Tag Archives: sd36learn

Learning Labs: Incubators of next practice

Innovators inspire....learning labs Ryan 2In our school district, secondary schools have been invited to participate in the Learning Lab Project. The Learning Lab is designed as a learning laboratory where teachers are able to creatively innovate and explore new forms and structures for learning. Learning Labs are an opportunity to commit to being innovative in practice and to share that learning with others across the district. These are not “lead” schools but places of experimentation and incubators where good ideas can come alive.

The Learning Labs concept is more than creating or developing a space–it is about the people connected and committed to the concept. Upon googling the term, many are directed to ideas for makerspaces, breakout rooms with equipment, design spaces, etc… that have been created by many different organizations as part of their buildings. However, the Learning Lab concept can include these types of spaces but the intention and focus is on a larger picture school-wide, where what we would call “learning studios” (individual classrooms where innovative practices may be happening already) can be philosophically connected to a larger “learning lab,” where a group of teachers is committed to incubating innovative practices with collective visions.

At the end of the day the motivating factor is the needs of our learners for the future (and as many are seeing the redesigned curriculum as fuel to propose structural changes)  – the learning lab invites (and in some way gives permission) for us to manipulate the structures (for some this may be timetabling, courses in subject areas, class schedules, etc…) and tools that exist in schools. We are interested in “next practice” – connected to our district priority practices and district vision – so the learning lab concept is a model to scrutinize some of the boundaries or roadblocks that may sometimes get in the way of innovation.

What does this vision of the Learning Lab look like?

The Learning Labs provides an opportunity for educators to co-create redesigns of learning environments over a two-year period, intentionally manipulating the variables of tools, structures, and learning to design new opportunities for learning for both students and teachers. The term ‘lab’ implies practice and experimentation, not perfection. “The lab classroom is an in-house professional development model that takes place in a host teacher’s room during the normal school day” (Houk, 2010). It provides a context for all teachers to experience in-depth, sustained professional growth within a collaborative learning community.

Dream Big 2Innovative edge practices (like learning labs, learning studios, on-site coaching, demonstration schools and departments) become the seeds which with participation and acceptance flourish, moving these practices from the edges of the organization into the centre. The skillful role of teacher-leaders as builders of these inclusive learning structures is paramount to transformation. Teachers are architects of the learning environment, creating innovative structures and making use of tools that invigorate the learning process and deepen student engagement.

Guiding questions as those in our district consider a Learning Lab application for their school (secondary focus):

  • Do we have a core team (at least five teachers from multiple disciplines and one administrator) who will work closely to create a Learning Lab proposal for our school and make a formal commitment to this project?
  • Will our core team work together to connect our practices in accordance with our co-created Learning Lab proposal?
  • Is our school community ready to accommodate the flexibility required for potential structural changes?
  • Are we dedicated to being edgeplayers by demonstrating, sharing, and innovating openly outside the perceived norms of our school?
  • Are we committed to documenting our learning process, reflecting on our practice, and sharing our learning, both successes and failures?
  • Are we committed to promoting a collaborative culture – one that opens the doors of our classrooms to visitors, encourages others to apply “next practices,” and provides ongoing professional learning opportunities.

What is the school team committing to?iStock_000019906938XSmall

Phase 1: Creation of Anchor Design 

Schools commit to adopting a learning lab structure, an ideal incubator for testing new instructional methods and structures that more closely examine personalized learning and enhance deep student learning and engagement:

  • Schools pursue “better” and “next” practices that align with district priority practices of curriculum design, quality assessment, instructional strategies, and social and emotional learning.
  • Schools scrutinize past and current structures of instruction and engage in shared learning where the expectation is peer-to-peer coaching as a normative practice in the school.

Phase 2: Showcasing and Embedding Learning

  • Schools commit to an open door environment, hosting outsiders and colleagues to enable others to participate vicariously in the learning journey. The open door can provide alternative pathways to new understandings through unstructured visits for others to “see practice in action.”
  • Schools commit to offer structured visits, allowing opportunities for educators to question practice, observe learning, debrief learning, apply new strategies, and connect through ongoing networked touchbacks.

Structural Supports: Time, Resources, Expertise, Research

  • Time: The most valuable support that teachers can have is time to focus directly on their own learning as professionals and together with their colleagues. The school is encouraged to find ways to institutionalize and formalize learning time into the school’s structure. In addition, the school and the district may jointly provide funding to release teachers to focus directly on the learning lab concept.
  • Resources: The district may provide start-up materials and resources to support the use of alternate “tools” for learning. The district will also supply supplemental funding for the team to deploy in support of their model.
  • Expertise: The district may provide some expertise to support the Learning Lab but the Learning Lab is designed to build capacity at the school level so that the expertise resides among the learning lab team who will support each other in their learning journey. A helping teacher (instructional coach) may support the school team with conversations and planning.
  • Action Research: The school is expected to participate in the district’s Action Research program in order to provide an opportunity for school groups to engage in self-reflection, examine their impact on student achievement, and share their school’s learning across the system. Schools will explore and investigate measures of impact in consultation with a Helping Teacher.

