October 4, 2018

How do our environments affect competency development?

I just got back from a rapid-fire three days at the annual #recitqc gathering. It is called the Formation conjointe et collaborative, which roughly translates to joint, collaborative training. Each year, it is three days where about 150 consultants in the recit network come from across Quebec to learn together. We organize workshops for and with each other and I love the conversations I get to have with my colleagues from all across the province about how we support teachers in their work.

I also love the flexibility of the event. There are tons of workshops and social events scheduled, yet when I need a mental break, there are also many quiet spots scattered around the event venue where I can go to take a break or work quietly alone or with some colleagues.

It’s within this flexible structure that I can really feed and develop my own competencies as a consultant.

This year I had the opportunity to experience the FCC with a new colleague. We worked together with two others to create a flexible workshop that invited participants to think and talk beyond the new equipment that is coming into our centres under the rubric of the Digital Action Plan for Education in Quebec. It is easy to get caught up in the new, shiny tools so we invited participants to ask each other – what else is this digital action plan allowing us to do? How is teaching changing? How is learning changing?

Of special interest to me is how our teaching and learning environments – our classrooms – are set up to support competency development in our students (and ourselves!). We decided to include a standing table in our session and it helped to provide a welcome break from sitting as well as to redistribute the noise from multiple conversations across the space.

As I wrote earlier, I was able to benefit from the flexible learning environment at the FCC. Being able to find quiet spaces to think at different times helped me from getting overwhelmed by the activity and noise of many people learning together. Having a conversation station at the standing table in our session also allowed us to have a conversation above the noise of the other conversations in the room, which made communication so much easier.

How can we create similar conditions in our classrooms? I ask that question in this video (French & English versions) (Merci, Marie-Ève, pour la super traduction!)

If you are interested in pursuing these lines of questioning, all of what we did, including these videos as well as feedback from participants, will always be available at this website.

February 23, 2018

Learning situations

Here we are, a few short months away from mandatory implementation of many of our new secondary 3 – 5 courses in Quebec Adult Education and I still find myself asking questions about learning situations. What about you?

My latest line of questioning had to do with the distinction between a learning situation (LS) and a learning and evaluation situation (LES).

Sonya Fiocco confirmed that the LES included some more formal evaluation components (for formative evaluation purposes, remember, our courses have 100% exams) where the teacher would want to track student progress compared to the end of course outcomes and provide them some tools for assessment, like ‘I can‘ statements or rubrics or criterion-referenced checklists.

Essentially, the LS and the LES are the same in terms of the content of learning. The E in the LES has to do with evaluation tools that are integrated into the learning context. And that these evaluation tools would be similar to those used for final evaluation purposes.

This is where my questioning became evident for me. As a teacher, I am always doing formative assessment. I can’t imagine putting my students in learning situations without assessment tools built in throughout the situation.

What about you? How are you implementing learning situations in your centres and classrooms? Is formative assessment always a part of your process? How (and when) do you know where students are in relation to the end of course outcomes?

Coincidentally, this morning I stumbled upon some old DevPro videos about learning situations from back when they were first being introduced to adult education with our Common Core Basic Education (CCBE) programs a number of years ago.

Here they are – you may recognize some of the speakers! (If you are reading this in your email inbox, please visit the blog post via the link at the bottom of the email to see the videos. Thanks!)
The 3 Rs of a learning situation

The anatomy of a learning situation

The learning situation pretenders.

What is an LES? Avi’s take.

What is an LES? Marc-André’s take.

The LES: one way to stimulate learning