2017 - 2018 School Year
During the 2017-2018 school year members of our Coyote Council and Administration scanned approximately 20% of the school population (gr. 7 through gr. 12) using the following questions:
- How do you define learning/what does learning look like to you?
- What are you learning and why is it important?
- Why is what you are learning important?
- How does what you are learning connect to your life (future, etc)?
- How is your learning going?
- Have you been shown what good work looks like? Tell me more…
- Do you get regular feedback that helps you? Tell me more…
- Do you know what your strengths are? What do you need to improve on?
- Can you name two adults in this building who believe you will be a success in life?
- What do they do that makes you think this?
- Do you feel valued for your strengths? Tell me more…
- Do they seek to know your interests, passions, talents, curiosities, etc? Tell me more…
As a school team, we spent time examining, patterning, and synthesizing the data that was collected. From the data, the following three themes emerged:
- Greater than 90% of students believed that there are two or more adults in the building who believed that they would be a success
- Students struggled in articulating their strengths and weaknesses as learners and perceived that they were not receiving feedback
- Students shared that they wanted learning experiences that were useful and relevant for their futures
FOCUS & HUNCH
From these themes, members of our Coyote Council determined that they wanted to further explore the data that was emerging around feedback and this became the focus and the following theory of action was created.
If we learn more about feedback and we provide students with feedback that is specific to their learning goals , and if we educate students about the feedback process, then students will use it to move their learning forward.
Members of our Coyote Council determined that they would like to scan the students again, but around specific questions related to feedback. The following three questions were used to collect further data:
- What is feedback?
- How do you get feedback?
- Tell me about a time you got feedback that helped you move your learning forward?
As a team we have been engaging in professional learning through reading, interactive sessions, and collaborative professional learning days. We are committed to continue to develop a common understanding of what effetive feedback is and the interconnection between instruction and assessment. As we move forward into the 2018-2019 school year, we will be going back to the foundational research that was done by the Organization for Economic Cooperation and Development (OECD), and grounding our working the 7 Principles of Learning.
Across the staff, teams of teachers are working collaboratively to design new learning for their students around BC's redesigned curriculu, keeping in mind the 7 Principles of Learning. There has been a focus to shift the instructional design from subject specific content focused tasks to cross curricular competency focused tasks with students' voice, passion and strengths at the centre. With this change in design, the shift in feedback and assessment is imparative. It is these changes that are providing authentic opportunities to build a deeper understanding around quality assessment and feedback. As we continue this journey, the staff will further explore how we are communicating student learning and placing students at the centre of their learning.
ARTIFACTS OF LEARNING
Senior Science - Rats in Space
Innovative Learning Environment