The Learning Lab concept has been in development in the district
for over a year.  We are just now launching it at the Secondary level. In district focus groups held over the last two years, we heard over and over from educators that they want to see how the Redesigned Curriculum looks implemented in schools. We now have four Elementary Schools experimenting with this Learning Lab idea, with Cambridge Elementary actively up and running as a host school.  These Learning Labs provide educators with the opportunity to see some of these new ideas in education in action.

What would be really unique is if there were one or two other secondary schools in other districts that would consider adopting this model as well so we could network across our districts. Our learning would be amplified as we expanded our network with other innovative educator teams in other districts. Just a wild dream–but what a great opportunity for learning and pushing us all forward in transforming the learning agenda. Anyone in?

~ • ~ • ~ • ~ • ~ • ~

Blog Post Notes: The Learning Lab concept was developed by Elisa Carlson with the consulting support of Donna VanSant (Healthy Ventures). Thanks to Helping Teacher Joe Tong for his editorial assistance in refining the concept and whose words are also part of this post. As well, we want to acknowledge the contributions and feedback of Helping Teachers Alicia Logie and Iain Fischer for pushing our thinking on this topic. Appreciation goes to Helping Teacher Karen Fadum for helping supporting the embryonic development of the concept at the Elementary level. Thank you to Antonio Vendramin (Principal) and Kelli Vogstad (Vice-Principal) at Cambridge Elementary School for being the test case of early adopters.

The Structures of Innovation

 

Design is a funny word. Some people think design means how it looks. But of course, if you dig deeper, it’s really how it works.

Steve Jobs

Historical ruins in Philadelphia

Historical ruins in Philadelphia

I have a fascination with structures. Whether these are the physical structures of cityscapes, the formal systems in organizations or the informal structures hidden in organizations, how they are created, used, morph, disappear and replaced, intrigues me. The structures, in schools and districts, are the patterns and frameworks through which innovation and system change move. There is the visible and the invisible—each part playing a powerful role in system transformation. In the work we do, it is the structures that can give us opportunities for change, coherence, meaning and, ultimately, reorganization. Never underestimate the power of an intentional, strategic and well-designed structure to transform the learning environment.

The old reflected in the new

The old reflected in the new

At the start of this past summer I travelled to Philadelphia. The city has a unique backdrop of historical and contemporary significance. It has deep roots with one of the oldest original settlements together with the home of Benjamin Franklin in juxtaposition with contemporary skyscrapers such as the Comcast building. Wikipedia described it citizens in the early twentieth century as “dull and contented with its lack of change”, but the city, and the people, as demonstrated at the International Society of Technology Education (ISTE) Conference, has been transformed into one of the top 10 US cities to visit and a hub of 21st century learning.

Jordan Tinney, Superintendent, Elisa Carlson, Director of Instruction and Dan Turner, Director of IMS
Jordan Tinney, Superintendent, Elisa Carlson, Director of Instruction & Dan Turner, Director of IMS

This year’s conference brought the added excitement of our district receiving the ISTE 2015 Sylvia Charp Award for District Innovation in Technology for our commitment to technology planning focused on transformative learning. We are the first school district in Canada to win this prestigious award. In early summer, we were recognized on an international stage among 20,000 peers. It took intentional and strategic structures—both formal, informal, and hidden–to get us to that place in the spotlight. Our technology ecosystem incorporates the key structures that allow the organization to become a learning place of significance.

Surrey Schools is considered a national leader by educators and Chief Technology Officers alike for its initiatives in planning, building, and integrating technology into education. Whether it is our Innovative Learning Designs strategies, our Learning Commons conversions, our Makerspaces movement, the Making Learning Visible e-portfolio partnership with FreshGrade, or our social media branding, our learning is carefully crafted in organizational structures, requirements, and guiding principles that create the conditions for learning to flourish.

Our technology ecosystem aligns to a shared technology vision that replaced isolating silos with collaborative cross-discipline teams and, more recently, to a refreshed transformative district vision for learning: Learning by Design (LbD).

The Ecosystem Structure

The Ecosystem Structure

The ecosystem emphasizes collaboration and engagement within a progressive governance model, integrating five essential components: Leadership, Professional practice, Schoolhouse, Technology toolbox and Partnerships. At the heart and centre of our ecosystem is the learner.

The technology ecosystem infuses and promotes innovation in the classroom, professional inspiration and learning, building school communities and networks, the transformative use of technology tools, and optimal planning efforts tied to appropriate resource allocation.

Our teachers transform learning in their classrooms and schools. Through technology, they are creating personalized opportunities for authentic student engagement and deep learning that go beyond the cursory completion of prescriptive learning outcomes. Technology has helped teachers create fresh opportunities for student voice, choice and ownership that are grounded in the core competencies of critical and creative thinking, contemporary forms of communicating and real ways of expressing personal and social responsibility.

