca n we, as teach-ers , help students achievewhat we believe is essential?"

continued learning can occur. We aregiving . :udents a chance to succeedand show their true capabilities.

Traditional learning emphasizes an ap-proach that involves extensive memorywork and application of set formulas. Out-come-based instruction based on theprevious successes, allows each student

to proceed at his or her ownpace. The capacity to learn isreflected in the abllityto solveproblems and to succeed ineach outcome! This processcreates its own rewards. As astudent equates success witheffort, there Is a tendency totry harder. Because the con-

tinuous progress approach allows for re-assessing and crediting learning whenit occurs, a student should never feeldefeated. Continued efforts and oppor-tunities to learn will allow all students toachieve good results, but not all at thesame time. Offering individual assistanceprovides the student wtth an opportunityto improvethe learning resutts more quicklyand the teacher is more aware of theconcepts that need to be retaught orreviewed.

We are givingstudents a chance

to succeed and showtheir true capabilities.

Sheer dedication and determination arenot the only magic ingredients. The stu-dents must become self-motivated learn-ers. It is our responsibility to help thestudents reach this outcome.

The students must be able to take anactive role in the learning process. Theymust be prepared for the demands of ourvery modern and technological world.Students must be able to think in a logicalmanner. They need to develop superbtime management skills to cope with theever increasing workload. In order toaccomplish these skills, the students mustlearn how to decipher NA/at is relevantand what is not. Students must also learnhow 'o study so that they can handle andretain the vast amount of knowledge towhich they are exposed on a daily basis.

Instruction based on student outcomesand curriculum learning promotes learn-ing through practice and effort. As astudent practises previously acquired skills,

Various teaching styles can be success-fully used in the classroom. You can usemanipulatives, oral questions, board work,seat work, etc., on an ongoing basis. Stu-dents who need to see things visually arehaving their needs met. Other students,who need oral presentations, or discus-sion opportunities, are also accommo-dated.

Parents are also aware of their child'sstrengths as they move from one learninglevel to the next. The teacher can say,

"Your child is able to identify and nameplace value of whole numbers up to hun-dred thousands, using standard and ex-panded form", and produce studentwork samples to show the student's ca-pabilities. Parents are able to see moreclearly what a child can do and canprovide positive feedbackto encouragecontinued success.

The Primary Picture: Individual Successin Learningby Edith Morgan

When my special needs student, Justin,arrived in my classroom, his attention spanwas limited, his output was very low andhe took little responsibility for himself in theclassroom. In other words, his behaviourwas disruptive and he had few coopera-tive skills all results of a seemingly lowself-esteem. His reading skills were belowgrade level but his math skills were appro-priate to grade level.

My personal philosophy about studentlearning meantthat I believed Justin couldexperience success, given time and op-portunity to learn. I also firmly believedthat his perceived failure was merely in-complete success. Convinced that qual-ity schools can intervene in the educa-tional process and promote success for astudent, i maintained my belief that Justincould develop a positive attitude towardself and others. So I began to plan thecurricular learning outcomes around hiscurrent learning strengths, so I could showhim that the next steps were easy!

For starters, my goals for Justin were tohelp him:

improve his reading leveldevelop positive self-esteemcontrol his disruptive behaviourslengthen his attention spanimprove his interpersonal skills and,last but not least, todevelop a sense of responsibility anddirection.

To achieve these goals, I had to make theclassroom learning environment anattractive one and encourage Justin torecognize quality in himself so that hecould produce quality work.

I set to work, trying to avoid power con-flicts with Justin. In this way, perhaps hewould be alleviated of any stressors thatmight affect the reception of new learn-ing. I tried to create a warm, non-threat-ening teacher/student relationship bypractising a "hug-a-day" and consistentand positive discipline. Together, wedeveloped a daily routine and outlinedthe outcomes for the day. The learningoutcomes hadto be specific to fulfil Justin'spresent needs. For example, he was notexpected to produce a fully developedstory when his real success at this pointlay in producing a descriptive paragraph.I anticipated some behaviour problemsand we outlined consequences. Flexibil-ity was the order of the day. Justin wasencouraged to pursue an activity as longas his concentration would allow. Fre-

quent rewards were given for small out-comes of success brain-teasers, mathgames, puppet games,developing boardgames, computer time, story tapes, storytime with an adult, or art centre time.

807 S}

The efforts to help Justin recognize qua-lity in himself and produce quality workincluded the following strategies. I need-ed to lower his frustration levels by provid-ing time for mastery, by giving secondchances to learn through reteaching,conferencing, oral assessment, if neces-sary. I pulled no surprises no demon-stration of mastery would be expecteduntil all the practice was well done. I

encouraged him to display his work andto share it with a small group or with theclass. Group work and partnerships withindependent, well motivated studentswere encouraged. Again, we outlinedthe rulesfor behaviour andrespect toward others inthe group. I encouragedhis leadership throughpeer tutoring roles wherepossible

I maintained my high ex-pectations and the beliefthat low performance isnot failure , just incomplete

success.

system by outlining Justin's mastery of theoutcomes to date or in progress.

Justin stayed with us for only a few months.During this time several people, Includingadministration, noticed some positivechanges in Justin. He was exhibiting agreater sense of responsibility for self andwork. More assignments were completedand handed in. His originally disruptiveclassroom behaviour was greatlyreduced, as were yard play fights. Otherstudents chose to work with him and hebegan to ask questions about the nextunit or outcome. His reading was now at

the next level and hehad created severalpieces of quality worka report on animalsand some recordedscience experiments.

My personal philosophyabout student learning meant thatI believed Justin could experience

success, given tinit, and.opportunityto learn.

I encouraged Justin to demonstrate hislearning in alternative ways; for example,through making filmstrips, videos, audio-tapes, puppets, posters, or throughdrama.

Frequent contacts were made with thehome. As well, the baby-sifter assisted inparenting and education strategies. In

class, learning assistance was providedfor reading, to supplement the wholelanguage approach to language learn-ing.

In communicating Justin's learningprogress, I supplemented the reporting

Although I have fo-cused on Justin, all ofthese opportunitiesshould be available

for EVERY elementary student, to facili-tate learning and success. That is thegoal in my classroom. Individual studentprofiles of learning outcomes, masteredor in progress, and behaviours must bepassed on to the next level teacher inorder to maintain continuity in learning.My involvement with implementing thisoutcome-based, continuous progressproject in our school has definitely helpedme to develop and monitor strategies foraccommodating individual learningstrengths and needs. I have also had thegood fortune of working collaborativelywith others who help to integrate thespecial needs students, like Justin, intothe classroom.

810

"Success: What A Feeling!"by Moira St. Amand

"Wow, I got all one hundred percent!"yelled an amazed student. "This Is wild!"The happy expression on this student'sface when he received such successfulmarks on his math assessment was proofto me that implementing high expecta-tions and having students achieve themwas a good idea.

When this process ofcontinuous learning withhigh expectations forevery child's success was

first introduced to me, Iwas dubious. I mean,why would I change thesystem of how I teachmath? Most of the stu-dents I taught had al-ways been successful inpassing (at least s)u% ofthe material) and a fewhad received honour marks. I was alsoskeptical about breaking down one largecurriculum objective into a task analysisor into several prerequisite outcomes. Wewould not be following a textbook pro-gram. Rather, we would be making ourown performance assessments insteadof using the ones "at the end of thechapter". Certainly, I thought, the intelli-gent people who put these textbookstogether are more qualified than myselfat designing a math program. I still be-lieve this, but now I think the teacher canadapt the textbooks to be more of aresource rather than a guideline. I alsonow believe in making the whole processa high-achieving and positive experiencefor the students.

