Leading Student Learning "The fundamental goal of education in Alberta is to inspire all students...

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Leading Student Learning "The fundamental goal of education in Alberta is to inspire all students to achieve success and fulfillment, and reach their full potential by developing the competencies of Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit, who contribute to a strong and prosperous economy and society." (Alberta Education, 2017) by Mind Map: Leading Student Learning "The fundamental goal of education in Alberta is to inspire all students to achieve success and fulfillment, and reach their full potential by developing the competencies of Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit, who contribute to a strong and prosperous economy and society." (Alberta Education, 2017)

1. Logistics (Who, What, Why?)

1.1. Organizing information to assist learning

1.2. General to specific

1.3. Incorporate time for failure, reflection, adjustment, growth

1.4. Partner work options 1., 2., 3.

1.5. Acknowledging and identifying the cultural concepts present in a school or class

1.6. Blocking core instead of individual disciplines

1.7. Ensure you have appropriate materials and enough of them

1.8. Consider time constraints

1.9. 50/50 chance of success

1.10. Mapping your community of leaners (culture)

1.11. Set condition freedom from fear of failure

1.12. Scheduling student conferences

1.13. Students need to be mindful/calm so give a chance to self-regulate

1.14. The scaffolding

1.15. Design thinking defined by the problem, group are authentic

1.16. Clear behaviour expectations and norms

1.17. Concept to facts

1.18. Build concrete examples to represent abstract

1.19. Identify and create restraints/framework for students to explore concepts written the outcomes of our curriculum

1.20. Collaboration/Group work

1.21. Opportunities for independent learning

1.22. Physical location/arrangement of students

1.23. Centre work

2. Relationship Builders (The heart of the matter)

2.1. Trust & Respect

2.1.1. Admit when you've made a mistake

2.1.2. Discuss anomolies ie. Death

2.1.3. Normalize conflict

2.1.4. Allow room to challenge each other

2.1.5. Address & normalize anxieties

2.1.6. Self security and self confidence

2.2. Collaborate

2.2.1. Create a collaborative environment

2.2.2. Critical partner feedback

2.2.3. Encourage subjective responsibility for actions

2.2.4. Open dialogue with open minds

2.2.5. Acknowledge others' contributions

2.3. Connect

2.3.1. Give time to get to know and understand each other

2.3.2. Learn about each other's hobbies, interests, shared experiences

2.3.3. Elicit emapthy through personal connections

2.3.4. Build landscape as a shared experience

2.3.5. Draw on the expertise of:

2.3.5.1. Authentic experts

2.3.5.2. Members of the community

2.3.6. Take a step back, listen first

2.4. Communicate

2.4.1. Sarcasm can be a misconception of thoughts, ideas, & perceptions of people

2.4.2. Acknowledge common/similar schemas

2.4.3. Learn to be sensitive to the needs of others

2.4.4. Listen to other perspectives

3. Prepare

4. Tactics: In the heat of the battle

4.1. Self Reflection (and adjust)

4.2. Sharing Circle

4.3. Use of Graphic Organizers

4.4. Definitions

4.4.1. What ___ is?

4.4.2. What ___ isn't?

4.4.3. Example/ Illustration

4.5. Use of Narrative to create scenarios

4.6. Suspense Builder

4.7. Experiential Learning with reflection

4.8. KWL Chart

4.9. Conversations, reflections, and connections to prior knowledge

4.10. Create a roadmap together

4.11. Design Thinking

4.11.1. Discover Problem

4.11.2. Define Problem

4.11.3. Ideate

4.11.4. Prototype

4.11.5. Test

4.12. Visible Learning

4.12.1. Structured Play

4.12.2. Lego Serious Play

4.12.3. Tableaus

4.13. Generating Models and Metaphors

4.14. Motivation as a cause to act

4.15. Fist of Five

5. Strategies - Preplanning

5.1. Plan

5.1.1. Begin with the end in mind

5.1.1.1. Establish patterns and routines to support learning

5.1.2. Find out pre-existing knowledge/perceptions

5.1.2.1. Identify archetypal patterns

5.1.2.1.1. Carl Jung

5.1.2.2. Ruts and Grooves

5.1.2.3. Schema

5.1.2.3.1. Concepts

5.1.2.3.2. Frames

5.1.2.3.3. Scripts

5.1.2.3.4. Propositions

5.1.3. Use curriculum front matter

5.1.3.1. Big Ideas

5.1.4. Cognitive dissonance producers

5.1.5. Readings...

5.1.6. Accessing emotions to activate schema

5.1.7. Brainstorm (IDEATE)

5.1.8. Modifications

5.1.8.1. adaptations to fit the child

5.2. Practice

5.2.1. Developing pro-social skills

5.2.1.1. Practical friend making and keeping strategies

5.2.1.2. Virtues vs. Values

5.2.2. Use narrative with key parts of "concept" told in story

5.2.3. Repetition

5.2.3.1. revisit concepts many times in small bits

5.2.3.2. Brief, Frequent and Deliberate

5.2.4. establish community of knowledge building

5.2.5. Explore ideas through meaningful dialogue

5.2.5.1. metaphors to connect and build concepts that students connect to and remember

5.2.5.2. Use analogies

5.2.6. Identify problem

5.2.6.1. Problem finding

5.2.6.2. Problem solving

5.2.6.3. Solution testing

5.2.7. Knowledge though the hands

5.3. Reflect

5.3.1. What went well?

5.3.2. What was tricky?

5.3.3. What would you do differently?

5.3.4. What did you pay attention to?

6. Inquire

7. ACT