Leadership for Deeper Learning Project

Meeting Agenda, Tuesday, Oct. 21

st

8am-10am

Objectives:
1. Formalize the groups current agreements (and disagreements) about the essential qualities of
constructivist and student-centered teaching
2. Draft an observation resource/tool that reflects these agreements, to be refined through use
3. Weigh in on the goals and logistics associated with the next month of our work together
Agenda:
1. Welcome and framing (8:00 8:10)
a. Revisiting the arc and goals of our work together: where are we now?
2. A snapshot of emerging practices at PHA (8:10-8:20)
a. Erin & Deb present on 4
th
grade vocabulary work; group responds
3. Formalizing our shared understandings (8:20-8:50)
a. Framing thoughts
b. Workshopping our provisional essence chart through annotation and discussion
c. Naming and noting where we are still unable to agree
***5 minute break***
4. Drafting an observation resource for rounds (8:55-9:35)
a. Frame: what this is, what this is not, and what this might become down the road
b. Brainstorm in groups & share out
c. Bucket our thoughts into categories
5. Discussing the logistics of instructional rounds (9:35-9:55)
a. Goals of the rounds process
b. Deciding how to proceed
i. Sarah presents her proposal
ii. Group discusses, then votes
iii. Sign-up / planning process
6. Closing: aspirations and apprehensions (9:55-10:00)
Provisional Vision Statement: 10/21/2014
Constructivist Teaching Both Student-Centered Teaching
At its essence, constructivist teaching is about treating
students as active sense-makers by focusing on the process
by which they develop new knowledge and
understandings.








The locus of the learning
is shifted to students.

The teacher has an active
role to play.




At its essence, student-centered teaching is about
engaging students actively in work that reflects their
interests and identities.

Teaching in a constructivist way necessarily means

Thinking of oneself as a guide or facilitator, rather
than as a dispenser of knowledge.

Structuring tasks in a way that encourages students to
construct key ideas/concepts themselves.

Surfacing and attending to students prior knowledge.

Continually asking students to articulate their thinking,
and to respond constructively to the thinking of others.

Embracing uncertainty, confusion, and messiness as
part of the learning process.

Helping students to notice changes in their thinking.


Teaching in a student-centered way necessarily means

Making sure that students are doing something
active with their brains and/or bodies, rather than
sitting passively.

Choosing content that reflects a deep
understanding of what students know, who
students are, and what students care about.


Teaching in a constructivist way might sometimes mean

Using inquiry structures rather than lectures.


Teaching in a student-centered way might sometimes
mean

Involving students in the process of deciding what
they learn.

Involving students in the process of deciding how
they will pursue a predetermined set of goals.