21 century learning competencies collaborative group
21 century learning competencies
9-12 Social Studies Blended Learning
This C of P focuses on collaboratively creating a blended environment for social studies in your classroom and on your Moodle, Google or Weebly. We work with central (V Roberts) to help us guide our design and online user tools.
Alternative Education Community of Practice
What are the current research based best practices around Alternative Education, with a focus on course design and implementation?
Assessment benchmarks in Kindergarten
Assessment, power school, common practice, Kindergarten
Beginning Teacher CofP - REGISTRATION HAS REACHED CAPACITY AND IS NOW CLOSED
Inquiry/Focus Question
How can beginning teachers successfully transition from an academic education student who has recently graduated and attained a teaching degree to a successful and confident professional teacher with Rocky View Schools?
Big Ideas
Developing greater understanding and appreciation of the following:
Rocky View Schools Philosophy, Perspective, Supports and Acceptable Practices
21st Century Learning Compentencies
Portrait of a 21st Century Learner
Teaching and Learning Practices that Reflect 21st Century Compentencies
Teaching and Learning Practices that Reflect Quality Teaching Pedagogy
Best Teaching Practices for Meeting Learner Outcomes from the Alberta Curriculum
Multiple Ways of Assessment Including Of Student Learning and For Student Learning
CofP Goals
To create opportunities and provide support for beginning teachers new to Rocky View Schools to:
~ Gain a jurisdictional wide perspective of Rocky View Schools
~ Develop a greater understanding of the Rocky View Instructional Design Framework and meeting diverse student learning needs
~ Network with other beginning teachers from the various schools and different grade levels
~ Reflect upon their practice, ask questions and gain new insights in a collaborative environment
~ Share teaching and learning ideas
~ Refine teaching practices by exploring what is working well and why
~ Refine teaching practices by exploring what is not working well and possible alternative strategies
~ Gain a greater sense of confidence as an emerging first year teacher
~ Engage in conversations and reflections with fellow first year teachers who are sharing the same first year teacher experience.
Target Participants
Beginning Teachers who recently graduated from university with a teaching degree and are new to the profession in Rocky View Schools as a fulltime or part-time teacher. They have not completed a full year contract with Rocky View Schools or other school setting. Teachers in this CofP will also be receiving ongoing one-to-one coaching support throughout their first year of teaching.
21st C Compentencies Being Investigated
All 21st Century Compentenices will be applied from the perspective of both teaching and learning:
Civically Engaged
Collaborator
Communicator
Critical Thinker
Financially & Economically Literate
Globally Aware
Information & Media Literate
Innovator
Problem Solver
Self Directed Learner
Best Practices in Online Course Design
This community of Practice will involve the inquiry into the best practices of online course design and the incorporation of those practices into Moodle courses. All subject areas are welcome.
Canines In Classrooms
This C of P is partnered with the Chestermere Therapy Dogs Association. We are working with this organization to spread the benefits of canine therapy by bringing their "Caring Tails" and "Reading Tails" programs to RVS. Our goal is to support individuals and schools who would like to become involved with the Chestermere Therapy Dogs programs, as well as to promote the benefits of animal assisted activities in areas such as literacy and social/emotional health to our schools. YOU DO NOT NEED A DOG TO PARTICIPATE! Everyone is welcome! This CofP will require some commitment outside of scheduled CofP days.
Character Lab
What is character and how do we teach character intentionally and in a meaningful way?
Following Aristotle, we use "character" to refer to all intentions and actions that benefit both the individual and society at large.
In this Community of Practice, we will examine Character Lab which identifies three different types of character strengths: interpersonal strengths like gratitude, which enable harmonious relationships with other people; intrapersonal strengths like grit and self-control, which enable achievement; and intellectual strengths like curiosity, and zest.
Character Lab is a researched based approach that aligns well with many of our 21st Century Learner Competencies (globally aware, civically engaged, communicator, collaborator, and problem solver).
CIVIX- Learning Through a Civically Engaged Mind
Oh no! there is another election coming up. Are you wondering how to incorporate the upcoming municipal election into your classroom in a meaningful way that will lead to a civic minded classroom? This group will be exploring ways to civically engage students and the community utilizing the upcoming municipal election as the backdrop. With the support of CIVIX, this is an excellent opportunity for teachers to come together and develop a project that will engage students during this election.
