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HELPING BUILD ACTIONABLE CITIZENS: DATA INFORMED PRACTICE CONTRIBUTIONS: AARON PARK- MANAGER- CALGARY STAMPEDE EDUCATIONAL PROGRAMMING DR. GORDON HIGGINS- PRINCIPAL- MAUREEN HURST SAMUEL DARGUIN- HAC EDUCATION IN HAITI
CONTEXT ● Competencies ● Conceptual Understanding- Head and Heart ■ Voice ○ Kindness and cognitive flexibility- Experiential and Interdisciplinary ■ Choice ● Transference – student agency, efficacy and action ● What matters to students or our youth? ■ Scale/Impact (I can make a ○ Meaning Making difference) ● Psycho-behavioral elements ■ Contribution (PBL/Design ■ Purpose Thinking) ■ Belonging ■ Celebrating ‘Success’ ○
CALGARY – COMMUNITY PROGRAMS (AARON PARK) ● Journey 2050- Feed the World By 2020 (Sustainable Development and Food Security) ● Pilot/Learning Sequence- Cases of local and global challenges and solutions ● Metrics- Qualitative and Quantitative (overlay/matrix) ● Impact- Not just a field trip ● Gamification - http://www.journey2050.com/home-edition/
HAITI- NON-PROFIT WORK ● Context- Historical ● Education = Empowerment ● Program Approach ● Data Matrix- Mixed Methods ● Grant- Institute of Social Change ○ Coordination with the University of Memphis ○ Tech Camp- June 2020 ■ Literacy- The language of technology ■ Gamification- scenarios to build citizenship (decision making) ■ Social Technologies Safety and Security (digital citizenship)
DATA MATRICES
INITIAL RESULTS (DATA OVERLAY) • Students felt a greater sense of agency related to impacting change • Personal fulfillment and efficacy were higher than before • Self esteem, self perception and a sense of belonging were affected by being a part of a cause or ‘community’. • Supported higher levels of personal reflection, the space and prompts to do so and a connection to authenticity of learning
SIDES TO THIS STORY-TESTIMONIALS ● Samuel Darguin - Country Director at the Haitian-American Caucus, his work in Haiti serves to support youth and adult workforce readiness while providing learning supports, practical certifications and community spaces. For Haitians- “education is the only path for the future; using technology and data to inform change is critical to success” ● Dr. Gordon Higgins School – Maureen Hurst- Principal Voice- For the last 3 years, this program has provided opportunities for students to understand the local and global context of sustainable agricultural practice and inform the classroom processes post pilot. For example, the students brainstormed how they could make their own indoor greenhouse using pop bottles and shelving...all student generated and purposeful. It is in these moments that the learning transference is readily apparent ● Teachers at Dr. Gordon Higgins School – Many students in the projects appreciated that their voices, concerns and opinions were solicited; it mattered, and they can contribute to change in their everyday lives. ● West Island College students- felt that they could make choices to contribute to change whether in their own home, community or in a broader context
PLACEMAT ACTIVITY ● In your placemat- ● Column A- What can you pull from these contexts into your own? ● Column B- What do you see as the complexities?
DATA MINING IN EDUCATION
SO WHAT? The power of Journaling: ● Teaching metacognition and using data checks Data Visualization- Word Cloud ● a window into one’s soul Words are powerful o o Chosen usually intentionally and with deep thought
MENTIMETER- CROWDSOURCING ACTIVITY ● Let’s ‘see’ what is your feedback: ○ Choose 3 words that resonate about the main ideas in this presentation ○ How can we cultivate sustainable citizenship in our students? ○ Where are you at in your own journey to support citizenship (system, classroom etc.)?
WHAT DOES THIS MEAN FOR SYSTEM LEADERS? ● What data do you have that can support measures of citizenship (qualitative and quantitative)? ○ How is this unpacked along with other competencies? ● Culture and Climate- Be the Change ● Celebrating Successes…..What does it all mean? ● Scripting Socially Acceptable Responses- Visible in Schools ● Awareness of Programming and Living the Disciplines (Interdisciplinary) ● Community Programming Opportunities ● Experiential Learning/Simulations ● Problem Based or Design Based Pedagogies- Guided Inquiry ● Hands on Learning- manipulatives, simulations, prototyping ● Visible Learning- Can both teachers and students answer..W;W;H ● What are we learning?; Why?; How will you show your learning? ● Why? ● How can we show our learning? ●
WHAT’S NEXT? HOW DO YOU KNOW YOU ARE DOING THIS? HOW DO YOU KNOW IT IS WORKING? Professional Learning: ■ Navigating the Noise (for you and your staff) ■ Citizens for Tomorrow ■ Celebrating Process and Product Learning ■ The power of Mini-Lessons ■ What is effective guided inquiry? ■ Can you pilot within your school? What system supports can you harness? ● What data have you gathered? Are you asking the right questions for yourself, students and staff?
PLACEMAT ACTIVITY ● In your placemat- ● Column C- What are your positive problems? ● Column D- Burning Ideas/Questions/Notes for Reflection
References ● Alberta Education. (2011). Framework for student learning: Competencies for engaged thinkers and ethical citizens with an entrepreneurial spirit. Edmonton, AB: author. Available from https://open.alberta.ca/publications/9780778596479 ● Bandura, A (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman and Company. ● Brown, P. B., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Cambridge, MA: Belknap Press of Harvard University Press. ● Duranti, A. (2007). Agency in Language. In A Companion to Linguistic Anthropology , A. Duranti (Ed.). https://doi.org/10.1002/9780470996522.ch20 ● Dweck, C. S. (2006). Mindset: The new psychology of success . New York, NY: Ballantine Books. ● Fullan, M. (2002). The change leader. Educational Leadership , 59 (8), 16-20. Retrieved from http://ezproxy.lib.ucalgary.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6675189&site=eho st-live ● Heich, T. (2014). 10 characteristics of a highly effective learning environment . Available from http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/ ● Jacobsen. M., Lock. J., & Friesen, S. (2013). Strategies for engagement: Knowledge building and intellectual engagement in participatory learning environments. Education Canada, 53 (1). Available online https://www.edcan.ca/articles/strategies-for-engagement/ ● Kools, M. & Stoll L. (2016). What makes a school a learning organisation? OECD Education Working Papers, No. 137 . Paris: OECD Publishing, Retrieved from http://dx.doi.org/10.1787/5jlwm62b3bvh-en
● McGuire, S. A. and McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation . Sterling, VA: Stylus Publishing. ● National Research Council (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: National Academies Press. ● Pietsch, M., & Tulowitzki, P. (2017). Disentangling school leadership and its ties to instructional practices – an empirical comparison of various leadership styles. School Effectiveness & School Improvement, 28(4), 629-649. doi:10.1080/09243453.2017.1363787 ● Robinson, V. (2011). Student-centred leadership . San Francisco, CA: John Wiley & Sons. ● Robinson, V., Lloyd, C., & Rowe, K. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44 (5), 635-674. Retrieved from https://journals-sagepub-com.ezproxy.lib.ucalgary.ca/doi/abs/10.1177/0013161X08321509. ● Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences (pp. 97-118). New York: Cambridge University Press. Retrieved from http://ikit.org/fulltext/2006_KBTheory.pdf
ANY QUESTIONS?
Superintendent & System Education Leader Practice Profiles https://cassalberta.ca/res ources/practice-profile/
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