Does this sound confusing? Well, I feltconfused at the beginning of Septemberwhen I was told our school is an Out-come-Based school. The theory was in-troduced to all of us bewildered-lookingnew teachers, but it was going to beanother thing to put it into practice.Thanks to the collaborative process,which involved sharing ideas with otherteachers, I discovered it was not as diffi-cult as I had first believed. My colleague

and I worked togetherto break down the out-comes to be learnedby students. For exam-ple, one week we wouldpractise multiplicationby 0-5. We were thenable to work on thesecertain outcomes withour classes at the sametime. This way, if any ofour students were hav-ing similar successes orproblems,we could useour teacher aide time

jointly for a certain small group of stu-dents from both classes. In addition, wecould alternate developing performanceassessments which were clearly alignedwith the outcomes. Since this processdeals so much with students' particularareas of strengths or needs, we are fortu-nate to be able to determine clearlywhich areas need assistance and whichareas have been learned well.

"This is wild!" The happY eXpression

on this student's face when

he received such successful marks

on his math assessment was .

proof to me that implementing high

e.xpectations and having stUdents

achieve them was a good idea.

The two most positive aspects about thisprocess to me are, first, the students mustachieve mastery on their outcomes. If

they do not, they are reinstructed onthese particular ouicomes until they canachieve mastery. Not that they stay be-hind when a new outcome is introduced,

82

8 1

but they have the opportunity to demon-strate their learning of the outcome whenthey are ready. It's great that the stu-dents do not have to do the entire assetment over again but only the outcomefor which they did not achieve mastery.As a final result, they are either markedincomplete, showing that they are still inthe process of learning the concept, or,for the most part, the students are facingthese wonderful marks and saying "Wow,I did that!" I have found that even adifficult student, who didn't care what heachieved in school, was ecstatic whenhe received his first 80%. Since then, hehas made sure all his performances are80% or over what a feeling of success!

The second positive aspect is the fact4hat since the process is designed downto specific outcomes, a teacher and stu-dent know exactly which skill is posing aproblem. It is much easier to focus on oneisolated area than a whole unit of skills.

In our class, we have "catch-up" days.These days are specifically set aside forstudents who wish to be reassessed afterpracticing certain skills. The students whodo not need reassessments work inde-pendenily, or in small groups, on enrich-ment activities These activities include:problem-solving opportunities, computerskills, math games and helping other stu-dents.

In all honesty, I must say I really like thiswhole idea and so do the students. It

takes practice and good organizationalskills to make this work. Hopefully, I'll getbetter at this in time. Now if only I couldkeep the top of my desk clean!

Collaborating to PromoteStudent Successby Fran Rumba II

It was August, 1990, and the studentswould be returning to the classroom wrrhina few days. The staff at St. Gabriel Schoolhad been meeting to review and discussthe implications of the Outcomes-BasedEducation process which we were aboutto implement.

After participating in one of the discus-sions, I reflected for a moment. As a so-called "experienced teacher", the mostdifficult part of the process was to breakout of my old teaching style and allowmyself to experiencethis new teaching style!

I had no trouble accept-ing the basic philoso-phy of the process, butpuffing it into practicewas challenging , to saythe least. When I lookback at it, tt was a littlelike starting over as afirst-year teacher. I had lots of questions,but, then again, so did my colleagues. Infact, after being with the process for oneand a half years, we still have lots ofquestions. Perhaps that's why the corn-mitment to the improvement process isstill there we are making changes to-gether. The process is a challenge worthyof our time and effort!

a.

1-20", or "We are going to do the test atthe end of the chapter. You'll find it onpage 179!"

We are making progress: we maintain aclear purpose for teaching, observe stu-dent performance and note any difficul-ties the students may have. We continueto Improve on developing methods ofassessing, establishing criteria for assess-ment, and matching teaching with learnerstrengths and needs.

There is no doubt that this process helps usalign our teaching more closelythan everwith what we believe is essential for stu-dents to learn, and with the details of thecurriculum. In this respect, it is easy for

the teacher, the stu-dent and the parent tobe continuously awareof what has beenlearned and what is yetto be mastered. Every-one, then, becomes in-volved in the learningand accountabilityprocess!

Speaking of time, there is no doubt thatwe have put a lot more hours into theprocess than we thought possible. Howeasy it would be to say, "Open up yourbooks to page 167 and do questions

While the program is set up for students tolearn at their own rate, the actual abilityfor any one person to cater to all thevarious levels can certainly be a chal-lenge, but, then again, this is nothingnew! With the help of my teacher aide,the students who need extra help toachieve an outcome have this opportu-nity, for :eteaching is available to them.Since the performance assessments ai ebroken down intotask-analyzed outcomes,it is easier to determine where the studentis in the learning process.

84

8 °

Something else that has worked well, andshould be used more, is matching thestudents from the same general levels,but in different classes, according to theirstrengths and needs. While one teachersupervises the enrichment activities withthe students who have completed theoutcome, the other teacher reteachesthe outcome for students who need it.The groups, in this way, are continuouslychanging. This process helps to keepboth teachers working together closely,a benefit for everyone!

Recently, I had five students who wereable to achieve the outcomes quite eas-ily. After they completed the demonstra-tion of mastery, they were able to par-ticipate in an enrichment activity while Iconcentrated on the other students.Those five students still completed theperformance assessment and then vol-unteered to help me lead small groupsfor more individualized learning. The learn-ing and teaching orocess became a verycollaborative one!

How do the students feel about the proc-ess? Most of them find it easy to follow,and very rewarding! When Tommy says,"Oh yeah! What a stupid mistake I made!I know whe;.e I went wrong', it's gieat toprovide him with the means to show thathe can do it wel!.

Not all students however, have Tommy'sdesire to do better. During the first year ofthe process, I spent much time encour-aging and coaching students. The en-couragernent and opportunity to dem-onstrate mastery are always there. It is

also up to students to make their decision

regarding their involvement In Improve-ment. This is a part of the essential learn-ing called "responsibility for learning-I

When I look back over the Inservices andplanning opportunitieswe have had avail-able to us, I have to highlight one th:ngthat was very valuable to me. The sharingsessions that we had as teachers provedto be extremely beneficial. In sharing ourthoughts and ideas, we learned how toaddress those issues for which we dld nothave immediate answers on our own.

We still have a lotto learn aboutteachingfor sudent success, and we still need toask oucselves, "How do we coordinateproviding for all the varying learner needs?Has the child really shown mastery? Arethee performance assessments an ad-equate representation of what we wantthe students to demonstrate at higherlevels of thinking?"

It will take time to answer all these ques-tions, but, as I stated earlier, as long as weare ask:no questions, we are challengingourselves and committing ourselves tothe continued learning success of ourstudents!

At Least, and at Last: A Few Words froman Administratorby Rae Molzan

The positive comments of parents, stu-dents and teachers reinforce for us thatoutcome-based, continuous progresslearning is successful in math as well as inother subjects. Student achievement,parent support and satisfaction, andteacher responses are posi-tive indicators of this proc-ess.

I have taught math beforeand after the implementa-tion of outcome-based in-struction and I believe it:

Teachers have moved from beingteacher-directed to being learner-focused. They are facilffators of the learn-ing process ratherthan being lecturers forthe majority of the time.

The teacher workload has increased ini-tially, with expanded opportunities, ma-terial preparation and collaborative ef-fortsthrough meetings and planning days.

