1. Our Journey Continues ELUES

2. This Year’s Goals included: We can commit to actively participate on a learning team which will focus on action research. We can continue our commitment to the implementation of the 6+1 Writing Traits into our LA programs. We can commit to researching, discussing and experimenting with the research based “promising practices”. We can commit to examining Key Vocabulary and developing grade level list addressing Math and Social. We can commit to developing our grade books to track learner outcomes. We can commit to understanding the research surrounding 21st century learners and the implications this has for teachers and students. What will be the effect on Student Achievement if WCPS systemically implements researched based “Promising Practices” in instructional design?”

3. Professional Growth Plans

4. “I think that we are very lucky to have embedded Learning Team times. I find this time very valuable. As a teacher, I took many ideas and incorporated them into my classroom instructional design. We at ELUES are doing many great things and it is very valuable for us to have this time to have such rich conversations and are able to “show case” our learning and share with others.” “I really enjoyed this goal. This was an opportunity for me to really analyze my teaching practices. Moreover, it was a chance for me to add to my teaching toolbox. The video we created as a class really helped reinforce the variety of teaching practices that take place in my classroom. I enjoyed researching learning strategies such as: organizers, questioning techniques, cooperative learning and journaling. I plan on continuing the use of these strategies and exploring new ones next year. I am really interested in merging these strategies with Web 2.0 programs.” “I LOVED the staff presentations! What an awesome way to bring the learning team focus areas to life! The presentations were outstanding!” Staff Collaboration is a strength Learning teams and embedded meeting times proved to be very successful again this year!

5. What does good learning look like? (Rubrics and exemplars) Where are students relative to the outcoe…a pre-assessment phase? Revisit outcomes to think about Instructional design. (Learning styles, complexity) Selection of initial input structure for new knowledge What evidence will show that students have met the outcomes? The12 Componentsof an Excellent Learning Environment Student opportunity to interact and practice with new knowledge to develop fluency Outcomes are clear to the student. Classroom structure, peer relationships, culture of school and student strategies. Studentopportunity to experiment with or use new knowledge more deeply Plan to assist students when the outcome is not being met… a new course of action Constant assessment feedback so students can modify learning efforts. Final evaluation on authentic compilation of assessment devices

8. Student Friendly Language

9. Connections to Real lifeOutcomes are posted, accessible and referenced regularly. “I CANS are now on all of the assignments that I pass out and on all of my tests. They are posted in my classroom and I talk about them with my students. I feel that I am much more aware of the curriculum and probably a better teacher because of that. I CANS are recorded in my mark book for each individual student for math and LA and are then transferred to their portfolio at the end of the year. I also put a covered sheet of I CANS for each science unit in their portfolio that shows exactly how they scored on a particular outcome when it was assessed.”

11. Formative and summative assessments

12. Variety of assessment strategies and tools

13. Self assessments and goal setting

15. Prior knowledge/experiences

16. Interest levels/readiness

17. Learning Style inventories

18. (would like to work on this one in depth next year)

20. Deeper understanding of rubric design

22. Variety of Instructional Strategies/Tools

23. Differentiation“I found myself checking and counting more with wait time and using different strategies to pick students to respond to questions.” “Being aware of wait time, I have had this be a focus most of the year. I use whiteboard approach and most recently introduced the ‘countdown bomb’ strategy from learning team presentations.” Commercials this year

24. Six – Introduction of New Knowledge November 16, 17, 18 – Learning Team Focus Research Based Strategy: Cues, Questions and Advance organizers Focus Questions: What does “I help students preview content in a variety of ways (advance organizers, KWL, preview questions)” look like in your classroom? When learners are previewing content, it looks like………….? How/where does previewing content fit into your units of study (provide examples)? January 31 – PD Day Sharing “I help students preview content in a variety of ways”: Brenda and Nicole Cathy, Wendy and Rob Ian May 6 – PD Day Research Based Strategy: Student Engagement Focus Questions: What does “I present unusual or intriguing information to “hook” the students” look like in you classroom? When learners are presented with unusual or intriguing information it looks like…..? How/where does this strategy fit into your math or social units? Nellie McClung Jacqueline Guest The key this year was quick transitions and life-applicable hooks (“Have you ever seen/done/been to…?) where students could talk about their personal experiences.” “Inquiry questions are often used to introduce a topic and visual displays, videos, clips from You Tube, pictures help to build interest in the students and cue them as to what is going to be studied in the unit.” “Having two Cree, two Metis and one Korean student in the class made study of cultural groups and their unique heritage and contributions an important and personal way to start the study of Alberta. It also helped support the learning during our author visit with Jacqueline Guest.”

