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This discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. Thank you, in advance, for your contributions and leadership to realizing outcomes for improving student achievement, equity and well-being.

FROM THE ARCHIVES

getting to & enacting our 'How': collaborative spaces for occasioning thinking about school improvement

2/13/2018

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A) Introduction

Welcome back to Flipping the Focus.

In the last post, you encountered a thinking framework or theory of action that not only identified a deep sense of purpose and passion, but also highlighted how to deliver on its values and sample tools to do so. Today's post builds upon the last, providing individual practitioners, schools and districts another framework that can be leveraged for continuous improvement to student achievement, well-being and equity.

To begin, let's review a concept from the world of business and marketing that can be re-purposed to implementation and monitoring for system-wide improvement: the "Golden Circle."
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B) Knowing & Understanding Your 'Why'
Golden Circle
The "Golden Circle" by Simon Sinek
Now that you've viewed the video, it's time to make some connections with others to practice. Using the Comments Section here at Flipping the Focus (below), share your perspectives and discuss what resonates with you.

​Here are a couple of prompts to get the discussion going:

i-What are your takeaways (affirmations, learning)? What's important for you to carry forward?

ii-What are you wondering?

Seth Godin, author of Tribes: We Need You to Lead Us, writes that it's important for leaders to have and convey their vision/passion for growing their organization (their 'Why') and that it's also important they are committed and authentic to connecting with the members of their team...their 'tribe.'

In education, school and district goals constitute a larger, grand sense of purpose for improving achievement, well-being and equity (our 'Why'), but the real opportunity for improvement comes through our work to addressing the 'How.' 


For example, if a district goal is to have most classes engaging in making their thinking visible (i.e., strategy for getting to improvement), then there must be a plan and process developed and addressed in an ongoing manner for addressing 'How.' ​
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C) Getting to & Enacting Your 'How'

As a leader, it's critical that we connect with our team members, by doing the work <=> learn by doing and that we help by connecting members of the team. In essence, we are culturing a learning community and a community of learners for school improvement.

Using frameworks for collaborative study and action-based/classroom-embedded activities is a means (i.e., 'What') by which we can occasion thinking about our plans and actions--i.e., assessing our moves and reflecting to inform next steps to meeting goals. Collaboratively planning, acting, assessing and reflecting, in a cyclical manner, are key components to the 'How' of school improvement (diagrammed, below). 
School Improvement Process
D) Tools & Resources to Supporting Your 'What'

To help frame and lead conversations concerning the various aspects of your 'How' (i.e., getting to reflection of cyclical improvement process), we require 1) research-informed information that we can relate to practice ('Act' of cyclical improvement process), 2) collaborative learning activities for professional practice ('Act'), and 3) actions and tools to help monitor our progress (i.e., we need to have data to lead conversations about student learning and well-being; 'Assess' of cyclical improvement process).

For example, there is a plethora of research-informed resources that can be used to help facilitate group and individual, professional learning in Mathematics. Below, you'll see and have access to an interactive infographic that highlights current, key researchers and resources to pay attention to during your collaborative study. To access these sources, hover over the various areas of the graphic and click to access the embedded links.
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​1-Summary of "Achieving Excellence in Teaching & Learning Mathematics: A Synthesis of Approaches to Supporting Student Achievement, Equity & Well-Being Through Mathematics K to 12" (Interactive Graphic)
​
In short, I would recommend that you begin by examining the resources connected to the "Pedagogical System." From here, you have several choices dependent upon your team's chosen area of study (Caveat 1: Much like you'll uncover with the Pedagogical System, there is interdependency for these areas of study).

With "Visible Learning," you have the opportunity to review practices that have the most impact upon teaching & learning--classroom discourse, self-assessment, and teacher clarity are examples of strategies that have higher effect sizes. Professor John Hattie (below) speaks extensively about learning goals (i.e., intentions, targets) and success criteria
. He explains that learning goals are not about 'the task' and that success is not what happens at the end of a learning period. In fact, students need to create success criteria, as supported by their teacher. Further to this need, Hattie also identifies that it is important for students to develop conceptual understanding in math, then to apply strategies for efficiency. As a means of developing understanding, teachers are more likely to name-and-notice strategies for/with their students--i.e., strategies that can be applied for efficiency. As far as pedagogical practice is concerned, pre-tasks are key to understanding students' prior knowledge so that you can start anticipating what success can look like for students. Student success can be made visible early on, and you'll find that you'll need to vary your strategies to determine if students authentically understand and can demonstrate their learning.
​For "Classroom Discourse," take a close look at the work and resources of Lucy West (Metamorphosis Learning Communities). There is a significant interdependence of accountable talk, learning goals/success criteria, and the pedagogical system (mentioned, above).