'Teachers have.moved from*being teacher-directed to

being learner:focused:

increases student ownership in thelearning processpromotes student vision of successand helps them to attain it in orderto be successful at the next levelrequires extensive documentationot student learning.

I see the group dynamics in classroom,schanging due to the fact that the mas-tery groups are continuously varied fromone outcome to the next. The learningenvironments are not static, they, too,are continuously changing to providelearning opportunffies methed with vary-ing learning styles; e.g., small group:largegroup, at desks or on the floor! I seestudents at task in humming, buzzing class-rooms and student responsibility for learn-ing increasing! Much of the knowledgeabout student learning styles has comefrom direct observation of student choices.

However, the results are worththe process. We are reachingmore students versus teach-ing to the middle of the class.This is very rewarding to me asa teacher.

Teachers sometimes havemade direct learning connections for stu-dents as a result of the initial instruction.Sometimes,student learning connects justaround the edges and some reteachingneeds to occur. At least, and at last, weare making many more connections!

Effective Schools Research

acknowledges

that family background

contributes to student success

but disagrees with conclusions of

previous research that family

background determines a child's

educational attainment.

8685

u=ary and Implications

86

Summary and Implications

The role of educators is an exciting one.Teachers have the opportunity to estab-lish learning environments that promotecuriosity and a natural desire for learning.A child's success experiences within theclassroom can promote an "I CAN LEARN"attitude. Such an attitude can remain asa lifelong reinforcement of each child'strue capabilities.

Teachers also have the opportunity todeliver excellence in curriculum. This pro-vides the means through which eachchild can experience learning success.Curriculum that focuses on essentiallearning and integrates all the details intothis framework creates meaning for stu-dents. An excellent curriculum showsstudents how previous learning fits withnext learning steps. It encourages teach-ers to provide continuous positive feed-back regarding each child's learningprogress.

The key to establishing a healthy learningenvironment and excellent curriculum lieswith each teaching team. Collaborativeefforts must determine how a continuouslearning, results-based and integratedcurriculum will be delivered in eachschool. Once teams begin to plan forthese curriculum processes, they realizethat the concepts are closely aligned.Teachers also can better understand howexcellence in curriculum promotes learn-ing success.

Teams must remember that improve-ments occur over time. A long-term

vision for improvement must be main-tained in order to implement responsiveand responsible educational improve-ments.

Through collaboration, healthy learningenvironments and excellence in curricu-lum, teachers continue to make a posi-tive difference in the learning success ofstudents. The positive difference Is theresult of the belief that "every child canlearn"!

oliaii "iv-89

F

enaction: Summary and Implications

In reading the previous chapters andcompleting the reflection and dis-cussion questions, what new insightshave l/we made?

How are my/our beliefs aboutteaching and learning communi-cated to students, parents and tnecommuntty?

Which indicators of learner successprovide the best picture to learners,parents and community, that my/ourbeliefs and schooling processes arein good health?

What am l/are we doing well, assuggested v the indicators?

What improvements do l/we sug-gest as a resutt of the informationcollected?

NOTES:

9088

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Smith, Frank (1986). Insult to Intelligence. Heinemann Educational Books, Inc. USA.

Smith, Stuart C. and Scoff, James J. (1989). The Collaborative School: A Work Environ-ment for Effective Instruction. ERIC Clearinghouse on Educational Management.University of Oregon. Oregon.

Spady, William G. (1989). Key Messages from the High Success Program on OBE: Part 1,Outcomes. Vol. 8 No. 1. pp. 15-19.

Spady, William G. (1989). Key Messages from the High Success Program: Part II, Outcomes.Vol. 8 No. 2. pp. 18-23.

Spady, William G. (1987). On Grades, Grading and School Reform. Outcomes. Vol. 6, No. 1.Oregon. pp. 7-12.

Spady, William and Marshall, Kit (1991). Beyond Traditional Outcome-Based Education.Educational Leadership. Vol. 49, No. 2. Virginia. pp, 67-72.

United States Department of Education (1987). What Works: Research About Teaching andLearning. Second Edition.

Vickery, Tom Rusk (1985). Excellence in an Outcome-Driven Sc' loot District: AValidation Studyof the Schools of Johnson City. Syracuse University. New York.

940 2

Appendices

Appendix 1: Establishing a Framework for Essential Learning

Appendix 2: Results-Based, Integrative Planning

Appendix 3: Accommodating and Encouraging Learner Strengths

Appendix 4: Problem-solving Process: Collaborative or Individual

Appendix 5: Guide to Teaching for Thinking

Appendix 6: Profile of Student Thinking

Appendix 7: Learning Style Profile

Appendix 8: Language Learning Environment Indicators

Appendix 9: Language Learning Indicators

Appendix 10: Continuous Progress in Mathematics Learning

Appendix 11: Math Outcomes and Student Progress Record

Appendix 12: Task Analyzed Math Learning Outcomes

Appendix 13: Continuous Progress Mathematics Report: A Seven-Year Picture

Appendix 14: Anecdotal Student Learning Profile ECS

Appendix 15: Learner Self-assessment Report

Appendix 16: Results-Based Lesson Plan

Appendix 17: Profile of Results-Based Instructional Practices

Defining the Essential OutcomesFocusing on Outcomes and Student ProgressAllowing Appropriate Time and ,oport for LearningHaving High Expectations fr _cess

Providing Appropriate Feedback to Students

Appendix 18: Collaborative Planning for Educational Improvement

Appendix 1

Establishing a Framework for Essential Learning

Vision:

We want all students to be:

Collaborative WorkersHigher-Level Thinkers

Responsible Citizens

Effective CommunicatorsCompetent Achievers In Math/ScienceSelf-directed LearnersCreative Performers

Collaborative Workergenerates Ideas In a groupInteracts positively with otherspeer tutorslistens activelyempathizesleads group effectivelyworks cooperatively with others

Competent Achiever in Math/Scienceapplies basic knowledge of math/scienceprinciples in new, real-life situationsexplores new learning by connecting with priorknowledgeuses technical reading and writing skillsuses inquiry method to explore and test ideas/principles

Effective Communicatorexpresses self through multiple frames of

reference, e.g., writing, speaking, music. art,dramasees the "big" pictureorganizes thoughts and ideasconsiders audience needs for meaning

Responsible Citizencontributes time and talents to efforts thatbenefit family, communityshows respect for and value of othersaccepts responsibilities and completes themappropriatelyformulates and displays values that positivelyaffect self and others

Higher-Level Thinkerapplies basic principles to new situationsanalyzes a concept or situationproduces Innovative Ideasgenerates solutionsselects best solutions based on criteriadevelops and implements a planevaluates plan based on criteriauses information, technologicalresources and skills

Creative Performercreates quality products in the artsexpresses and presents ideas creativelygenerates many ideaselaborates on ideasdesigns or constructs original productsrisk-takes the Implementation of new Ideas,within criteria

Self-direC9d Learnertakes Initiative to explore learning In new areasfaces challenges with optimismlearns from the past and sets new goals andpriorities

monitors and evaluates progressperseveres in appropriate tasks and situationsmaintains personal wellness/fitness program

celebrates learning

Planning to Integrate Learning (Themes, Skills):

9497

Phyllis Geddert

Appendix 2

Results-Based, Integrative Planning

Math/Science

Collaborating

Communicating

Theme

Citizenship

Creative Performing

Self-directed Learning

Higher-Level Thinking

Knowledge, Skills,Attitudes Focus

Performances f- Student Choices Assessments

brainstorming concept mapping researching Concept Webquestioning interviewing discussing VideotapeIdentifying hypothesizing leading Audiotapeexplaining debating justifying Portfolioediting writing adapting Checklistdescribing listening initiating Gamepredicting speaking negotiating Puzzleplanning respecting playing Modelorganizing reporting constructing Reportapplying drawing assessing Conversation