The over-arching questions that will be explored is:
How might a community of civically engaged teachers support each other in creating a civic-minded classroom?
Collaborative Educational Research MEd
This CofP will be comprised of teachers who are currently working to complete their Master of Education degree. CofP days will be utilized to work in a collaborative manner to engage in critical review of each other's work.
Comprehensive Literacy Programming (1-4)
Join in the conversation as we explore how the components of Balanced Literacy serve to support comprehensive literacy programming in the 1-4 classroom. We will dive deep into identifying resources and promising practice for each component of Balanced Literacy (Read/Write Aloud, Shared Reading/Writing, Guided Reading/Writing, Independent Reading/Writing and Word Study) and how these can be incorporated into your existing Literacy structures (Daily 5, Literacy Centres, etc.). We will also look at structures for formative, ongoing assessment and how the data collected can support teachers in targeting the next steps for instruction.
Conscious Discipline Year 2
What does the use of the Conscious Discipline philosophy look like in the classroom? What are sucesses and road bumps along the way of implementation? Will student's Social-Emotional Health and self-regulation improve? How does Mind-Up compliment and enrich Conscious Discipline practices? Participants will implement at least four connectedness and sense of safety activities guided by Dr. Becky Bailey's book, Conscious Discipline.
Creating a meaningful cohort system.
Grade 9 Cohort collaboration is critical to create both student and teacher buy in. Staff from GMHS as well as other schools with cohort initiatives will work together to create meaningful field experiences, cross curricular projects, as well as build numeracy and literacy initiatives for both English and French Immersion students. Collaboration will be made possible with school visits or Skype conferences.
Cross-curricular Planning
How can we plan cross-curricular units that include and engage all learners at the middle school level?
Cross-Ministry MH Working Group
Create a deeper understanding of the future targets and current processes of the enhanced mental health program in Rocky View and how it aligns with provincial goals and resources. To enhance collaboration between mental health serving agencies in southern Alberta.
Curriculum Through Cartoons: Engaging visual learners within the Social Studies Classroom
How can cartoons and images be used to enhance and simplify complicated concepts? In this CoP, we will be creating cartoons/visual resources that link directly to the curriculum objectives that link directly to the curriculum objectives that are currently being taught within our Social Studies classrooms. This CoP has a primary focus around Visual Literacy and increasing student engagement in Social Studies.
Developing fluency of Basic Facts in Grades 2-6
How can we support students to gain fluency with basic facts while still reinforcing the importance of conceptual understanding? This Community of Practice aims to look at research based strategies using the Concrete-Pictorial-Abstract approach to help students gain computational fluency. We will explore the best practices of how to support the acquisition addition, subtraction, multiplication and division facts as well as engaging ways for students to practice basic facts.
Development of FI Writing Activities
We will be creating a bank/database of writing expectations, examples and activities to enhance the writing output of FI students. Using the writer's workshop program as the guide, we want to be ready and have exemplars to use in our school. Our goal is to see an improvement in writing quality and in output. We want our students to be meeting the writing standards for the FI curriculum.
Education Assistants Collaborating to engage students with special needs
Inquiry/Focus Question
How can we best support the vast spectrum of needs that our students have?
Goals: to collaborate with other Education Assistants in the division to share strategies to gain knowledge and insight.
Goals: To access other services in our community to provide information and support for ourselves and our students.
Equine Facilitated Learning – An Introduction
What is equine facilitated learning and how can we explore the implementation of this form of experiential skill building and development within our school programming?
Proposed areas of exploration for students through equine facilitated learning programs can include: leadership, teamwork and communication, personal empowerment and wellness. Many of which are encompassed within 21st century competencies such as critical thinking, problem solving, communication, collaboration, and self-direct learning. This type of programming can be delivered in 1 day workshops or active living days or in the form of weekly programs.
Exploring Tasks Galore
Tasks Galore is a wonderful collection of structured activities for children with autism spectrum disorders and related developmental disabilities. Tasks Galore contains hundreds of ideas for teaching children with autism academic, language, fine motor, play, and many other skills. We will explore and create our own resources to support our students with independence in school and daily life. Participants will be required to bring materials to create their own Task Galore activities for students.