Organizational design + Infrastructure

Organizational design + IT Infrastructure

Our transformative change was fueled in 2010 by the district’s strategic requirement for school-site specific learning plans to accompany any hardware requests. These plans included learning-focused questions, professional learning opportunities, collaborative inquiry teams of teachers and the explicit sharing of learning through social media. All of those requirements were predicated on an Information Technology (IT) infrastructure that was foundational for these organizational changes. The IT department, beginning over a decade prior, had worked systematically to create the hidden structures, networks, wiring closets, bandwidth and more, which made new forms of learning possible.

The Sylvia Charp Award acknowledges our systemic approach to the diffusion of pedagogical practices that are underpinned by teacher-led inquiry and embedded learning. It also recognizes the professionalism and commitment of teachers engaged in the process of continuous improvement, supported by the districts nurturing ecosystem. And finally, the Award acknowledges the collaborative work of the Education Services department’s focus on learning with an IT department that is committed to both anticipating and removing the barriers to that learning.

IMG_5367 (1)What’s next for us? We will build capacity within the system to create new and ever evolving structures, provide appropriate tools and experiment with new forms of learning. We will continue to share our stories, learning and inspiration with each other (#sd36learn) and our peers around the globe. We will provide opportunities for teachers to “see” into each others’ classrooms, observing, reflecting, exploring and playing with new notions of teaching and learning. These classrooms and schools will act as Learning Studios and Learning Labs where the exploration, play and sharing of practice on a peer-to-peer level is nurtured.

The district’s strategic organizational structures, together with the tools we use, the technology infrastructure, resources and learning support, will help us to further understand, embrace and expand this intentional learning by design across the system. Surrey School’s technology ecosystem – with our learners firmly at the centre – continues to create and build the capacity for our continued learning evolution.

 

Note: For more information on the District’s strategic work on transforming learning, see cover article in October issue of T.H.E. Journal. Thank you to Dan Turner (@dj_turner), Lisa Domeier (@librarymall), and Jeff Unruh (@unruh_j) for participating in with T.H.E. Journal photoshoot. For more information on the district’s IT department, see wickedproblems.ca.  See Superintendent Dr. Tinney’s (@jordantinney) blog at jordantinney.org for related stories. Big thanks to the #sd36learn tribe who are creating, designing and living the change. You have been my cheerleaders.

Our Journey into Pedagogical Documentation


Stand aside for a while and leave room for learning,
observe carefully what children do, and then,
if you have understood well,
perhaps teaching will be different from before.
Loris Malaguzzi

Some Investigations Last Minutes
“Inquiry shaped our belief that pedagogical documentation furthers a strength-based image of children, makes their thinking visible, provides for student and teacher reflection and helps drive a co-constructed responsive curriculum . . . Pedagogical documentation is powerful and important when put into practice with our students.” Those are the words of Surrey elementary teachers Hilary Wardlow, Kerri Hutchinson, Laura Verdiel, Lora Sarchet, Niki Leech, and Courtney Jones as they recently celebrated their journey to better understand and implement pedagogical documentation.

Reggio PD TeamWhere did their learning begin? Hilary, Lora and Niki attended Pedagogical Documentation as a Professional Development Tool sponsored by the Vancouver Reggio Consortium Society in October 2014, which sparked their interest in pursuing their learning further. They decided to put forward an application to the Britich Columbia Teacher’s Federation (BCTF) Teacher Inquiry Program to explore pedagogical documentation and extended an invitation to other SD36 Reggio inspired educators: Courtney, Laura and Kerri, to join them. They were awarded the BCTF Program for Quality Teaching grant in late November, jointly sponsored by the BCTF, the Surrey Teachers’ Association (STA) and Surrey Schools (SD36). BCTF Inquiry Facilitators Henry Lee and Catherine Quanstrom provided their expertise in guiding the team in monthly ½ day sessions.

In addition to release time for inquiry sessions, the group used grant funds to observe classes at Meadowbrook Elementary School, the Reggio inspired elementary school.  Classroom teachers, Harpreet Esmail and Shannon Bain, hosted the team’s visit to observe student-led inquiry and pedagogical documentation, generously debriefing their learning.  As well, the team attended four evening dinner sessions focused on pedagogical documentation which were facilitated by Bev Superle, Director of Vancouver Reggio Consortium Society and hosted by SD40.

The team connected regularly through release-time, self-directed Pro-D, Twitter (#sd36reggio) and Facebook as they explored numerous digital and non-digital ways of documenting learning. Their celebratory slideshow below provides a brief summary into their learning.

Simultaneously, many of these same educators, with the addition of Sandra Ball, (Inner City Early Learning Helping Teacher), Sarah Schnare, Carrie Donahue, Julia Thompson from Surrey and teacher teams from four other districts (Richmond, Delta and Burnaby) were engaged in a Cross-District Reggio-Inspired Mathematics Project. Based on the BC Association of Mathematics grant proposal submitted by Richmond teacher consultant, Janice Novakowski, the participating districts asked the question, “Beyond problem-solving which is inherently inquiry-based, are there other practices that nurture mathematical inquiry?” In total, twenty teachers were involved in this pilot.