Prior Skills Required corhparing singing communicating Photographcontrasting choosing demonstrating Projectcreating analyzing Interacting Demonstrationcomposing Inferring elaborating Explanationdramatizing stating problems summarizing Testdesigning generating solving Self-assessmentgraphing distinguishing reviewing Discussioncomputing classifying presenting Debatemoderating evaluating contributing Work Samplecollaborating modelling deciding Storyencouragingparaphrasing

teaching expressing SongDramatizationOther

Criteria for Successful Performance:

98

Appendix 2 (continued)

Results-Based, Integrative Planning

Distance/Time/Migration Patterns

Moth/Science

Bird Families and Functions

Collaborating

Flight Tower Communications

Cornmunicating

Flight

Theme

Environmental Concerns: Planes/Birds

Cttizenship

Interest Topic; e.g., Kites

Van Gogh/"The Starry Night"Study/"Flight of the Bumble Bee",Rimsky-Korsakov/"Peter Pan"

Creative Performing

Self-directed Learning

Time Zones/Organizing a Trip!

Higher-Level Thinking

Knowledge, Skills,Attitudes Focus

Performances ÷- Student Choices Assessments

brainstorming concept mapping researching Concept Webquestioning interviewing discussing Videotapeidentifying hypothesizing leading Audiotapeexplaining debating justifying Portfolioediting writing adapting Checklistdescribing listening initiating Gamepredicting speaking negotiating Puzzle

planning respecting playing Modelorganizing reporting constructing Reportapplying drawing assessing Conversation

Prior Skills Required comparing singing communicating Photographcontrasting choosing demonstrating Projectcreating analyzing interacting Demonstrationcomposing inferring elaborating Explanationdramatizing stating problems summarizing Test

designing generating solving Self-assessment

graphing distinguishing reviewhig Discussion

computing classifying presenting Debatemoderatino evaluating contributing Work Samplecollaborating modelling deciding Story

encouragingparaphrasing

teaching expressing SongDramatizationOther

Criteria for Successful Performance:

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Appendix 3

Accommodating and Encouraging Learner Strengths

Learner Preferences

Absence/Presence of SoundDIrect/Diffused LightingWarm/Cool TemperatureStructured/Random DesignWork Alone/With PeersHolistic/Sequential ReasoningVisual/Auditory/Tactual PerceptionMobility: Critical/Not CriticalIntake: While Learning/Not Criticallime to Learn: AM/PM

Sources: Perrin, Dunn & Dunn, Kolb & McCarthy.

Notes/Student Comments

Learner Process and Assessment Choices

el Evaluation

Synthesis

AnalysisAN

Application AP

Comprehension

Knowledge K

Concept WebVideotapeDiscussionDebateExplanationGamePuzzleSelf-assessmentDemonstrationOral Presentation

brainstorming graphing singing adaptingquestioning computing choosing negotiatingidentifying moderating analyzing initiatingexplaining collaborating Inferring playingediting encouraging stating constructingdescribing paraphrasing generating assessingpredicting concept mapping solving communicatingplanning interviewing distinguishing demonstratingorganizing hypothesizing classifying interactingapplying debating evaluating elaboratingcomparing writing modelling summarizingcontrasting listening teaching reviewingcreating speaking researching presentingcomposing respecting discussing contributingdramatizing reporting leading decidingdesigning drawing justifying expressing

ModelPortfolioConversationProjectStorySongDramatizationDancePoeminterviewGoals StatementNews ArticleAdvertisementLetterMapReportWorksheetPosterSurveyOutlineExhibitTerrariumBaked DelightProblem StatementQuestionSculptureNovelBulletin Board

PhotographMusic PerformanceAudiotapeChecklistDesignSketchDecisionTestResearchBibliographyThesis StatementHypothesisDisplayExperimentLesson/TutorialEditorialNewsletterBrochureSkitOverheadInventionPhilosophical QuoteRiddleGraphPicture DictionaryCarnivalReaders TheatreSummary

Competent Achiever in Math/Science Responsible Citizen Higher-Level Thinker

Effective Communicator Self-directed Learner Creative Performer Collaborative Worker

100 9 7

P. Geddert. R. Lindsay

Appendix 4

Problem-solving ProcessCollaborative or Individual

Problem StatementThe problem Is

Problem FindingNow that you have stated what you believe Is the problem, list five to ten other problems that might be associatedwith, a part of, or causing, your stated problem.

Problem SelectionPut an ' beside the problem you believe to be the main problem, and one which you would like to work on solving. (Later,

you can choose another problem to work on, if you wish.) Now rewrite your problem statement in the form of a question:

"How might we so that?"

Brainstorming SolutionsList ANY ideas that come to you regarding how the problem you Just stated could be solved positively, and withconsideration for others.

Put an beside the ten solutions you believe are the best ones for solving the problem.

Developing CriteriaList five important considerations you want to remember in selecting a solution.

We/I want a solution that will A

Evaluating SolutionsChoose five of your ten best solutions (") and rank them (down) on each criterion from a scale of 1-5, 5 being the best

match with the criterion.

Criteria

Best (*) Solutions A Totals

Which solution ranks the highest when matched with your criteria?Write a "commercial' for your best solution.

Source: Crabbe, Future Problem Solving Program, 1983 Phyllis Geddert

ThinkingProcess

Appendix 5

Guide to Teaching for Thinking

DescriptionStudent TeacherInvolvement Facilitation

Knowing Recall of Specific Information Reflects/Responds DirectsAbsorbs Tells

Remembers ShowsRecognizes Questions

Comprehending Understanding of a Concept Reflects/Explains QuestionsTranslates ListensPredicts/InfersDemonstrates

Applying Using Methc Principles and Theories Solves Problems ShowsIn New Situations Uses Knowledge Observes

Constructs GuidesCritiques

Analyzing Breaking Down a Discusses ProbesCommunicatlon/Concept Inquires Guidesinto Its Parts or Elements Compares Observes

ContrastsResearches

Synthesizing Putting Together Parts Discusses Reflectsor Elements to Form a Whole Designs/Creates Accepts/Extends

Composes Analyzes

Evaluating Judging the Value of Judges Accepts/ExtendsMaterials or Methods Disputes Harmonizesthrough Applying Rates Promotes Use ofStandards and Criteria Chooses Criteria

Summary Chart of Question Types, Discussion or Task Choices

Knowledge Who? What? Where? When') Why? Define. (Assumption: All information previouslyintroduced to student.)

Comprehension

Application

Analysis

Synthesis

Describe.... What Is the main Idea of (this paragraph)? Tell In your own words... . What do

you predict will happen? What was the cause of ...? WI. it was the resutt of ...?(Assumption: All Information previously introduced.)

How would (character) act in this new situation? Apply this math principle in the following

examples. . . . Demonstrate. . . . What is the latitude of . . . ? (Assumption: Student applies

knowledge and understanding In new situation.)

What evidence can you find to support . . .? Compare and contrast. . . .

How can we Improve . .? Can you think of (a title for this drawing)? What other endingswould you suggest for this story? Write a play integrating the moral....

Evaluation Which do you think is better? Why? What criteria did you use? What Is your opinionabout . ..? Why?

Adapted from Bloom's Taxonomy of Educational Objectives, 1981.