Exploring Wellness Resources within the Cochrane Community
Touring Glenbow Ranche and Spray Lakes Sports Center for wellness and learning opportunities. Information on the M.O.R.E. module "Lean How to Manage Your Stress and Keep Well" will be made available for the April C of P day.
Please be advised that walking will be a major component on both days.
Family School Liaison Handbook for Rocky View Schools
Family School Liaison Handbook: Rocky View School staff to have access to a multitude of resources, interventions, strategies and tips surrounding a Family systems approach that supports families, students and schools working together collaboratively. In addition those within the division who access who access the FSL Handbook have the opportunity to gain insight into the importance and benefits building "relationship" and approaches that support achieving/building relationships.
Google Applications For Education (GAFE)
This Community of Practice will continue from last year in the exploration of the available Google apps and add-ons to encourage student innovation and maximize teacher efficiency.
Google Certified Educator
Practicing with the google tools and education suite, preparing for the certification exam.
Could be used as an introduction to google tools, or refresher.
Grade One Guided Reading for Beginners
We will be looking at best practices for guided reading. We will be using Lori Jamison's work as our guide.
Implementation of the Blitz Reading Intervention Methodology
What impact does the implementation of the Blitz reading intervention methodology have on student literacy achievement? The Blitz is a reading intervention methodology developed by Janet Mort and is Part 2 of the Joyful Literacy Series. The Blitz consists of short targeted literacy interventions in specific areas delivered in a fun and playful environment. The community of practice would be beneficial for learning support teachers, literacy teachers or others who are interested in implementing this methodology at their school with the hopes of replicating the results outlined in the research.
Indigenous Foundational Understandings for EVERYONE
**** This is a continuation from prior years but everyone is welcome****
Flowing from the 'Ally Bill of Responsibilities' this Community of Practice will explore and develop understandings about Indigenous peoples in Canada. To further support the work of Truth and Reconciliation Commission to educate non-Indigenous youth about colonization and its historical implications on Canada's Indigenous peoples. Using the 'Calls to Action' set by the Truth and Reconciliation Commission, and other evidence based best practices, we will learn how to bridge the relationship between Indigenous youth, non-Indigenous youth, learn how to develop a culturally safe learning environment, and actively work to promote understanding of Indigenous issues (both current and historic). We will learn how to break down the walls that have been created by the enormous disconnect between Indigenous and non-Indigenous people in Canada. We will accept the responsibility to learn.
Instructional Practices Across the Content Areas Gr 5-8
How do we teach our students to think like a mathematician? Write like a scientist? Speak like a historian? Through embedding instructional strategies across the content areas teachers can help students to develop literacy skills and competencies within each discipline. In this community of practice, led by Middle School Literacy Task Group members Jill Winters and Karen Fillier, you will be introduced to researched evidence based strategies from the RVS Instructional Strategy Playbook that will help teachers implement and utilize strong instructional practices to enhance your students’ ability to communicate and create effectively in your classroom. Focusing on common front-loading, during and post activities, RVS teachers can build consistency and continuity within our schools that will promote a transfer of literacy and thinking skills, enhance content comprehension and elevate student success in all disciplines.
Integrating Digital Literacy tools into the Grade 5 Curriculum
Exploring Google Classroom and Google Read and Write as a tool to help deliver and differentiate learning and curriculum to engage the 21 Century learner.
IPP Goals Database for High Schools
The purpose of this C of P is to create meaningful goals for high school students that are connected with their diagnosis.
Jr. A Sports - Restructuring Review
After restructuring the Jr. A Volleyball and Basketball leagues to accommodate 18 middle schools, administrators and athletic directors requested the practice continue with a review of the new structure. The practice time will be used to review changes, seek input from coaches and admin, and see if the new format met the needs of schools.
Koha Administrators
Best practices with the web-based library management system. Only open to RVS Koha Administrators.