In mathematical communities of practice (Caveat 2: You will find that much of the pedagogical knowledge and practical 'moves' in, and in extension to, this post apply to all communities of practice), "Thinking Classroom" frameworks are growing, not only in popularity, but in their effect/impact upon the teaching and learning of Mathematics. I would highly recommend that you explore the possibility of beginning with some of Dr. Peter Liljedahl's 1st Year/Stage elements of thinking classroom design in your school(s)/district.

To help facilitate meaning-making in your thinking classrooms, take a look at the "5 Practices for Orchestrating Productive Mathematics Discussions." Within this resource, you'll not only find good reason(s) for facilitating problem-based learning, but you'll also have access to some examples from teacher practice (Caveat 3: Embed the "5 Practices," "Thinking Classrooms," and "Classroom Discourse" into your improvement practices such that you're better able to address the interdependent attributes of the Pedagogical System).


Lastly, as a 'glue' that binds all things pedagogical, and I would argue as also helping us to maintain 'flow' in our own learning, are our formative assessment practices. To inform your formative assessment practices, take a close look at pages 33 to 36 of Ontario's Growing Success document, as well as the visual graphic provided from the #ucdsbmath "Assessment Loop", as you study the document. And in your leadership practices related to keeping the various aspects of your engagement of the Pedagogical System 'in play,' the following SIM K to 12 graphic (below; pdf for download) lends itself well to inviting reflection to formative assessment practices.
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the_pedagogical_system_leadership_tool.pdf
File Size: 399 kb
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2-Collaborative Learning Activities for Professional Practice

Up to now, your school/district is well under way having identified an improvement goal, reflected upon data (including perceptual data), and is beginning/continuing to enact a cyclical plan to studying together. With the information provided in the previous section, what methods/activities are available to you and your teams for facilitating collaborative forms of study?

​The document, below (pdf; available for download), is a synthesis of a #ucdsbmath document used during system-wide RMS (Renewed Math Strategy) study and Collaborative Professionalism
(Ministry of Education-Ontario PPM-159; further expounded by Dr. Lyn Sharatt). Exemplifying collaborative professionalism through leadership means that we are knowledgeable/know how learning happens, are able to mobilize knowledge/learning, and work to sustain growth incurred by collective efforts. There are a variety of activities that we can use to engage one another in collaborative learning, but I would put forth that we need to lean more into working with those that can sustain growth in our schools/districts. By examining the document, you'll notice that I've labeled the last two options--Leadership for Monitoring Team Learning & Leadership for Learning Team Practices--as being Growing-Sustaining factors.


sample_collaborative_learning_activities.pdf
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3-Enacting Collaborative Learning Activities: Occasioning Thinking & Taking Action to Exploring Pedagogical Practice

As you embark on exploring pedagogical practice, it's important that we do so with others. As mentioned in the section, above, collective development and sustaining growth as a team/school/district occurs when we can collaboratively monitor our progress. At the classroom level, this would look like documenting student thinking and re-purposing that documentation to helping students move their learning forward. At the school level, this process might involve a group (or groups) of practitioners cultivating and re-purposing student thinking, as elicited by exploring an agreed-upon pedagogical strategy, to planning next steps in the team's approach to helping students improve learning outcomes and minimizing variation within the school. Further along--i.e., in consideration of scale--districts can also follow the same process by engaging their schools in exploring and documenting efforts to solving a challenge to practice, co-facilitating data-lead conversations of school-level processes, and encouraging reflection and mobilizing findings to their district for helping to inform next steps at the school-level.

Despite challenges of scale, there is a great deal of congruence in the patterns and processes to improving teaching & learning. As far as collaborative activities are concerned, what you'll notice as being a unifying construct for moving any and all groups forward can be those practices that I've highlighted as being Growing-Sustaining--i.e., Leadership for Monitoring & Leadership for Team Practices.
Engaging the Pedagogical System Through Occasioning Thinking: The Thinking Classroom

As your team(s) begin(s) to explore challenges to practice with one another, students, and other teams (networked learning), a framework that can engage the interdependent attributes of the Pedagogical System and guide year(+)-long collaborative inquiries into improving student learning is that of a Thinking Classroom.

The document (pdf, below; available for download) I am providing represents a synthesis of both Pedagogical System and Thinking Classroom (Dr. Peter Liljedahl, Simon Fraser University) attributes. The thinking classroom elements serve the Pedagogical System, and although this tool has been organized as a 'checklist,' this list needs to be occasioned as criteria for success. That is, there is ample room for practitioners, teams, and districts to incorporate a variety of strategies to meeting these criteria.