102 Q

Phyllis Geddert

Appendix 6

Profile of Student ThinkingStudent Name: Age:School:

Attitude Toward Thinking 1 2 3 Thinking for Understandingdemonstrates an awareness ofpersonal attitudes and valuesdemonstrates an awareness ofpersonal thinking processesshows a willingness to take risksdisplays the ability to capitaleon errors and failuresdisplays a sensitivity to newideasrespects novelty and intuitionpossesses a desire to exploreIdeas beyond what Is presentedpossesses a desire to reason welland base judgments on evidenceperseveres in searching for ideasand solutions, even if not apparent

Example Date

Thinking to Create 1 2 3demonstrates the ability to deferJudgment and remain ambiguousproduces many ideas with easeshifts perspective with easecombines ideas in novel andunique waysadds detail to enhance meaningand interest

Example Date

Thinking with Others 1 2 3

demonstrates an ability to em-pathize and respond to others'thinkingdemonstrates an enjoyment ofspecial humour and comfort Indiscussing Ideas with othersentertains different or opposingpoints of viewcommunicates effectively withothers

Example Date

Date:

2 3

searches for Ideas and data tofacilitate understandingassociates Information with pastexperiences and Ideassearches for meaningful patternsamong conceptssorts and reconstructs Ideas tocreate new meaningsapplies new meanings In a varietyof waysalters goals and processes whengaps or errors are founddemonstrates the ability to pkin,evaluate and monitor thinking

Example Date

Thinking to Evaluate 1 2 3

seeks information from severalviewpointsgenerates, selects and appliescriteria for evaluationverifies data and criteriarecognizes assumptions, fallaciesand biasapproaches decision making andproblem solving systematicallyrecognizes when evidence isinsufficientdemonstrates an Inc:tease Inthoughtful reflectiondevelops standards for goodthinking

Example Date

Strengths:

Next Step- Focus:

Definitions:1. Directed Awarenett LevelStudent demonstration of awareness only when teacher dl-rectty assigns or explains.2. Facilitated Practice LevelStudent demonstration of learning provided as a result ofawareness; may be guided by but not necessarily assignedby teacher.3. Selt-directod Autonomous LevelStudent voluntarily chooses to participate In the learning,and shares knowledge and feelings about the process.

Adapted from Teaching Thinking: Enhancing LearningAlberta Education, 1990.

Appendix 7

Learning Style ProfileBased on Student Responses: Learning Style Inventory

Primary Version (Perrin, 1983)

Student School

Date Teacher

1. Sound: a strong preference for having sound present.

Establish small-group areas where students may work and talk.

2. Light

Not a critical learning factor.

3. Temperature: a strong preference for working In a warm environment.

Permit students to work in the warmer sections of the room (warmest area is usually the centre of the room);allow the wearing of extra clothing.

4. Design

Not a critical learning factor.

5. Sociological: preference to working either alone or with peers; working with an adult may actually I n te rf are

with learning.

AloneProvide carrels; place desk and chair away from others; assign multisensory instructional packages. song boards,

independent contract activities, programmed learning sequences.

Peers

Allow students to work in pairs; use small-group activities; encourage peer interaction; provide small-group work

areas.

6. Structure

Not a critical learning factor.

7. Responsibility and Persistence: a strong need for responsibility and persistence Is indicated.

Permit choices and options; permit self-pacing and self-checking; provide feedback as needed; assign con-tracts with wide choice of activity alternatives.

8. Motivation: appears to be highly setf-motivated.

Provide a variety of learning resources; permit student-initiated projects and activities; provide praise and e n -couragement when needed; permit self-pacing and self-checking; provide contracts on a variety of topics.

1 01

104

Appendix 7 (continued)

Learning Style ProfileBased on Student Responses: Learning Style Inventory

Primary Version (Perrin,1983)

9. Perception: visual/audItory learning styles are Indicated.

VisualProvide films, filmstrips, books with pictures; allow students to work In the media centre and library; encour-age visual activities; use visuals (transparencies, chalkboard, charts) when lecturing; emphaste whole word andlanguage experience approaches to reading; assign contract activity packages, high Interest muttisensoryInstructional packages, programmed learning sequences (if structure Is needed).

AuditoryProvide tapes, records, tape-recorded books; allow students to work In the media centre; permit tape-recordedbook reports; use discussion and lecture methods; emphasize linguistic reading approaches; assign ContractActivity Packages, and resources accompanied by tapes.

10. Intcke: a strong preference not to have intake while learning.

Permit students to choose their own snack time If they wish.

11. Mobility

Not a critical learning factor.

12. Time: afternoon Is the best time for learning; morning is a poor time for learning; evening good for homework/projects.

AfternoonAssign afternoon reading and math groups; administer tests in the afternoon.

EveningAssign projects and activities to be completed at home.

D Sobolewskl

105 1.112

Appendix 8

Language Learning Environment IndicatorsIndicators of a Language-Rich Environment

Concrete materials are readily available for exploration and use in order to connect meaningfulexperiences with language,

A wide variety of books are available for students to read.

A classroom library exists for students to select books to read, or to share their own interesting books.

Cozy areas for reading are visible.

A literature-based language learning environment meaningfully connects student Interests and studentexpression In writing, speaking, viewing and listening.

Teachers encot"age the use of new vocabulary related to a student's selected reading or experiences.

Students have choices in learning activities and, as a result, can build confidence In voluntarily andenthusiastically reading, writing and speaking with others.

Paper and writing tools are available to students.

Students are given many opportunities to write as a natural way to communicate or share meaningfulexperiences.

Students are given many opportunities to talk about their interests and experiences with peers andteachers.

Listening skills are taught as meaningful ways to show care and learning with others.

A wide variety of print from the environment is available In the classroom cereal boxes, labels,newspapers, magazines. . . .

Puppets, musical instruments, art materials, and play areas are available for exploration.

Physical arrangement includes space for movement and centres for exploration so students viewlearning as dynamic versus fixed to specific learning areas.

Students are given many opportunities to use language to predict, speculate, Imagine, create andquestion.

Student thinking is encouraged through meaningful use of language.

Students are given many opportunities to express themselves through writing, reading, talking, activelistening, art, music and drama or play.

Student learning is continuously celebrated through display of work in the classroom or school, publica-tion, and sharing with a meaningful audience.

Teachers (and principals!) model the use of reading, writing, listening, speaking, viewing and play (e.g.,puppetry, role play and singing) as meaningful and joyous ways of expressing, thinking and communi-cating.

Appendix 9

Language Learning IndicatorsDeveloping and Exploring Stages (Approximately Levels One to Three)

Building on previous learning experiences and meaning, the student:

chooses to explore the various uses of concrete materials and, as a result of the experiences, talks, writes, drawspictures about them, and 'reads" or shares the communication enthusiastically with others.

voluntarily selects books to read or listen to and distinguishes between types of literature picturebooks, stories, fairy tales, rhymes.

draws and "writes" about meaningful experiences and interests. Photographs, field trips, interest areas Of holidayscan provide meaning and personal interest!

organizes ideas into units of meaning, which may or may not be marked by capitalization and endpunctuation.

shares favourite books, stories and poems.

contributes ideas and opinions to a discussion.

uses non-verbal cues, such as body language or facial expression to extend, enhance or reinforcecommunication of ideas.

predicts, speculates, imagines, creates and questions what might happen in a story.

chooses to play with letters or words.

notices print in the environment.

"reads" along with familiar parts of a story or poem.

recognizes his or her name and other familiar letters or words in print.

constructs story from pictures.

rhymes words.

celebrates the development of ideas by having writing published for a variety of known and unknownaudiences.