Learner-Centered Common Assessment
Myron Dueck is a renowned specialist in the area of assessment from British Columbia who is working with our school on more learner-centered planning and assessment for high school students. In order to facilitate our school goal of inclusion in these areas, we will be creating a hybrid of sorts: utilizing some of Dueck’s ideas regarding unit outlines combined with a more common interpretation and implementation of learner outcomes tied with Alberta Education’s Program of Studies for English Language Arts. Our desire is that work in this area will address the question of how to include and engage learners more effectively in their own education. In addition to having the pragmatic end goals of more accuracy and consistency for our assessment practices, we also want to explore and promote critical thinking, collaboration, and self-directed learning from all stakeholders in this narrower area of planning and assessment.
Learning Commons
Looking to the future - LIBRARY LEARNING COMMONS
Learning Commons Web page – think of your web page as an extension of your Learning Commons.
Focus on organization, content and navigation. Your website should give visitors a taste of the Learning Commons experience that you have created. If your Learning Commons is a fun, noisy place filled with opportunities for students to grow and learn, your website should reflect that. Every learning commons is different as a result of all the people who spend time there learning and creating, your website should offer visitors a taste of the flavor that is unique to your school learning commons experience.
Literacy – focus on quality learning in multiple formats and provide exposure to a wide variety of Canadian and international resources (fiction and nonfiction) which reflect multiple perspectives, promote literacy and numeracy and develop students’ interests and competencies beyond the school setting
Learning the Forest School Way
Three Forest School Practitioners completed their course work will share their experiences, learnings and how other educators can also give "forest school" experiences to their students. We are interested in looking at risk-taking, questioning and emergent inquiry based learning.
Learning Through LEGO®
Can improved student learning through LEGO be measured?
This CoP is a continuation of Learning Through LEGO®, 2014/15. This iteration of the CoP will develop pre- and post-assessments for LEGO-based instruction in:
• basic arithmetic
• counting/number lines
• adding fractions/building fractions
• factoring
• proportional reasoning
• social/cognitive/emotional components of learning (curriculum front-matter)
Makerspace mindset - creating a maker space in your school
How do we create an environment that embraces the Maker Mindset?
Mindfulness for Support Staff
Explore and compile mindfulness strategies and practices support staff can implement within small groups and with individual students. Learn how support staff from other schools and grade levels are using mindfulness within their daily routine and the benefits of practicing mindfulness for the students and support staff engagement and wellness. Target audience is support staff, including LSAs, CDA’s, learning commons facilitator, office staff, and other support staff.
Big question is how can support staff incorporate and reinforce the mindfulness practices and strategies learned in class (within the Mindup program or otherwise).
MOODLE: Differentiated learning lessons
Using Technology (Moodle) to differentiate lessons to reach individual learners
We will be creating Moodle content that will be able to assist all learners
Audience: any teacher, all grades
21stC: Self-Directed Learner, Media Literate
Multi-Level Literacy Study using Words Their Way and Vocabulary Their Way
We will investigate instructional strategies and applications for teaching and learning using the two books Words Their Way and Vocabulary Their Way. Both books have sections devoted to specific instructional strategies teachers can embed in their practice to support literacy in their classrooms.
Music
Focus on student engagement and continued growth of effective pedagogy in the musical arts.
Occupational Therapy Handbook Creation
This C of P is being created to facilitate work on an Occupational Therapy Handbook. Participants will consider and document the OT role and responsibilities in Kindergarten, PIP, and MST. Guidelines and resources for practice, as well as the process followed will be recorded for eventual submission to HR.
Outcomes Based Reporting for Grade 9
Outcomes based Assessment
21C competencies
Cross-curricular assessement
Pineapple Charting
The pineapple has long been a symbol of hospitality and welcome. We will be focusing on a growth-oriented method to improve our practice by welcoming one another into our classrooms. Arrangements will be made amongst the group members to visit classrooms and engage in informal observations of teachers teaching, followed by personal reflections. All group members must be willing to participate in both doing an observation and being observed, however observations will not be limited to only group members.
Planning, Reflection, and Emergent Curriculum in the Early Childhood Classroom
How does a teacher meet curriculum goals while supporting children's ideas, questions, and thoughts in the classroom setting? What is the best way to reflect on classroom learning? How can we effectively collaborate and reflect with members of our Community of Practice on a more regular basis?
Promoting Social and Emotional Wellness for Students
Exploring the components necessary to promote social and emotional wellness for students at the elementary level. Research the tools, programs and opportunities available within our community that can be used to create a positive impact in our schools.