25. SEVEN –Student opportunity to interact with, or practice the new knowledge January 11, 12, 13 Learning Team Focus Research Based Strategy: Non linguistic Representations, Summarizing and Note taking Focus Questions: What does “I teach students how to record and represent knowledge (summarizing, note taking or non linguistic representation) look like in your classroom? When learners are recording and representing knowledge, it looks like….? How/where does recording and representing knowledge fit into your units of study (provide examples)? February – PD Day Sharing ideas Sharing “ I teach students how to record and represent knowledge”: Marlene, Leslie and Alana Shannon and Shelly

26. EIGHT – Designing learning opportunities for students to deepen their understanding of new knowledge April 15 -PD Day Research Based Strategy: Collaborative Learning Focus Questions: What does “I strategically organize students to practice and deepen knowledge (groups designed to review or practice skills) look like in your classroom? When learners are working in groups it looks like…..? How/where does this strategy fit into your math or social units “I have managed to keep this goal in mind when forming groups throughout the year. I have used the SMART tools Group Generator many times this year ahead of time and reshuffled the groups to get the groups I want. I have tried to mix groups randomly, mix kids who work well together and avoid those who don’t ‘mix’. I have created some leveled groups for some reading activities and many times in math, allowing for enrichment and remediated activities.”

27. EIGHT – Academic VocabularySpecifically focused on Math and Social “I really felt that the focus on academic vocab was super important, especially in French Immersion where the majority of vocab was new to students with each unit.”

29. “This helped me because of drawing our pictures.”

30. “I did know more words for science than math. I learned way more words this year from last year.”

31. “I learned from ___ new words like axle, fulcrum, biodegradable and I just love the new words I learned.”

32. “The webs and charts really helped me.”

33. “I learned lots of new words like renaming, levers and some more.”

34. “She helped me learn new science and math words by saying them a lot.”

35. “I loved the vocabulary sheet because I’m not good at memorizing what things mean so I could just look it up.” “Academic vocabulary was very much a focus for me this year.”

36. PD days Smart boards Blogging Parent Council EIGHT – Digital Citizenship and Web 2.0 “I think one of the biggest changes in my teaching this year was incorporating my smart board. It was amazing how the students that didn’t usually participate much in class jumped at the chance to come up and use the board.” “…the focus seemingly shifted through the year to Digital Citizenship.” “was more aware of Internet safety discussions that needed to happen with students, completed an Internet safety mini unit in Health.” “I think I finally woke up to discover that I am living in the 21st century and it is about time that I start accepting and working with technology instead of avoiding it….what I lack is time to explore these possibilities.” “Having the Smart board in the classroom added an interesting element and gave new life to my lesson plans as it became a teaching/learning tool that certainly engaged the students.”

38. Descriptive Feedback (timely, motivating)

39. Tracking

40. Goal setting

42. Re-teaching

43. Differentiation

44. Accomodations/Adaptations

47. Diversity

48. Relationships

49. Rules and Procedures

50. Student Recognition

51. Peer Support

52. Student Leadership Opportunities

53. Christian Living

55. Additional PD Opportunities Smartboards Middle Years Conference Coaching Leading and Learning Impact of Domestic Violence on Student Learning Michelle Bourba Western Admin Conference Still covering most of our PD in house!

58. Where are weheaded? Goals to addressfor This Year: Commitment to integrating digital citizenship outcomes for all students. Commitment to experimenting with and integrating Web 2.0 as an Instructional tool. Commitment to familiarize staff with WCPS Excellent Learning Environments framework. Commitment to learning about Inclusive Education Framework.

60. Digital Literacy

61. Digital Rights and Responsibilities

62. Digital Commerce

63. Digital Etiquette.

64. Digital Health and Wellness

65. Digital Communication

66. Digital Law

67. Digital SecurityDigital Safety and Security Digital Life – Rights and Responsibilities/Etiquette Digital Law Digital Information