Note: Please consult the Language Learning component of the Program of Studies: Elementary Schools, 1991, formore specific descriptions of learner expectations related to the various levels,

1)4

Appendix 9 (continued)

Language Learning IndicatorsIndependent Stages (Approximately Levels Three to Five)

Building on previous learning, the student:

selects books to read and distinguishes between types of literature, fiction and non-fiction, by identifyingthe characteristics of stories, poetry, plays, reports or articles.

applies knowledge of sounds, symbols, sentence markers, to Identify words and retain fluency and meaning inreading.

recognizes the meanings of words through context or previous understanding.

uses experience with words that imitate sounds, to assist in reading, writing and speaking.

uses new vocabulary associated with readings.

writes and draws to communicate or share meaningful experiences and interests, and shares these withothers: e.g., uses conventional formats such as thank you's, invitations .. .

discusses what he or she has read and written, nd talks about personal choices of favourite authors,themes, topics or genres.

expresses personal or differing viewpoints in a discussion.

predicts, speculates. Imagines, creates and questions what might happen in a story, using pictures or text as clues.

writes about meaningful experiences and interests.

listens to stories for enjoyment and Information.

shares favourite books, stories, poems or other writings, and reflects on own writing In terms of favouritewords, phrases or sentences used.

uses a variety of sentence beginnings and sentence structures In writing and speaking.

responds positively to the writing of peers by pointing out what he or she likes about the content andlanguage used.

concentrates on creating and expressing ideas in initial writing drafts.

uses approximate or temporary spellings to keep ideas flowing in preliminary writing drafts.

edits, adapts, changes or rearranges Ideas in subsequent drafts in response to feedback.

retells or summarizes main ideas from a reading or listening experience.

classifies or organizes information and ideas, using strategies such as mind-mapping, webbing, etc.

celebrates the development of ideas by having writing published for a variety of known and unknownaudiences.

Note: Please consult the Language Learning component of the Program of Studies: Elementary Schools, 1991, formore specific descriptions of learner expectations related to the various levels.

105

108

Appendix 9 (continued)

Language Learning IndicatorsSkillful Language Use Stages (Approximately Levels Five to Seven)

Building on previous learning, the student:

distinguishes the characteristics of specific genres; e.g., biography, autobiography, historical fiction,science fiction, myth and poetry, news reports, articles.

speaks and writes about how plot is built around the Internal and external responses of the main character/s to theproblem or situation, and uses thls technique in own writing.

uses table of. contents, chapter headings. Index, glossary and bibliography, thesaurus, dictionary and encyclo-pedia to assist in reading and writing.

writes and depicts with visuals to communicatc or share meaningful experiences and interests, and shares these

with others.

focuses writing on important ideas, themes or concepts, and provides support for the Ideas.

attends to punctuation cues in reading and writing.

experiments with a variety of language forms and formats to achieve particular effects.

demonstrates use of words that carry connotations beyond their literal meaning.

uses experience with figurative language, such as simile and hyperbole (exaggeration for effect) to assist In

reading, writing and speaking.

uses language, such as metaphor, personification and synecdoche to assist in reading, writing and speaking.

recognizes that Idiomatic or colloquial uses of language affect meaning.

detects writer's or speaker's theme, purpose, point of view, opinions, bias, prejudice, stereotyping,"bandwagonning", humour, feelings, attitudes, mood.

expresses personal viewpoints that may be contrary to popular or accepted opinion.

distinguishes und uses the elements of story.

concentrates on creating and expressing ideas in initial writing drafts, and revises and elaborates on Ideas In

subsequent drafts.

develops criteria for assessing the effectiveness of ideas or Information through writing, speaking: grammatically

correct sentences that have consistent verb tenses .. . logically supported arguments, etc.

celebrates the development of ideas by having writing published for a variety of known and unknownaudiences.

Note: Please consult the Language Learning component c` the Program of Studies: Elementary Schools, 1991, formore specific descriptions of learner expectations related to the various levels.

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Appendix 11

Math Outcomes and Student Progress Record(Based on the adaptation of the 1982 mathematics program for Grade 3, changes will be made to

correspond with the new program.)

Name Teacher School

Review Numeration Activities 1 2 3 Final1. Recognizes the order of numbers (0-1 000) and understands

5 'a and = to show relationships.2. Reads and writes numerals (0-999) and identifies and writes

these numbers In words.3. laentifies multiples by counting by 2's, 5's, 10's, 25's, 100's,

(0-100) forward and backward. Counts nickels, dimes andquarters to $1.00.

4. Identifies the number of 1 000's, 100's, 10's and l's ina number.

5. Writes numbers in expanded notation (0-1 000) and viceversa; e.g., 8104 = 8 x 1 COO + 1 x 100 + 0 x 10 + 4 x 1.

6. Identifies, writes and compares proper fractions fromconcrete and pictorial representation (halves, thirds, quar-ters, fifths and tenths). Begins with concrete materials andprogresses to pictorial representations.

7. Reads and writes decimals from concrete and pictorial situa-tions (tenths only); e.g. compares decimetres to a metre andcentimetres to a decimetre, or $0.10 Is one tenth of a dollar.

Review Operations and Properties Activities 1 2 3 Final1. Identifies addition, subtraction, multiplication and division

situations. Uses pictures to illustrate situations.2. Adds and subtracts two- or three-dIgit numbers with and

without regrouping.3. Symbolizes multiplication and division situations, using both

picture examples and word examples.4. Finds the sum or product of 2 or 3 numbers, using the

commutative property.5. Identifies related sentences for addition, subtraction,

muttiplication and division; e.g., 8 + 9 = 17; 9 + 8 = 17;17-9= 8; 17- 8 =9.

6. Understands the unique effect of 0 and 1 in addition andmultiplication; e.g., 8 + 0 = 8; 6 x 1 = 6; 7 x 0 = 0.

7. Demonstrates mastery of basic facts involving sums andminuends to 18, and products and dMdends to 45.

8. Multiplies whole numbers by 10 and 100 and discovers thepattern for multiplying by 10 and 100; e.g., add 1 or 2 zeros to

the given number.

Review Problem Solving1. Understands the problem by using actions, interpreting a pic-

ture, identifying key words, using manipulatives, asking ques-tions, restating a problem In own words, Identifying what iswanted and given.

Activities 1 2 3 Final

2. Develops a plan by looking for patterns, collecting data(tallied or In pictographs or bar graphs), acting it out, usingmanipulatives, writing a number sentence, choosing theappropriate operation.

3. Carries out the plan by identifying objects (sorting, using data,continuing the pattern, using manipulatIves to show solutions,solving using mathematical symbols, performing necessaryactions in a problem).

4. Looks back by checking groups sorted, discussing solutions,checking the pattern, retelling the problem with solution, ac-counting for other possibilities, making and solving similarproblems.

112 111

Appendix 11 (continued)

Math Outcomes and Student Progress Record(Based on the adaptation of the 1982 mathematics program for Grade 3, changes will be made to

correspond with the new program.)

Name Teacher School

Review Measurement Activities 1 2 3 Final1. Tells and writes the time to the nearest hour, half hour, quarter

hour and five-minute intervals.2. Orders months of the year; e.g., the sixth month of the year

Is .

3. Reads the Celsius thermometer to one degree Intervals anduses the symbol (C). Uses temperatures above and belowzero and records and graphs the noon temperature eachschool day for one month.

4. Counts collections of coins up to $1.00.5. Makes purchases and change up to $1.00.6. Extends estimation and measurement to include the use of

the standard units kilometre and decimetre with symbols kmand dm; e.g.. measures a dm and a km on the playground;uses maps where distances are given in km; and finds thedistance between cities by addition.