Janice Novakowski articulates,”Reggio-inspired practices, drawing upon the pedagogy of the early learning schools in Reggio Emilio, Italy, are becoming an area of professional interest to teachers in BC. Many teachers are weaving Reggio-inspired practices into their early primary programs having students share their learning through their “hundred languages” and bring in natural materials, authentic experiences and a focus on the child as being capable.”

The BCAMT pilot focused the teachers’ inquiries around several key questions: “How might Reggio-inspired practices be used in the area of mathematics? What does mathematical inquiry look and feel like in early primary classrooms? How can we ‘make learning visible’ for our youngest students?”

image1How did this transformation of the teaching experience look in the classroom? Janice Novakowski provides specific ways to create the conditions to focus the learning through an inquiry lens: “For example, the teacher may pose the question ‘What is a pattern?’ or ‘How many different ways can yo represent 7?’ and lay out a variety of materials for students to choose from and investigate as they think about the inquiry question. Wondering, observing, thinking, representing, sharing and reflecting are all practices embedded in an inquiry approach and are foundational to Reggio-inspired practices.”

This group also intentionally set  out to foster the creation of an active reggio-inspired professional learning community through “encouraging an online presence and sharing experiences through twitter and blogs.” Share, share, share. Whether it was through workshops, release days of active face-to-face learning, teachers were engaged in deep learning around their own professional practice and widening the circle to include others across the province.  Just as they explored how children could document their learning, these teachers were equally committed to documenting and making their own learning visible for others.

Both of these professional inquiry groups used Reggio Emilio practices as a foundation from which to explore, build and renew their learning journey as teachers. As these educators were encouraged to create joy and wonder in their own students’ learning, they found unanticipated joy and wonder in their own learning as well.

Author’s Note: Special thanks to Teacher Consultants Sandra Ball and Janice Novakowski and Reading Advocate Courtney Jones for their contributions to this article.

Celebrate the Tribe

 

Tribe Seth Godin Quote 2Me: I have a crazy idea. You would be perfect. Would you consider doing something to honour #sd36learn teachers and their innovation as a community? If I needed you, would you consider doing an Ignite?

Dean: Yes and yes.

Me: The idea is that your Ignite would thank all the teachers in the district for being innovative and recognize the #sd36learn COMMUNITY.
Think about it…..
You are all about joy.
It is a fit for you.
This is our last night of the series so I wanted it to be celebratory. You could honour people. I tried to organize a flash mob and video but have run out of time. I wanted: youtube.com/watch?v=mytLRy…

Dean: I’ll figure something out.

Me: Not a mention of district staff. Just about celebrating the wonderful work. About learning. About sharing. About joy.

Dean: Whatever you need…

Me: Hope you are good. Looking forward to connecting tomorrow. I hope I haven’t made you feel pressured.

Dean: Nope. I like a good challenge. Hope you’ll like it. Nothing fancy but celebrates your tribe.

Me: Perfect. I like that: Celebrates your tribe. That is exactly what it is….

Honoured to have you in the room to do it. Can’t think of a better person. You know, understand and build community (tribe).

Thanks to Dean for sharing the joy of the #sd36learn tribe!

And that wasn’t all. We continued to celebrate as teachers and students shared the joy of the learning journey.

See Lisa Domeier de Suarez, known affectionately as @librarymall, share her joy of the “Maker Space.”

In case you don’t know, it was Lisa, with her colleagues, that gave birth to the #sd36learn hashtag four years ago after being inspired at ISTE. You can see the Birth of a Hashtag slideshare here (pretty great slides!):

Our district is forging ahead with changing structures, places, tools and ways of learning, all by intentional design. The educators in our very own backyard who are experimenting and putting it into action are our inspiration. Jennifer Jenkins, Sarah Amyotte, Dolkar McBride, and Edward Ewacha, a teaching team from Earl Marriott Secondary School shared their Ignite: StEMs- Interdisciplinary Teaching and Learning. Seeing our own educators in the unfinished journey of innovation, and the willingness to share it with their colleagues, is what others find inspiring. So glad they came to the evening to share!

Arjin and Taziya, grade 6 students from Pacific Heights Elementary shared how Students Taking Charge of Their Learning has changed “school” for them. Special thanks go to first-year teacher Danielle Peters for creating the conditions for these learners to flourish. Their confidence, enthusiasm, passion and ownership of their learning is really quite amazing.

Our keynote speaker, Lance Rougeaux, challenged our thinking with his presentation: STEMulating Minds Want to Know and Do. He helped us redefine our thinking about STEM and what it means now in 2015.

 We had a wonderful evening with the #sd36learn tribe, both those inside and outside our organization. Thank you to all for learning with us and sharing the journey together. Seth Godin captures it best in the title of his book: Tribes: We need you to lead us.

 

Author’s Note: Special thanks to all our Igniters! Thanks to Dean Shareski for letting me share excerpts from our Direct Messages over Twitter.

