Tuesday, 22 November 2016
Collaboration at NorKam - Year-End Review
On June 15th, our staff gathered together in the library to share the results of our collaborative team learning process this year. This is the first year that collaborative teams have been coming together on a weekly basis. In this post, I will highlight some of the key things that came out of this sharing session.
At the heart of our innovation cycle is our collaborative team learning process. Collaborative teams have generally identified the essential learning outcomes for their courses. With the pending implementation of the BCed Plan for grades 10-12, collaborative teams will be making modifications to these essential learning outcomes as the curriculum is solidified. A few teams have been working on common formative assessments, with one team implementing these routinely in grade 10 courses. The science team has been using the results to provide struggling students with additional support and learning from each other the instructional practices that are having the biggest impact on student learning. These three steps in our process (common formative assessments, benchmark scores, analyze results) will be firmed up next year as we start implementation of a student intervention system in fall.
During the 2014-15 school year, the staff identified higher order thinking as a problem of practice as we saw a greater need for students to think critically. That year and again this year, we have held an instructional round at our school on this problem. Teaching professionals from outside our school observed the tasks that students were doing in our school for evidence of higher order thinking. Using the data and recommendations from these visitors has informed our collaborative team discussions and our professional development activities.
These discussions and learning activities are having an impact in classrooms. Visible thinking routines are more commonly seen, and teams are exploring the use of Project Based and Problem Base Learning in their classrooms for next year. Project Based Learning will again be the focus of another training session in September of 2016. And at our December non-instructional day, staff will be looking at higher order questioning strategies. At staff meetings in the fall we will be doing some shared learning around the Revised Bloom's Taxonomy.
For over a year now, we have been discussing three attributes that we think a graduate of NorKam should have. We would like them to be adaptable, be active inquirers, and be good global citizens. These discussions have influenced our collaborative team learning process as they have informed our identification of essential learning outcomes and our consideration of higher order thinking skills. Collaborative teams are routinely considering how to develop these attributes in our students.