Raspberry PI
Raspberry Pi -- a tiny, stripped-down $35 computer -- hit the market in 2011 with the intention of helping promote basic computer science skills in schools. As of early 2015, 4.5 million of them had been sold and a second generation, the Raspberry Pi 2 and different models, have been introduced.
It has become the DIY gadget-maker's go-to device. Tinkerers, hobbyists, educators and students and basically anyone who likes to build things have taken to the internet with project after project utilizing the Raspberry Pi.
The little computer has controlled robots, reached the upper atmosphere in a weather balloon and become the building block for almost any gadget the mind could dream up.
Basic knowledge need: linux, www server, php MySql, electrical parts, html…
Reading and Writing Strategies Book Club
Focus Question: What practical reading and writing strategies can be implemented to support Rocky View's new literacy plan in our classrooms?
Big Idea/Goals: A book club that looks at Jennifer Serravallo's books, "The Writing Strategies Book" and "The Reading Strategies Book". These are both approved and recommended resources in the new literacy plan. Participants will be able to work at their own pace and fit things to work in their specific classrooms, however collaboration on how strategies may be used in our practice to support the literacy plan will be a focus.
Rethinking Our Language - What Our Words Really Say
How does the language we use in teaching impact children's development and learning? The words that we choose can effect their world in the classroom both negatively and positively. Are we going to open their minds or close them?
RVAA Administrators CofP
Are you an administrator with Rocky View Schools? Come join the RVAA Administrators C of P to share in professional learning activities as they relate to the role of the school-based administrator. Presenters will share timely professional learning in support of this role.
RVSCLC/SLAM
How can we better serve the needs of the RVSCLC students in terms of programming, completion, and success at school?
This CofP will endeavour to seek effective ways of programming for students, credit clustering, and completion, SLAM, and student success in a very specialized environment.
Service Desk - Best Practices
For Technology Staff: What are the best practices that we can implement into RVS's Service Desk department.
Strategies for Supporting Exceptional Students
How can we best serve the exceptional students of Rocky View Schools and meet their diverse needs?
In this C of P we will discuss the different types of exceptionalities that may affect school age children, and the challenges and goals of supporting them. Participants will collaborate and discuss developmental consequences, education delivery models, learning objectives and goals of intervention when working with exceptional students in a variety of school settings.
Tasks Galore
Creative ideas for staff working with exceptional children that are applicable to any early education our learning environment. This C of P will be based off the series "Tasks Galore" and we will be sharing ideas as well as offering time to make resources. Please check out the website www.tasksgalore.com to familiarize yourself with all the multi-sensory tasks that are available.
The Units of Study in Opinion/Argument, Information, and Narrative Writing in French Immersion classes
As a group, we are going to explore and discuss implementation of the Writing Units of Study in French Immersion (FI) classes. We are going to look at some common French language to use during units such as teaching points, mini lessons and conferences.
We will look at existing material such as “If...Then...Curriculum”, Performance Assessments and learning progressions to see what needs to be adapted for FI. In addition, we will identify French mentor texts that can be used.
Troubleshooting and Problem Solving
This COP is designed to help identify opportunities to improve our skills at resolving unique or commonly occurring issues. We will be discussing hardware, software, user errors and positioning and implementing different types of solutions in a timely manner. The session will begin at 9am, with breakfast snacks/coffee provided at 8:30am. Lunch will NOT be provided. There will be a break for lunch from 12:00pm-1pm.
Understanding Behaviour
In this Community, we will be looking at understanding the reasoning behind why students may behave the way that they do, it is called the Function of Behaviour. We will learn how to use data tracking sheets and professional judgement to assess and identify the reasoning of a behaviour and how to create strategies to support that students.
Understanding by Backwards Design Unit Planning
Understanding by Design (UbD) is a framework for improving student achievement. Emphasizing the teacher's critical role as a designer of student learning, UbD works within the standards-driven curriculum to help teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities. Teachers will have the opportunity to create unit plans and performance tasks that are engaging and directly relate to program of studies, following an organized plan with clear results.
Understanding Framework for ESMH Elementary
-understanding the underlying framework for work with students in ESMH elementary
-this CofP is meant only for ESMH staff team from RJ
-please contact Tana Koszegi if considering joining
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