A Parting Gift: An Outsider’s Perspective

Guest Post: Special thanks to Sarah Garr (@garr_s) for being my assistant in organizing our Ignites for the Engaging the Digital Learner Series. She innocently offered her assistance last fall and I immediately put her to work! It is with appreciation for her service to all of us in #sd36learn that I asked her to write a post on what she has learned from her journey in our district. Her parting gift, this post, is the outsider’s perspective.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

IMG_5313I tend to write from the heart. And for that reason, I must admit this is a somewhat challenging post for me to write. Because for the past 17 years, my heart has ben with the Surrey School District, and at the end of June, I will be leaving it. I am pleased to share that I have accepted a Vice-Principal position with the Richmond School District (SD #38). I am simultaneously thrilled to be able to take on this new challenge, and a little saddened to leave behind the district that has made this incredible opportunity possible.

Over the past 17 years, I’ve been able to plan and participate in numerous school, district and provincial initiatives, which have resulted in transformative personal and professional growth, and as such, has allowed me to better support the diverse and complex needs of my students. I have been fortunate to belong to a unique community of educators who inspire, support, challenge and celebrate not only their students’ learning, but that of their colleagues. I’ve always known that the #sd36learn community is extremely special. But ironically, it’s only as I’ve been able to share some of my most formative learning and leadership experiences with individuals from other districts, that I’ve been gifted with a fresh perspective of what it means to be an educator in this district. Through this process of sharing, I have been gifted with an “outsider’s” perspective.

As educators, we understand that one of the most effective methods to allow our students to fully integrate a new concept is by providing them with an opportunity to share that learning with others. When students are able to reflect, synthesize and then share, they often come to a new level of understanding. In the same way, as I made my way through the application and interview process with other districts, I was able to come to a new level of understanding by reflecting, synthesizing and sharing some of my most transformative experiences as a teacher leader in the Surrey School District.

#dreambigOver the past several years, I’ve been able to speak at conferences where the audience was comprised of individuals from a variety of school districts. However, I was still somewhat unaccustomed to speaking with groups who were largely unfamiliar with Surrey programs and initiatives. I was used to “preaching to the converted”, so to speak. As such, I was able to give a slightly abbreviated overview of various initiatives, such as my participation in the iTunes U course development partnership with Apple Canada, my involvement with the “Engaging the Digital Learner” series, and the creation of a Learning Partners program, and it’s associated “Teacher Drop In” and online Collaboration Calendar, to list but a few. But by moving beyond district boundaries and meeting with individuals who were less familiar with the Surrey School District, I was challenged to more clearly and carefully articulate the multi-faceted intricacies of these projects. And just as we look for that flash of understanding in our students’ eyes, I learned to judge my success by the nods and smiles of understanding of my interviewers. Even more profoundly, as I moved through this process, I began to “see” the Surrey School District from a fresh perspective, an “outsider’s” perspective. At the same time, it was incredibly invigorating to gain a deeper understanding of the great, innovative work that is also occurring in other districts.

And so as I make my way through my last few months in Surrey, I am grateful to Elisa Carlson for allowing me this opportunity to reflect on and share the enormous personal and professional learning and growth that I have
experienced as a member of this inspiring and supportive community. I am by no means suggesting that it is necessary to leave one’s district to fully understand and appreciate its unique character. But from time to time, I would argue that it is indeed necessary to broaden the scope of our conversations, to seek out new audiences, different perspectives and fresh insights, to view the “familiar” through an “outsider’s” lens.

Wheels Turning 3I look forward with great excitement to being able to continue to learn and grow, in a leadership role with the Richmond School District. But I also hope to maintain my strong ties to the #sd36learn community.

To those who saw my potential before I could see it in myself, to those who inspired, supported and celebrated each new step, my heartfelt thanks and gratitude.

All Canadian Surrey Schools: The Apple of Apple’s i

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The prestigious award for Apple Distinguished Program is finally coming to Canada and has landed in Surrey. The Social Studies iPad E-text Project is an exciting innovation and an important part of a larger radical social movement happening in Surrey (#sd36learns). The teacher-led grassroots initiative is the forerunner program through which this recognition was achieved. The Social Studies 11 course provided the impetus for both students and teachers to “jump-start” learning through technology. Specifically, the course prepares students for their lives as Canadian citizens and their roles and responsibilities as members of the international community. It seems more than appropriate that the first district award for the Apple Distinguished Program in Canada is awarded to an initiative that encounters the Canadian experience. An honor indeed!

The Leap

The Social Studies iPad and E-text Project was a bold step. A key aspect of the initiative was that it was grassroots, driven and led by Social Studies teachers and department heads. The teacher-led innovation placed the iPad and the E-text technology tools directly into the hands of the students and teachers. Students were given the iPad, in part, to create digital content to showcase their learning.  This initiative is unique in that it provides digital tools and digital resources to students to meet the needs of the newly emerging curriculum in BC (BC Ministry documents).