By enacting a cycle of inquiry, with strategies (the 'What') aimed at students' occasioning thinking, you'll be engaging the Pedagogical System. And by documenting your process and assessing in relation to these criteria for success, your data-lead reflections will point to next steps for moving improvement efforts forward. 


school_improvement_through_a_thinking_classroom_–_professional_learning_template_for_learning_teams__mathematics_.pdf
File Size: 480 kb
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Key Element to Building a Thinking Classroom for School Improvement: Classroom Discourse

If you examine John Hattie's list of effect sizes, you'll see that classroom discourse is reported to have an effect size of 0.82. In short, any strategy with effect size 0.40 is expected to occur with respect to maturation (i.e., with one year of learning). Thus, culturing a safe, discursive environment (albeit not the only teaching strategy being used, as the interdependency of high-yield strategies better serves students) has the potential for closing gaps in learning (e.g., the equivalent of two years of learning).

You'll also notice that both the thinking classroom framework and pedagogical system have significant and important reliance upon student discourse. To further help your team in addressing the 'What' of their improvement practices, I would encourage you to consider exploring developing accountable discourse with your students. Below, I've provided a synthesis of resources (Lucy West, "5 Practices to...," NCTM) into the form of a tool that I've also tried (implemented and assessed with students) within my own teaching practice (pdf; available for download).
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srg_math_talk_observation_checklist.pdf
File Size: 148 kb
File Type: pdf
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As with the thinking classroom elements, the elements for culturing a classroom of discourse have been organized into a 'rating' system. This system needs to be occasioned as criteria for success. That is, there is ample room for practitioners, teams, and districts to incorporate a variety of strategies to meeting these criteria.
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E) Some Final Thoughts: Growing Your Leadership & Networking at Flipping the Focus

An Emergent Leader: Growing Your Leadership
​

Throughout this post, I've use the word leadership. Typically, in an educational context, our minds might tend to think about our school-level leaders (principals and vice-principals). Not all that long ago, my system-level principal explained that you can lead no matter your position in the 'line-up'. If you're reading this post, and find yourself not in a leadership role, think again: you are, by informal nature, an emergent leader (ASCD) and you have lots of room to engage the pedagogical system in your own/team's/school's improvement practices--collectively setting goals and disciplining ourselves to occasioning collaborative work on an ongoing basis.

According to the
Association for Supervision and Curriculum Development (ASCD),...
-If you are more concerned about the journey towards a goal, rather than the goal itself, you are emerging in leadership.
-If you carve out your own path, inquiring as you go, you are an emerging leader.
-If you desire to work with others with varied backgrounds...each of you passionate and driven to improving achievement, equity and well-being for students in your school/district/province, you are an emerging leader.
-And if desire to serve others for the public good, you are an emerging leader. I hope that you are finding the information in this post helpful and that you will return to it, as you are looking to carve out a place in your school/district to lead as a collaborative professional. Remember: We need you to lead us (Seth Godin, Tribes).


Building & Supporting Your Professional Network: Getting Connected

As emerging leaders, remember that there are practitioners in various locations and in various roles who have a strong desire to frame their work through school improvement processes. What they have uncovered is that learning on behalf of others (Steven Katz & Lisa Ain Dack, Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice) is a powerful means to growing collective capacity--i.e., growing both the confidence and efficacy to enact their collaborative professionalism to, as Seth Godin might say, motivate, connect and leverage the team members of their 'tribe.'

In conjunction to what you're doing individually and/or at the school level, getting connected to others of this 'tribe' might be as simple as following a particular hashtag (#) on Twitter and/or participating in on-line discussions (e.g., Twitterchats, commenting through this blog). You might also consider creating a backchannel to discussions you’re having in your own district. And if you're looking to connect with a smaller group of practitioners within and beyond your current location and/or role, I would invite you to consider registering with the Professional Learning Network (PLN) Finder (link/button, below; Form Results link to connect with other registrants).

If you'd like to start out by considering a more personalized interaction with Flipping the Focus, you can also connect via email (see the contact form, end of page). NEW to Flipping the Focus is a booking tool (Flipped PL) for professional learning experiences. Click on the link/button, below ("Book Now") to be re-directed to registering for your next professional learning event/experience.
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Networking Option:
Flipped PLN Finder
PLN Finder - Register
Finder - Form Results
Professional Learning Option:
Booking with Flipped PL
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F) Looking Ahead

In closing, I hope that you have not only found this post informative but supportive towards how you can better address your face-to-face time with students, colleagues, and/or network partners, as you engage in exploring school improvement practices that can be potential 'game-changers' for student achievement, equity and well-being.

