How to grow success ?  From principles to implementation   (Janet)

Observations in Hong Kong

s   Not many HK schools focus much attention on fostering independent learning among students.  Yet, learner independence is part of the essence of the local education reform.

Inquiry points derived

s   What are the measures in fostering independent learning in the overseas experience?

s   How is assessment as learning promoted?  What measures are in place to nurture reflective learners?

s   How are higher-order thinking skills emphasized in the teaching process?  How are the basic expectations on thinking skills realized?  How are they measured / reported?

Learning points

System level

s   Introduction of the document “Growing success”

p.1  Growing Success, Ministry of Education of Ontario

p.7  Growing Success, Ministry of Education of Ontario

s   Policy in Growing Success : 6 Learning skills and work habits

p.10  Growing Success, Ministry of Education of Ontario

p.11  Growing Success, Ministry of Education of Ontario

s   When students’ learning progress is reported in report cards in Ontario, requirements are set for all schools to follow suit:

p.50  Growing Success, Ministry of Education of Ontario

s   Sample of student report card with the assessment of progress in learning skills and work habits reported with next steps identified for students’ reference provided below:

s   Performance standards – the achievement chart

p.16, Growing Success, Ministry of Education of Ontario

s   Thinking, i.e. the use of critical and creative thinking skills and/or processes, is made one of the four key categories in the achievement chart for

n   The Art, Grades 1-8

n   Science and Technology, Grades 1-8

n   English, Grades 9-12

Extract of the achievement chart for English, Grades 9-12

Source : Growing Success, Ministry of Education of Ontario

School practices

s   Samples of behavior that demonstrate possession of the learning skills and work habits are provided in the document, Growing Success.  When implementing the big ideas, schools translated the abstract ideas into more concrete and observable behavioural indicators based on their school-based context.  The indicators are then posted in the learning environment to reinforce desirable learning behaviours.

Samples of behavioural indicators of the learning skills and work habits in a classroom at Orchard Park Primary School

Samples of behavioural indicators of the learning skills and work habits in a classroom
at Chris Hadfield Primary School

 

Samples of behavioural indicators of the learning skills and work habits in a classroom
at Lester B. Pearson High School

s   At Chris Hadfield Primary School, it was observed that learners at primary 2 level were able to do critical analysis of peers’ writing and give feedback with reference to teachers’ prior input of what made descriptive feedback.

Teacher’s input of what descriptive feedback means    

Teacher’s modeling of how descriptive feedback can be given

Student attempted to give descriptive feedback to peers

s   At Lester B. Pearson High School, students are taught explicitly the Question Generator which guides them to develop 36 types of critical and creative thinking.  The Question Generator is also posted in the classroom to reinforce student learning.

Question Generator displayed in a classroom in a secondary school

 

s   It is also noticed that thinking skills are given much attention in the secondary school curriculum, which prepares students not only for college, but also for careers.

Ontario Skills Passport Essential Skills for the Workforce

Source : Lester B. Pearson High School