Educators felt that the opportunity to incorporate technology with the curriculum would greatly enhance collaborative inquiry, student engagement and also help move instruction closer to the practices of personalized learning.    

Teachers and their students took a leap. They acted with courage capturing an opportunity to change traditional ways of learning in the Social Studies classroom. The learning curve was steep and the journey was not always easy.

ADP Award-compressed7

The Pull

Steeped in Surrey tradition, helping teachers (teacher leaders) navigate not only the classroom but also the middle space bringing administrators, teachers and students together transforming education. An integral part of the project was providing support to all participating schools by a team of district helping teachers. This team as part of the Surrey Schools’ Education Services hosted boot camps for all teachers using the iPad. Through cutting edge practice they “pulled” the schoolhouse beyond traditional literacies toward closer examination of personalized learning, improving student/teacher learning and enhancing student/teacher engagement.

Surrey’s deliberate, multifaceted approach to staff development and the provision of innovative technologies has fostered networks of educators committed to purposefully exploring new ways to improve student learning and extending their professional repertoires. Teachers, students, administrators, and staff mobilize their school communities aligning effective use of technology for learning with the shared vision of transforming education. The intense investment “pulls” the community of learners together and fans the fire of innovation.

The Champion

Who are the champions? “It is all of those people that are out there trying things out, they’re on twitter, the ones who are excited about learning, period. They are always wondering and doing something different.”
Karen Steffensen, Assistant Superintendent

ADP Award-compressed1JB Mahli, Social Studies Helping Teacher, championed the project. Through his thoughtful and credible leadership he piloted the project in his own Social Studies 11 classroom. As Social Studies Helping Teacher he modelled innovative practice and advocated for new approaches. His actions invigorated all those involved creating an environment where everyone could voice ideas and benefit from collective wisdom. From start to finish JB was an inspired steward for the project. One teacher said, “While I do believe that my teaching practice has changed because of the introduction of the iPad having a helping teacher who has also been talking about using problem and inquiry-based instruction, as well as critical thinking and historical thinking, is important as well.”

The Impact

Partway through the project important questions were posed. Was this project making a difference to student learning, student engagement and was it moving pedagogy closer to personalized learning practices? Was it meeting school district priorities? Has there been an impact?

The online survey gathered information of teacher’s and student’s perceptions specific to utilization of the iPad and E-text focusing in three key areas: student learning, student engagement, and the shift in instructional practices toward personalized learning. In addition, open-ended questions were asked about strengths, weaknesses of the program as well as suggestions for improvement. At this stage of the project it was important to provide some data around the impact of the project for moving practice forward.

Results indicated there were positive changes in the way that both students and teachers experienced Social Studies 11.  All teachers described changes in their pedagogy, which they felt, were directly related to the impact of Social Studies iPad & E-text project.

Significant Shifts in Instructional Practices

  • Shift in pedagogy away from content coverage to teachers being facilitators of learning and advocates of student created content.
  • Teachers shifted away from a task-oriented classroom to a learning and experiential orientated classroom.
  • Teachers centered their instructional practices on meeting the needs of students by using iPad, Apple TV and other tools to engage students.
  • Students felt encouraged by their teachers to demonstrate their learning in a way that meets students’ needs and choice.
  • More instructional time was dedicated to student interacting and sharing with one another using the iPad.
  • Teachers took the lead in instructional design and have created iTunesU courses to increase the amount of Canadian content available and to provide a platform to learn by inquiry in an interactive way.
  • Most profound change among teachers was the shift from simply covering information in the classroom to creating, curating and sharing content.


iTunes U SS 11

Radical? Contagious?

Word spread. In hindsight it seems that the initiative was like a contagion. More and more teachers and administrators wanted to “act” on the opportunity. In this case the project used learning with technology as a lever with the overriding vision to transform education. It is the growth in numbers of participants, the depth of learning and the changed behaviour of participants that signal a radical movement.

Surrey School District transforms education by creating a radical social movement of educators committed to altering their practice in order to deepen student learning. This uses a form of leadership that focuses on exponential rather than incremental change by creating networks of field-based educators committed to sharing their practice and spreading the change to others. It is about distributed leadership so that it is not the central person at the board office that owns or dictates the vision of transforming learning but the professionals in the field who own it. This vision for the iPad E-text project proved to be realistic and achievable.

All along the way the project exemplified qualities and characteristics that closely align with Apple Distinguished Program best practices. Leaders have been strategic in ensuring all stakeholders have a voice in the direction of the project and have had an opportunity to learn, play and share their successes and challenges. The project has been robust and resilient evolving to meet the needs of diverse learners. In the words of Apple “the project demonstrated an innovative and compelling learning environment that engaged students and provided tangible evidence of academic accomplishment.”

The Social Studies iPad E-text project is the recipient of the Apple Distinguished Program award and is in reality, a Canadian first.

 

Final from Willi - Distinguished_Program_Blk_1ln_sm

 

Apple Distinguished Program

Recognized by Apple as a distinguished program for innovation, leadership, and educational excellence.