7. Uses standard measuring instruments (metre stick, litre contain-er, mass scales, calendar, Celsius thermometer) and Includesappropriate units of measure.

Review Geometry Activities 1 2 3 Final1. Classifies and Identifies 3-dimensional objects and 2-dimen-

sional figures (cube, sphere, pyramid, cylinder and cone,circle, triangle, square, rectangle, pentagon. hexagon andoctagon).

2. Constructs simple 3-dimensional objects, using modellingclay, plasticine, marshmallows and toothpicks, etc.

3. Constructs simple 2-dimensional figures including circle,triangle, square and rectangle.

4. Identifies symmetrical figures and draws lines of symmetry on2-dimensional figures.

Review Graphing Activities 1 2 3 Final1. Identifies the axes.2. Collects data, and constructs pictographs and simple bar

graphs. Can survey the class for favourite colour, etc., andgraph the results. Can use such scales as 1:1, 2:1, 5:1, etc.

3. Interprets pictographs and simple bar graphs.4. Locates position of an object on a grid; e.g., column 3, row 2,

or across 3, up 2.

1 1 2

113

Appendix 12

Task Analyzed Math Learning Outcomes(Based on the 1982 prograni for Grade 6, changes will be made

to correspond with the new program.)

Numeration OutcomesUnit 1 Place Value1. Identifies and names place value of whole numbers up to

hundred thousands, using standard and expanded form.2. Identifies and names place value of %tole numbers from

millions to billions, using standard and expanded form.3. Identifies and names place value of decimals to ten thousandths.

Assessments

A 8

100 -Inc." 100

Inc. Inc.

C

Inc.

Resurs

100

100

Inc.4. Reads, wrttes and orders whole numbers to billions, using 80 80 100 100

standard and expanderf form. 80 80 80 805. Reads, writes and orders decimals to ten thousandths, using

standard and expanded form.

Unit 2 Rounding1. Rounds whole numbers to nearest billions.2. Rounds decimals to nearest ten thcAandtbs.

Unit 3 integers1. Identifies and orders integers.

Unit 4 Ratios

1. Reads, writes and uses proportional ratios.2 Reads, wrttes and generates equivalent ratios and uses

proportion as strategy in problem solving.

Unit 5 Fractions1. Expresses tenths, hundredths, thousandths and ten thousandths

as fractions and decimals.2. Expresses halves, quarters and fifths as fractions and decimals.3. Regroups tenths, hundredths, thousandths and ten thousandths.4. Expresses fractions and decimals as per cents and vice versa.

Solves word problems involving per cents.

Operations and Properties OutcomesUnit 6 Addition and Subtraction1. Adds whole numbers and decimals including estimating.2. Subtracts whole numbers and decimals Including estimating.

For primary level outcomes, teachers generally prefer to use such designations as "M" for Mastery, and "IP" forIn Progress.

Incomplete work still in progress.

114 113

Appendix 12 (continued)

Task Analyzed Math Learning Outcomes(Based on the 1982 program for Grade 6, changes will be made

to correspond with the new program.)

Unit 7 Multiplication and Division1. Multiplies whole numbers, using one-, two- and three-digit multipliers.2. Multiplies decimals, using one-, two- and three-digit multipliers.3. Estimates products and checks, using division.4. Divides whole numbers, using one-, two- and three-cligtt divisors. Checks, using multiplication.5. DMdes decimals, using one-, two- and three-dgit whole number divisors.6. DMdes whole numbers and decimals, using one decimal place divisors with no remainders. Checks, using

muftipfication.

Unit 8 Averages and Per Cents1. Calculates averages and per cents.

Measurement OutcomesUnit 9 Area, Perimeter, Volume1. Finds the perimeter of polygons without using formulas.2. Finds the perimeter of polygons with using formulas.3. Finds the area of triangles and rectangles, using formulas.4. Finds the volume of rectangular solids, using formulas.

Unit 10 Metric Measurement1. Understands the uses of metric prefixes, Including symbols.2. Expresses equivalent measures within the units of length, capacity and mass, with symbols.3. Measures angles.4. Reads the 24-hour clock and writes equivalent time notation.5. Reads and determines distances according to scale.6. Draws diagrams according to scale.

Graphing OutcomesUnit 11 Graphs and Ordered Pairs1. Constructs pictographs, bar and line graphs.2. Interprets and solves problems, using pictographs, bar, line and circle graphs.3. Locates coordinates in all four quadrants.4. Generates and graphs ordered pairs from a given relationship without using negative numbers.

Geometry OutcomesUnit 12 Polygons and Symmetry1. Constructs and draws pyramids, prisms, cones and cylinders.2. Draws and identifies radius, diameter and circumference.3. Translates, rotates, reflects and enlarges 2-dimensional figures.4. Identifies and tests congruency of figures, using slides, flips and turns.5. Names corresponding sides, vertices and angles of congruent polygons.6. Identifies and names intersecting lines, parallel lines, perpendicular lines and angles.

BEST COPY AVAILABLE

Lisa Hilsenteger

Appendix 13

Continuous Progress Mathematics Report: A Seven-Year PictureConcepts in Math Learning

(Based on the adaptation of the 1982 mathematics program, changes will be made to correspond withthe new program.)

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mow .11111 111*

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Please consult the Elementary Mathematics Curriculum Guide, 1982, Alberta Education.Learning samples available In portfolios. Please consult with your child's teacher to view/discuss learningprogress.

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P. Geddert, R. Critchley

Appendix 14

Anecdotal Student Learriing Profile ECS

Student School

Date Teacher

Self-concept DevelopmentIs becorn:ng more self-confldent as time progresses. She is also increasing her attention span,

especicly In the activities of her choice. She is able to pay attention at group time and she is showing increased prideIn her w1/4,rk. As she develops confidence, she is becoming more Independent, both in structured and free choice

activities.

Social and Emotional Developmentparticipates in both large and small group activities. She accepts classroom i utines and require-

ments. She relates well to other children and adults and is becoming aware of her feelings and the feelings of others.She can give a time when she felt happy, sad, afraid and mad. She expresses emotions appropriately. As she playsmore with the other children, she is able to share and take turns.

Health and Physical Developmentcan name the main body parts, including chin, fingernails, elbow, ankle, heel, shoulder, hips, waist

and wrist, and understands the functions of our senses. She Is able to cut simple shapes accurately and has excellent

pencil control.

Intellectual Developmentcan continue a pattern such as red, green, red, green. She is also able to create a pattern. She can

arrange blocks to match a pictured design. She can sort objects by colour, shape, size and other characteristics. She

can identify which pile has more, less and equal (the same number of) objects. She can also make a set ofobjects

that is more, less or equal to a given set. She can put objects in order from smallest to largest. She knows the directionof print Is top to bottom and left to right. She knows we use words to convey meaning. She can match words that arethe same and is starting to find familiar words like my, I and little in a familiar text. She can quite accurately follow thewords while she 'reads". She is able to copy words and sentences to describe a picture. She can write the followingwords on her own: 1 love my dad and mom". She can read back what she has written and can print her name.

Creative DevelopmentIs producing more original products In art as we encourage this development. She Is able to use a

variety of construction materials. She can draw realistic pictures, and participates in music activities.

CommentsI am pleased with 's progress. She Is doing very well in all areas. She likes to help the other children. One day

she wanted to be In charge of the art centre. She helped children at the centre and checked off their names as theycompleted the activity. She enjoys a variety of centres, including reading, writing, listening and sand. Keep up the

good work!

