Arden Elementary PLCs

Click on the Inquiry Question links below to see the full survey response and learn what each PLC group is exploring.

2014-2015

arden

  1. How can we integrate differentiated approaches to teach communicative competencies to an inclusive and diverse school culture?
    Click here to view a Prezi this team created to explain their PLC
  2. How will implementing a Response to Intervention plan help all students achieve success?
  3. Does a child’s connection to their school affect their academic success?
  4. Through the use of Aboriginal resources can we help teachers embed Aboriginal perspectives and knowledge in all parts of the new curriculum in a meaningful and authentic way? ( separate question after an amazing journey to witness an Indian Residential School being decommissioned) FOR STUDENTS -How can we what we learn about residential schools help us be more compassionate in our daily lives?

 

2013-2014

Using the Learning Traits

With an emphasis on addressing the need for our students to be intrinsically motivated and considering the research indicating the impact of self-assessment on student learning, this team focused on implementing the Successful Learner Traits framework (being strategic, industrious, creative, confident, risk-taking, thoughtful, enthusiastic, compassionate). Teachers have noticed a greater ability for students to self-regulate and reflect on their learning in connection to specific learner traits. 

PLC-and-Starlab-011

Daily 5 Literacy for Struggling Readers
How will using the Daily 5 Literacy Model support our students to become self-starters who can set literacy goals and reach them?

With a focus on improving the reading of our struggling students, teachers, education assistants, and the librarian collaborated to implement a research based reading program called Daily 5 and The CAFÉ Model. Five classrooms from kindergarten to grade 5 engaged in this PLC. The implementation involved increased independence and ownership of their learning that included specific reading goals and strategies to achieve them.
Students clearly demonstrated more interest in reading, more time spent reading, and improved reading results. Teachers experienced less stress and more effective teacher planning for instruction based on specific learner needs. More empowered learners: both children and adults.

PLC-and-Starlab-007

21st Century Learning-Accessible Reading and Writing for Enjoyment

Here is a link to a Prezi to show what this PLC team worked on.  Please open the Prezi in Google Chrome to get the best results and use the forward arrow to move through it.

http://prezi.com/uh43bp3zracr/?utm_campaign=share&utm_medium=copy

PLC-and-Starlab-013          PLC-and-Starlab-014

Describe in relation to the work of the PLC teams in your building, how this work is having a real life impact on student achievement

Since the implementation of the Successful Learner Traits teachers have noticed a greater ability for students to self-regulate and reflect on their learning in connection to specific learner traits.

Through the implementation of the Daily 5 PLC initiative team members have noticed the
following:
• Students clearly demonstrate more interest in reading, more time spent reading, and
improved reading results.
• Teachers experienced less stress and more effective teacher planning for instruction
based on specific learner needs.
• More empowered learners: both children and adults.

A significant turning point in our work this year was the visit to the district by Sandra Herbst and her work on the engagement cycle. Several staff had seen her presentation and after a
presentation about her work at a PLC session, staff were inspired to develop a school wide
writing continuum and this work has occupied most of the subsequent sessions. We have
enjoyed the support of Carol Walters in this work. We have collected writing samples from
students, sorted them to create a continuum, written descriptors of “what we notice,” and are now developing consistent language across each set of criteria or descriptors for that sample. We are very close to finishing that work. It has been remarkable to see many of the resources we have in the school related to writing traits come off the shelf and into teacher’s hands as we develop this common language. The posters for the traits are now prominently displayed in classrooms and that language is becoming the one in use.

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