Be sure to check the blog and/or website, periodically, for an advisory regarding a depository of the several tools & resources mentioned here (AND for a series of new tools) to help you in your instructional leadership journey with and towards school improvement.

​
Professionally Yours,

Chris Stewart, OCT
Learning Partner, Upper Canada District School Board
Founder & Educational Consultant, Flipping the Focus (copyright, 2018)
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Reflection and Accountable Talk: Powerful Drivers to Enhancing Student & Teacher LearninG

11/14/2016

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Welcome back to Flipping the Focus.

In my last post, I mentioned that Will Richardson has also made me think more deeply about how my 'Why' will manifest in the classroom, with my colleagues, and abroad. Will writes, ...

"Doing the right thing in schools starts with one fairly straightforward question: What do you believe about how kids learn most powerfully and deeply in their lives? Once you’ve answered that as an individual and as a school community, the question that follows is does your practice in classrooms with kids honor those beliefs?"
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Ss making thinking visible on VNPSs, holding one another accountable to communicating their understanding
Now that we're at the mid-term of the first semester of 2016-17, I've been spending some time reflecting upon this statement, and I’m reminding myself of just how important it is that educators carve out time in their daily lives for both personal and professional reflection.

Reflection, as a process skill, is deeply powerful at helping us to improve our ability to teach and learn. Equally important is to balance or to inform our reflection with multiple perspectives in pursuit of authentic learning—not merely confirming what we know to be true or might be true. This is why I truly enjoy engaging in inquiry with my students and colleagues—researching and pushing the boundaries of current practice to helping students unlock their potential and supporting my colleagues in their own endeavors.

Recently, I included the following statement as a part of a mid-term report card comment: “During small-group problem solving, _______ takes on an active role—asking questions and clarifying learning goals and strategies being used. Alongside his/her peers, an excellent goal would be to continue clarifying goals and criteria for successful learning with his/her teacher—goals, before and after learning; criteria, during and after learning.”

In this instance, the student is making successful moves as an advocate for their own learning during inquiry: I couldn’t be happier with their success thus far.

But, this isn’t the norm—at least, not yet. Not all students have yet unlocked their potential as drivers of their own learning.

And the more I see the possibilities for students to deepen their learning during activities, tasks requiring collaboration, and discussion, the more I also see it as important that students become, not only proficient users, but experts at incorporating accountable talk moves into their work. And as a key partner in my students’ learning, it is also critical that I continue to create ‘windows’ of opportunity for making these moves explicit to all and celebrating with students as they change their thinking by using these ‘moves’. 

Linked (https://goo.gl/DD2xPy) is a tracking tool that my students and I are learning to use ("SRG" = Student Research Group) to improving our abilities in being more accountable to thinking critically and sharing our thinking with others. Several resources have been instrumental in developing the tool, along with the support  of various colleagues (below).
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​References: Tracking Tool

1. Principles to actions: Ensuring mathematical success for all. (2014). Reston, VA: NCTM.
 
2. Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. Reston, VA: National Council of Teachers of Mathematics.
 
3. West, L. (2016). Cultivating Classroom Discourse to Make Student Thinking Visible: Operating Principles. Retrieved October 17, 2016, from http://www.metamorphosistlc.com/index.php/free-resources/handouts.html



As a diagnostic survey at the start of our inquiry (below; also linked: https://goo.gl/YMXDTv), many students responded as ‘neutral’ (on a Likert scale) to feeling entitled to sharing and being heard by their peers during math class. As a goal, we’d like to see the scale tip in favor of a ‘4 or 5’. At the end of the semester, we’ll return to administering this survey to seeing if there has been an effective move along the scale.

​​Although in its early stages of adoption and implementation, the tool is becoming useful for some students’ reflection. Occasionally, when students are asked to reflect (assessment as learning), they are becoming cognizant of the specific strategies they’re using and are also beginning to use the language of these strategies.

Moving forward, I am excited to seeing students grow in their ability to communicate, collaborate, create, and think critically during their Mathematics classes. And as mentioned in the introduction to this post, as active researchers in our practices, it’s important that we challenge our beliefs and potential biases. Thus, upon examining this post or the attached accountable talk tracking tool, if you have comments or suggestions, please feel free to send them along.

In closing, if you happen to have some resources on the subject(s) that you’d like to recommend, please share. And if you’re interested in studying accountable talk in your classroom(s), I’m open to collaborating and discussing the survey and tracking tool with you: just let me know.

Sincerely & Collegially Yours,

Chris Stewart, OCT
North Grenville DHS
Kemptville, ON

christopher.stewart@ucdsb.on.ca
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    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, and culturing Student Voice as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

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