Note from Elisa Carlson:
Guest post is by Dr. Donna VanSant (@vansantd) of Healthy Ventures, some edits are mine. Thank you to former Social Studies Helping Teacher JB Mahli (currently Vice-Principal at Semiahmoo Secondary School) for leading this project. Thanks to Information & Media Literacy Helping Teachers, Kevin Amboe, Orwell Kowalyshyn and Lisa Domeier for providing inspiration and support along the way. Our appreciation goes to the Social Studies Department Heads and Social Studies teachers in the district for diving into the project. Surrey truly has amazing teachers! Thanks to the unseen but essential support of Gloria Morton (Manager, Learning Resources) and Dan Turner (Director, Information Management Systems) who managed all the technical pieces so the magic could happen.

Guiding Principles: What do we believe?

What do we believe? We have some guiding principles that have anchored our digital learning journey as a district. Our vision has grown and is best represented through our Digital Learning Principles. Below is a short form of the “baker’s dozen,” a series of  belief statements that guide our work. These principles, outlined in the district strategic technology plan, grew over time. The principles are grounded in research about good teaching and learning.

1. Begin with a learning plan
We abolished the district’s traditional hardware replacement strategy and replaced it with a learning-centered strategy. Schools have to provide a forward-thinking, smart learning plan through an application process to ensure schools have the commitment and readiness to move learning and teaching forward in their schools. No grounded plan means no hardware.

2. The learning plan anchored in twenty-first century pedagogy
Key priorities for learning are identified at the outset: authentic learning tasks, descriptive feedback, inquiry learning, differentiated instruction, critical thinking skills, virtual and face-to-face collaboration, student voice and choice, and technology as a tool. The impact on transforming pedagogy? “It has totally revolutionized how I teach. I am not at the centre. The kids are at the centre,” explains Anne-Marie Middleton, Grade 7 Teacher at Hillcrest Elementary.

3. Action grounded in collaborative inquiry
Each application is team-focused and anchored in a job-embedded model of collaborative inquiry. Teams of teachers are engaged in studying meaningful questions about student learning and their own practice. Teachers own their own learning.

4. Evidence of student learning required
The district expects schools to share their organizational and individual learning and that of their students. Participants are required to report out using a flexible template to tell their story of learning.  These digital stories provide the inspiration, advice and resources for other schools also embarking on a digital learning journey.

5. Learning focus for all
While students are at the centre of our raison d’etre, we recognize that in organizations everyone is a learner and that we are all co-learners together: students, teachers, support staff, and administrators can equally share in the learning journey.

6. Empower teacher exploration months before student deployment
Teachers need time to experiment and play. Teachers need time to learn. We provide both devices and opportunity for staff development. Foundational idea: “Professional development is the hallmark of every successful technology implementation,” outlined in  the report commissioned by the National Coalition for Technology in Education & Training.

 7. Teacher-led, teacher-driven and centralized to the school house
The district is not dictating the direction. Schools, and teachers, decide their learning needs based on their school context. The result and our experience, we have gone from push to pull.  As educator Fraser Speirs declares: “I am no longer pushing technology at teachers. They are demanding this technology in their classrooms.”

8. Linking staff development opportunities across the system
Many educators are involved in two-year inquiry projects which include release time as well as a commitment to on-going learning with colleagues at their schools. Educators also have the opportunity to attend an inspiring dinner series with thought leaders in the field of educational technology, as well as after school workshops on topics as diverse as digital storytelling and moviemaking. In all cases, we focus on the learning, and not the tool.

9. Transformative practice shared and promoted via social media
We created our own hashtag: #sd36learn. We promote it and encourage the educators to keep the focus on learning, best practice, sharing resources and building connections. We acknowledge the words of Daniel Pink on the power of social media: “…the deepest, most enduring impact of social media might be on learning.”

10. Intentionally encouraging a radical social movement
Our goal is transforming education. Our diffusion strategy is creating networks of educators committed to creating the best learning conditions for students. As educators take risks, explore, experiment and play with their practice, we want to support their efforts. Creating a tipping point is key: “If you want to bring a fundamental change in people’s belief and behavior… you need to create a community around them, where those new beliefs can be practiced and expressed and nurtured,”  underscores Malcolm Gladwell.

11. Multiple projects/people supporting the same ideals all across district
We intentionally create a culture of innovation in practice by seeding pockets of innovation all across the district. Whether it is an Innovative Learning Designs project, a Learning Commons transformation, Making Thinking Visible, Out of Their Heads or a SS11 e-text initiative, they are all opportunities to focus teachers on shifting pedagogy to better embrace the ideals of curriculum transformation.

12. Mobile learning + the new electricity
Based on the key trends identified in The Horizons Report, we made a decision to focus on mobile devices. That decision meant that providing a quality wireless solution together with upgrading Internet links were top priorities for all our schools. We want to create opportunities for students to learn on any device, anytime, anywhere.

13. Education requirements leading technological shifts
Whatever technological changes are taking place around the world, we know the needs of learning should set direction for how technology is provided. All technology decisions are to be made in service of the needs of learners and educators.