Teresa Clark

Appendix 15

Learner Self-assessment ReportNCR Front Pages (Detachable Sections)

Student Schoc'

Grade Year Teacher

Essential Learning Areas (students choose the focus for each reporting period):

Personal Growth

Creativity

Thinking

Leadership

1

Communication ri

Visual

VerbalWrittenMathematicalMusical

Artistic

Active ListeningMovem )tFeelingsTechnology

Essential Learning Areas

Based on Learner GoalsFirst Reporting Period

My Comments

Date Student Signature Teacher Signature

Essential Learning Areas

Based on Learner Goals

First Reporting Period

My Comments

Date Student Signature Teacher Signature

7

118

Appendix 15 (continued)

Learner Self-assessment Report

(These outcomes are provided on the back of a NCR Learner Self-assessment Report. Students may choose an area

for each reporting period and report on actMties and perceived growth in that area.)

Personal Growth OutcomesExplore my aspirations.Develop my interper. onal skills.Communicate my thu...,, its and feelings.Recognize my strengths and next learning steps.Remain confident in my ability to learn and accept challenges.Face life positively, with respect and responsibility for self and others.Be a lifelong learner.

Creativity OutcomesDemonstrate fluency. flexibility, elaboration and originality of ideas.

Thinking OutcomesIdentify and evaluate the "real" problem.Test assumptions.Develop research skills so that I can gather more Information In order to review, discuss or write knowledgeably

about a matter.Avoid common errors in reasoning.Learn from my "mistakes".Check for credibility/reliability.Consider all possible causes and results of a given situation.Set goals.Identify possible obstacles to a goal.Choose the best alternative.Evaluate the results of the decision.

Communication OutcomesReceive information and express myself meaningfully in a variety of ways: visually, verbally, In writing, math-ematically, musically, artistically, through active listening, movement and feelings, and through appropriate use

of technology.

Leadership and OrganizationWork with and help others work together meaningfully toward a common goal.Assume responsibility appropriately.

119

118Phyllis Geddert

DateClass

Theme(Student)Resources:

Appendix 16

Results-Based Lesson Plan

Goal

Prior

St. Performance Level:AP

AN S EV

Organizing the Classroom (Manipulatives, Group Formations):

Instructional Process

Active Involvement Processes:Use of Manipulatives CollaboratingDrawing ViewingSpeaking DramatizingWriting Listening

Other

Criteria for Success

Assessment/s:

Closure (Summary of Learning):

Expanded OpportunitiesReteaching: Enrichments.

Student performance recorded: Yes No Student work placed in portfolio: Yes No

Notes:

Phyllis Geddert

120 1 1 9

Appendix 17

Profile of Results-Based Instructional PracticesDefining the Essential Outcomes

Defining the essential outcomes is imperative to thesuccess of students and the continuous, collaborative

improvement of schooling.

Planning teams consisting of administrators and teachers, with stakeholder support, meet to develop a state-ment of beliefs about teaching and learning, and to Identify essential outcomes.

Teaching teams discuss and design strategies that will address the varying strengths o each learner within the

essential outcomes.

Records are kep' %ti teachers to document each child's progress from level to level.

Communication to students and parents regarding student learning progress is continuous and need not bedriven by the calendar.

Collegial planning occurs within and across levels to ensure continuous learning opportunities for students.

The essential outcomes "drive* all school activities and priorities.

Program, course, unit and lesson plans are collaboratively developed, with a focus on the essential outcomes.

The school's research and data collection process Is aligned with the essential outcomes.

Since improvement occurs over time, a long-term vision for growth is adopted.

120

121

Appendix 17 (continued)

Profile of Results-Based Instructional PracticesFocusing on Outcome!, and Student Progress

Maintaining a clear focus on outcomes and studentprogress within those outcomes promotes learning,

Essential or exit outcomes are clearly communicated to students and parents.

Student 'can do" strengths and Interests provide diagnostic information regarding each ct Vs learning progress

and must be addressed In the teaching process.

Beliefs that students can learn all the outcomes and demonstrate success at high performance levels are clearlycommunicated to students.

Essential and curriculum outcomes are clearly communicated to students.

All learning activities and choices available to students are alrgned with the essential outcomes.

Students complete the learning activities successfully in order to "qualify" for assessment or credit.

A variety of assessments are employed to allow learners to demonstrate success within the essential outcomes.

Criteria for credit Is clearly established with students.

Demonstrations of success within the essential outcome:, c.e recorded for each child and provide a picture ofeach child's learning progress.

121

122

Appendix 17 (continued)

Profile of Results-Based Instructional PracticesAllowing Appropriate Time and Support for Learning

Appropriate time and support forlearning promotes success,

Since students learn In different ways and at varying rates, they are provided the time and support they needfor learning.

The teacher's and school's process of support Is clearly communicated to students and parents.

The various ways In which students learn are addressed during instruction, to give students a better chance tolearn a concept well the first time.

Students have more than one chance to learn a concept.

Credit for learning is provided when learning is demonstrated successfully.

Distributed practice is incorporated into the learning process to promote retention of previous learning.

Parallel assessments are not less difficult nor more difficult than the original opportunity.

Time and support for learning are provided through reteaching In a new way appropriate to the child'slearning style, and by allowing a child to progress through the continuum If success has been demonstrated.

Having High Expectations for Success

High expectations for the success of allstudents promotes their learning,

Teachers hold high expectations for all students to demonstrate success of the essential outcomes.

Each child's learning is documented when success is demonstrated.

Criteria for credit is clearly understood by students.

High expectations are accompanied by appropriate support for each child's learning.

Appendix 17 (continued)

Profile of Results-Based Instructional PracticesProviding Appropriate Feedback to Students

Providing appropriate feedback tostudents encourages continuous learning,

Teachers monitor each child's learning progress and provide frequent feedback regarding progress within theessential learning outcomes.

Instruction and feedback Is crIterlon-referenced, or based on the criteria for successful performance.

Students are informed about their learning styles so they are aware that their learning preference Is a strength.

Praise is used to encourage young learners, with specific feedback provided so that students know what theydid well.

Student work that is not done well is returned, while maintaining beliefs that each child can perform well. Theteacher and the learner discuss ways in which the performance could be improved.

Feedback regarding student learning Is continuous.

Students know what they "can do" und know what the next learning steps are, because the teacher providesclear communications for the continuous learning process.

2 t.)

124

Phyllis Geddert

Appendix 18

Collaborative Planning for Educational Improvement

Review of Research and Literature on Effective Practices

Reflection and Discussion of Beliefs about Learning and Teaching

Developing the Vision Determining and Defining Essential Learning

Developing a Plan To:

Establish Environments That Promote Active Learning

Accommodate Diversity of Student Needs for Time and Opportunity to Learn

Maintain High Expectations for the Success of All Students

Accommodate Levels Organized, Continuous Learning That Builds on Each Child's Previous Learning

Integrate Curriculum Content with Essential Learning

Align Instructional Practices with Learner Needs and Interests

Align Instructional Practices with Assessment

Provide Frequent Feedback Regarding Learning Progress

Credit and Celebrate Learning When It Occurs

Report Continuous Learning Growth Based on What Each Child Can Do

Collect the Results Data

Encourage and Maintain Home-School Connections

Irn,,lementing the Plan

Reviewing the Results

Developing a Plan for Improvement Based on the Results

Phyllis Geddert

1251 24

Response Sheet

Every Child Can Learn:Accommodating Differences in Elementary School

Please check to indicate the following.My position Is:

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Please respond to the following questions.

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2. What part(s) of this document are likely to provide the most assistance to you In accommodating students'differences In learning?

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Thank you for your feedback!Please send your response to:

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