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Created with Fabric.js 1.4.5 Eastwood Public School 2014-15 DISORGANIZED THINKING SOCIAL WITHDRAWAL Our 4 Guiding Assumptions School Improvement Plan for Student Achievement and Well Being EQAO results over time illustrates an implementationdip followed by steady increases in performance inGrade 3 and 6 over 5 years. Percentage of writers achieving level 3 or 4 on the Provincial Standards based assessment. Indicators of Eastwood School Effectiveness Whole Group Inquiry andIndependent Small Group Instructional PracticesFacilitate Learning FACTS Last Year our writing focus shone on Math and Science Reading Writing 0 10 20 30 40 50 60 70 80 90 100 2010 2011 2012 2013 2014 Mathematics Eastwood Educators believe that learning is a permanent change in behaviourand thinking. We assume that these 4 conditions must be present for true and meaningful learning. Why Metacognition? Individual 4 Inquiries as Learning Mechanisms. Mindsets in the Classroomby Mary Cay Ricci Calm, Assertive and Learning by Stuart Shanker Number Talks by Sherry Parrish Mentor TextsProvoke Learning 3 Teaching and learningin the 21st Century iscollaborative,innovative and creative within aglobal context. Instruction and assessmentare differentiated in responseto student strengths,needs and priorlearning. Curriculum, Teaching and Learning4.3 Curriculum, Teachingand Learning4.5 Curriculum, Teachingand Learning4.4 Learning is deepenedthrough authentic, relevant and meaningful student inquiry. 83% Average number ofpupils hitting benchmark in 2014! We believe that the first step in owning learning is cultivating our innate awareness ofourselves as learners. Engaging metacognition, cognitive strategies and using cognitive promptsbuild this sense. In order to move from awareness to reflective practice (assessment as) our learners must identify as true learners. Our Mindsets and our students' Mindsets are essentialto the amount that we can challenge ourselves as learners. 6 Wiggin's and McTighe's work frames our understandings:Explaination, Interpretation, Application, Perspective, Empathy, Self Knowledge If we use comprehension strategies and metacognitive prompts to access student understanding then students will be reasonable and efficient in planning and solving math problems. If we integrate dance into our science unitslearning then students will gain deeperunderstanding of the content and orallycommunicate with considerableunderstanding. The Professional Learning Cycle If we incorporate the inquiry process into ourcontent areas (history, geography, science)then students will gain deeper levels ofunderstanding, own learning and developproblem solving/research skills. 5 If educators support students and empowerstudents to self-regulate through the use ofmetacognitive strategies then they willidentify themselves as learners (readers,writers, mathematicians). If we explicitly teach learning skills and work habitsand incorporate Tribes, then students willcollaborate and self-regulate to increaseachievement. As We Learn together ourAction-Reflection Cyclealigns with our LearningNeeds. Collaboration throughdialogue, about learning, improves StudentAcheivement. Our Efficacy Improves as weare challenged throughlearning.. Risk and Mistakes areEssential to Learning atEastwood. FLOW Facets of Understanding Marker students will give us check in evidence. School Based Learning Days will furnish our learning work. Created by James Cowper (@Cowpernicus), Principal, Eastwood School
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