FreshGrade: Commendations, Recommendations & Limitations

(continued from earlier posts Deirdre’s Reflections, Kevin’s Reflection,  the introduction to our action research, emphasizing student autonomy) -by Deirdre Bailey and Kevin Sonico A major advantage of the FreshGrade tool that has been touched on briefly above but merits further discussion was … Continue reading FreshGrade: Commendations, Recommendations & Limitations

FreshGrade: Emphasizing student autonomy, promoting conversation, and developing metacognition

by Deirdre Bailey and Kevin Sonico

Theme 1: Emphasizing student autonomy

The cultivation of student autonomy in an inquiry-­driven space suggests that students should both understand their learning goals and be able to assess what they need to do to reach them (Chappuis, 2009, Black & Wiliam, 2004). Continue reading “FreshGrade: Emphasizing student autonomy, promoting conversation, and developing metacognition”

Teachers as Researchers: Theme 3 – Modeling Entrepreneurial Spirit

This is part 3 of a series of blog posts by Kevin Sonico (Grade 9 Math/Science Teacher) on Research Experience and Its Impact on Teaching Practice. Theme 1 on Professional Growth can be read here and Theme 2 on Student Voice can be read here. Teacher-researchers classified the nature of their inquiries as exploratory and investigated different elements of their practice. From teaching a lesson, to reporting student learning, to structuring a class, participants viewed the RI program as an opportunity to chronicle and share new experiences with an audience. Their willingness to experience such a rigorous and public endeavour … Continue reading Teachers as Researchers: Theme 3 – Modeling Entrepreneurial Spirit

Teachers as Researchers: Theme 2 – Student Voice and Focus

This is part of a series of blog posts by Kevin Sonico (Grade 9 Math/Science Teacher) on Research Experience and Its Impact on Teaching Practice.  Theme 1 on Professional Growth can be read here. By virtue of being the subjects of research studies, students participated in the designed learning activities. Naturally, teachers used a variety of student artifacts and behaviours as evidence for their research. More interesting, however, was the role of student voice in the evaluation of their research efforts. Participants did not only welcome but also solicited student feedback. “It was really a partnership with the kids in … Continue reading Teachers as Researchers: Theme 2 – Student Voice and Focus

Teachers as Researchers: Theme 1 – Professional Growth

-by Kevin Sonico, Grade 9 Math/Science Teacher This blog post is part 2 of a series of blogs Kevin wrote summarizing his Research and Innovation Project on Research Experience and Its Impact on Teaching Practice. Theme 1: Professional Growth Teachers undertook an initiative considered to be beyond the responsibilities of a typical classroom teacher. Whether their research experiences were positive or negative, it was assumed that lessons were learned from their experiences. As such, teacher growth was interpreted as part of the research experience and a consequence of the teacher-researcher phenomenon. As researchers, participants became more reflective in their practice. … Continue reading Teachers as Researchers: Theme 1 – Professional Growth

Research Experience and Its Impact on Teaching Practice: Four Charter School Teachers’ Perspectives

-by Kevin Sonico, Grade 9 Math/Science Teacher In the Inspiring Action on Education document (Alberta Education, 2010a), the Ministry of Education discussed research’s essential role in contributing to student success by informing policy and pedagogy. Charter schools would play an … Continue reading Research Experience and Its Impact on Teaching Practice: Four Charter School Teachers’ Perspectives

Exemplary Teaching and Learning Frameworks

by Dan McWilliam  In 2011 staff at the Connect Charter School, Calgary Science School at the time, were asked “What does exemplary teaching and learning look like?” The process and rationale for the creation of the frameworks is described here.  “In addressing this question, reference was made to the work that has been done on student assessment through our AISI project; the Galileo longitudinal research study of the Calgary Science School one-on-one laptop program and student engagement initiatives; the expectations for exemplary teaching outlined in the Alberta Teaching Quality Standard and a variety of artefacts including school evaluation reports, survey data … Continue reading Exemplary Teaching and Learning Frameworks

Outcomes based assessment: Planning for assessment tasks

-a research project by Kevin Sonico and Louis Cheng (grade 8/9 Math teachers) Terms such as benchmarks, competencies, standards, and outcomes are used interchangeably (Brindley, 2001) to indicate objectives that students must achieve. Hereafter referred to as outcomes-based assessment, the … Continue reading Outcomes based assessment: Planning for assessment tasks

Grade 4 Folk Song Unit: Making Alberta’s History Sing (Part 4: Going Further)

by Rick Fawcett  In this fourth installment of Grade 4’s Folk Song Unit series, I speak with Heather Fawcett and Jessica Kelly about the real “meat and potatoes” of their inquiry unit. They address the challenges a multi-dimensional project can present along with the manner in which student success is being measured. https://www.youtube.com/v/I179L7jp43c?version=3&f=user_uploads&c=google-webdrive-0&app=youtube_gdata In my role as Curriculum Portfolio Leader, I have been involved in each stage of this unit’s planning and I have been impressed with the amount of careful thought given by our Grade 4 team to each phase of this dynamic project. Students are quickly entering the … Continue reading Grade 4 Folk Song Unit: Making Alberta’s History Sing (Part 4: Going Further)

Student Learning Profiles (SLP’s) Part 4

By Tanya Stogre and Abby Saadeh Continuing the Journey with Pathbrite, we took up the challenge of finding See our second blog the most meaningful platform. After exploring a variety of platforms, Pathbrite emerged as one that could work best for all individuals and groups at our school. With this information, we launched into a pilot study with all 100 Grade 7 students, their parents, and teachers to track their experiences with this new platform. Initial survey results from all groups indicated a frustration with different platforms being used across and within grades and a lack of cohesion with requirements of the … Continue reading Student Learning Profiles (SLP’s) Part 4