Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
Scribd Logo
Upload

Welcome to Scribd!

  • 222 views

    Ed Cafe Presentation

    Uploaded by

    kim_desmarais4176
    This document summarizes a presentation about a 4th grade classroom that uses a personalized, project-based learning model called 4GD. The classroom uses flexible grouping, incorporates two long-term studies per term across subjects, and gives students large blocks of time for independent and collaborative projects. Teachers act as facilitators, providing exemplars, visible learning targets, and feedback to help students progress at their own pace. Technology is integrated purposefully to allow diverse representation of student work and understanding. Areas of future focus include increasing direct teacher support and ensuring inquiries are authentic, engaging and rigorous.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd

    Ed Cafe Presentation

    Uploaded by

    kim_desmarais4176
    222 views16 pages
    This document summarizes a presentation about a 4th grade classroom that uses a personalized, project-based learning model called 4GD. The classroom uses flexible grouping, incorporates two long-term studies per term across subjects, and gives students large blocks of time for independent and collaborative projects. Teachers act as facilitators, providing exemplars, visible learning targets, and feedback to help students progress at their own pace. Technology is integrated purposefully to allow diverse representation of student work and understanding. Areas of future focus include increasing direct teacher support and ensuring inquiries are authentic, engaging and rigorous.

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    PPTX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document summarizes a presentation about a 4th grade classroom that uses a personalized, project-based learning model called 4GD. The classroom uses flexible grouping, incorporates two long-term studies per term across subjects, and gives students large blocks of time for independent and collaborative projects. Teachers act as facilitators, providing exemplars, visible learning targets, and feedback to help students progress at their own pace. Technology is integrated purposefully to allow diverse representation of student work and understanding. Areas of future focus include increasing direct teacher support and ensuring inquiries are authentic, engaging and rigorous.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    222 views16 pages

    Ed Cafe Presentation

    Uploaded by

    kim_desmarais4176
    This document summarizes a presentation about a 4th grade classroom that uses a personalized, project-based learning model called 4GD. The classroom uses flexible grouping, incorporates two long-term studies per term across subjects, and gives students large blocks of time for independent and collaborative projects. Teachers act as facilitators, providing exemplars, visible learning targets, and feedback to help students progress at their own pace. Technology is integrated purposefully to allow diverse representation of student work and understanding. Areas of future focus include increasing direct teacher support and ensuring inquiries are authentic, engaging and rigorous.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 16

    A Glimpse of Our 4GD Learning Environment

    Judy Gaudet & Kim Desmarais Evergreen Elementary

    8/28/12

    Online? Join our Backchannel conversation @ http ://todaysmeet.com/4GDedcafe

    8/28/12

    Our Goals This Afternoon

    Tell you a bit about our classroom and our pedagogy as we move forward to reconnect with our students and our own professional growth To share with you some key practices and ideas HOPEFULLY to inspire you!
    8/28/12

    Same ratio as other classrooms but allows for a lot of flexibility (grouping, prep time) A skeleton of our year planned knowing which curriculum fit nicely-into study/inquiry Had two studies a term 1 humanities & 1 math/science Still had times of curriculum that didnt require a study esp. math Use large chunks of our day for projectsnot a regimented timetable- had Daily Tasks (dependent on the needs of our inquiry/studys) Classroom management-clear expectations, constant feedback/monitoring of progress, morning routine, flexible & constantly changing groups Spaces created for different needs (work together, need resources, independent practice/brainstorming, whole class 8/28/12 teaching/discussions)

    54 Students in One Space (no, we are NOT crazy)

    8/28/12

    8/28/12

    esigners of

    Teachers

    earning

    Students

    Most important first step is define big understanding that will be the big hook Building competencies

    Automatic differentiation where all students can find their niche Majority of students majority of the time in the flow zone no care about time or rushing to finish Biggest complaint on feedback after our projects was they wanted to do moremore time..

    Inquiry doesnt always have to have a BIG question, but is a rigorous, authentic study

    How do you know if its a good study? Gets students in pocket while still using the lens of academic disciplines 8/28/12 Learning is authentic and

    TASKS activities TASKS && activities Teachers Students

    Task is the end performance/ task- activities are the mini lessons and feedback loops along the way Knowledge isnt fractured and as much as possible our outcomes are taught as they pertain to the study or task Some tasks are small, while others took on a life of their own ie. If Youre Not from DV Start with an exemplar (expert, something found on internet) Make learning outcomes visible Rubrics-targets, student created, constantly used to decide next steps/what need to do On the 8/28/12 spot AFL (whiteboard w/names, at a glance sheet)

    Teachers

    8/28/12

    8/28/12

    Much more responsible and in-tune with own progress makes less marking for us Able to give and take relevant feedback/ideas/ comments and make changes Are learning independence to know what next steps are needed for their learning/study Less egocentric-community feel No student soars thru work-rigor for all Experts help see relevance &understand real world- Learn SO much more than by using Google/textsthis has been very powerful View teacher differently- see us as an advisor, facilitator of learning, sometimes we may be expert, but most often we search for answers in our study together Risk takers, totally comfortable taking chances NOT afraid
    8/28/12

    TASKS activities TASKS && activities Students Students Teachers

    Teachers

    echnology

    Students

    Open Door to technology Using technology allows all students to represent/ Ongoing discussions/ communicate their problem solving for proper understanding w/out pencil usage & paper Personal devices welcome & used purposefully Like to use for assessment: iPod Touch: camera to Voice memo-for those document/ upload work, students who struggle with voice memo, notepad for writing experts, dictionary, information/Google Audacity-used with all students for reading fluency Variety of tools benchmarks (software/hardware to support inquiry/studies) Great for reflecting on their learning digital portfolios Allow opportunities to see on Weebly (scan/use what/when technology is 8/28/12 digital camera to upload useful

    8/28/12

    8/28/12

    Areas of Growth
    Some areas we will focus on this year: More time elbow to elbow-being a part of the students work Checking in: What do you know? What do you Click to edit Master subtitle style need to know now? Continue to make sure teacher directed/instructional time is chunks of information they can apply to their inquiry Continue to ensure inquiry is authentic, engaging, rigorous
    8/28/12

    inal

    houghts..

    try an inquiry/study this year(plan with another colleague) Take little steps and before you put anything in front of your students ask yourself: Why? Do students know why and have clear criteria? If there is anyway we can assist we will: Email/Skype
    Visits/observations Help with planning

    8/28/12

    kim.desmarais@wrsd.ca judy.gaudet@wrsd.ca www.4gdempowered.com(For Teachers-password:Evergreen)

    Thanks for listening!

    You might also like