Thanks to the many educators in our Innovative Learning Designs projects that contributed to our learning. Thanks as well to the members of the three focus groups that responded to our questions as we explored ideas such as: what works well, what needs improvement, where to next? Your insights enable us to move forward on the continuous improvement journey. The guiding principles themselves were developed and refined by a team: Helping Teachers Orwell Kowalyshyn (@kowalyshyn), Kevin Amboe (@amboe_k), Lisa Domeier (@librarymall), IT Director Dan Turner (@dj_turner) and myself.

Social Studies 11—Exploring Learning Through Technology

How do we know if what we are doing is making a difference? When we invest time, money and resources in projects, what are we hoping for as an outcome? How will we know if we have achieved it? We must never stop asking key questions: Have we chosen the right priorities? Is what we are doing working? If it isn’t working, are we prepared to acknowledge that fact and adjust our plans accordingly? How do we learn as an organization if we do not take the time to reflect on our work?

A year ago we launched a Social Studies 11 e-text project (you can read about it here). As JB Mahli, SS Helping Teacher (@JB_Mahli), explains it, “A key aspect of the pilot is the fact it is a grassroots initiative, driven and led by Social Studies teachers and department heads.” The purpose of the project was two fold: to explore putting our feet in the digital e-text waters and to see how the use of technology might provide an opportunity to reconsider “traditional” teaching practices. We did not just drop e-texts and iPads into classrooms. The teachers were also supported with key staff development opportunities, from bootcamp on the one hand, to exploring ideas around historical thinking and inquiry-based learning, on the other hand.  The teachers also looked at assessment practices and how to differentiate instruction or personalize learning. As we had rolled out a small pilot in phase 1, and added additional schools in phase 2, the timing was good to collect some feedback from teachers and students before we moved into Phase 3.

What did we want to know? Three things formed the crux of our query: Were students more engaged in their learning? Was student achievement increasing? Were we creating opportunities for students to personalize their learning? We set up a simple on-line survey and sent it out to the Department Heads. We wanted to know what was working well and what needed to be reconsidered before moving forward.

Our results (see here) provided us with a window into the experience from the teacher’s perspective.  Questions ranged from asking about student ownership and control, student ability to remix content and express historical ideas, to the student’s ability to represent their own thinking through their own lens.


Overall, teachers were candid in their responses. There was definitely a strong theme about the impact on student interest. One teacher wrote,

Engagement, engagement, engagement. Students were far more engaged in class content with the use of the iPad. This engagement provided more energy in the room and that allowed a more positive attitude toward all areas of the class. The iPad leads to more student centered activity, more trust, higher order thinking activities and more ownership over their learning.

Another teacher tempered his response with, “I am not sure if the level of thinking is improving…just the resources to investigate essential questions and inquiry projects is greater” to “Yes, I believe it has improved [student learning]. Students have shown their understanding by creating iMovies and other videos where they are the creators and ‘narrators’ of their story. The evidence of improved student learning is the portfolio of student created work.” Not all comments were glowing, one teacher felt the impact on student learning was “inconclusive at this time” and another indicated, “I would need more time to adequately determine this.” We need to be mindful that some of this technology is new to teachers as well and the learning curve can be steep. Time to learn together was identified as important.

The use of technology was strategically embedded in learning about effective instructional practices. We were clear that an iPad in the hands of a student was not the solution to a better classroom. The focus was on teaching and learning; it is the teacher that makes the difference. One teacher summarized this succinctly:

While I do believe that my teaching practice has changed because of the introduction of the ipad, having a helping teacher who has also been talking about using problem and inquiry-based instruction, as well as critical thinking and historical thinking is important as well. The iPad and a helping teacher has been essential if the district socials department is going to have any change in pedagogy away from content coverage.

The challenge of moving from content coverage to uncovering the content was seen as an important shift.

We repeated the survey (with a few student-friendly adjustments) with a small sample of students that were participating in the program from across the participating schools. The full results can be found in the prezi here.

An executive summary of both surveys is also available here. This, too, is fascinating and captures the key ideas that emerged.

Perhaps, for me, the most fascinating theme that emerged was that “All teachers described changes in their pedagogy which they felt were directly related to the impact of the Social studies iPad and E-text pilot.” At the end of the day, it is about teaching and learning. We provided support and learning for teachers to reflect together on their practice and create richer opportunities for student learning—perhaps we accomplished our goal after all.

Thank you to JB Mahli (Social Studies Helping Teacher, @JB_Mahli) and Dr. Donna VanSant (@vansantd) for their work in designing the survey instrument. Thank you to the many Social Studies teachers and students that were willing to complete the survey and be candid about their experiences. The project was supported with rich professional development opportunities (including workshops with @shareski, @neilstephenson, @JB_Mahli and @Iain_Fisher that focused on themes around Inquiry-Based Learning, Historical Thinking, Critical Thinking, Assessment and Differentiated Instruction). The E-text in question was the Pearson Counterpoints 2nd Edition.