Over the past two years, I have been involved in a Ministry initiative called Changing Results for Young Readers (aka CR4YR). This is a process where teachers work with inquiry-based learning teams from their school. The role of these teams include:
1. collaborating within and outside of schools to learn from others;
2. discussing results to determine what's working, what's not, and what is next;
3. reflecting on how actions are making a difference.
Teachers think about a struggling student in their class and come up with an inquiry into what they think may be the most effective way to help that student. The premise behind CR4YR is that the focused work teachers are doing with one student will benefit all in the class. Teacher inquiries touched on many aspects of learning from self-regulation to social-emotional issues to daily 1:1 support. Teachers come together seven times during the year to reflect on and adjust their inquiry.
I have been amazed at listening to the teachers talk about what they are discovering with regards to their student. Sometimes it is the simple things that make a big difference. Just building that confidence in a student can create a shift in attitudes toward reading or spending the extra 1:1 time each day allows that child to move forward in leaps and bounds.
What I think I find most interesting, though, is the thoughtful conversations that the teachers engage in at each of the sessions. I don't even know if they hear what they are saying but it is profound. As an advocate with CR4YR, I listen closely to what they are saying and hear those "aha" moments when they realize that they need to adjust their teaching to meet the needs of the student. Or their enthusiasm when they realize what they are doing for the target child is working. It is powerful to witness the growth in teachers as they share ideas, talk about and change what is going on in their classrooms. More then once I have heard the teachers involved say, "I really appreciate the time this inquiry has given me to be able to collaborate with my colleagues within my school and with those from other schools."
Research says that embedding professional development into our day (rather then after school) and spending time collaborating with our colleagues is one of the best ways to improve our teaching practice. I believe that Changing Results for Young Readers has embraced this concept and the results have been phenomenal.
For more information on CR4YR visit the website at http://youngreaders.ca/
1. collaborating within and outside of schools to learn from others;
2. discussing results to determine what's working, what's not, and what is next;
3. reflecting on how actions are making a difference.
Teachers think about a struggling student in their class and come up with an inquiry into what they think may be the most effective way to help that student. The premise behind CR4YR is that the focused work teachers are doing with one student will benefit all in the class. Teacher inquiries touched on many aspects of learning from self-regulation to social-emotional issues to daily 1:1 support. Teachers come together seven times during the year to reflect on and adjust their inquiry.
I have been amazed at listening to the teachers talk about what they are discovering with regards to their student. Sometimes it is the simple things that make a big difference. Just building that confidence in a student can create a shift in attitudes toward reading or spending the extra 1:1 time each day allows that child to move forward in leaps and bounds.
What I think I find most interesting, though, is the thoughtful conversations that the teachers engage in at each of the sessions. I don't even know if they hear what they are saying but it is profound. As an advocate with CR4YR, I listen closely to what they are saying and hear those "aha" moments when they realize that they need to adjust their teaching to meet the needs of the student. Or their enthusiasm when they realize what they are doing for the target child is working. It is powerful to witness the growth in teachers as they share ideas, talk about and change what is going on in their classrooms. More then once I have heard the teachers involved say, "I really appreciate the time this inquiry has given me to be able to collaborate with my colleagues within my school and with those from other schools."
Research says that embedding professional development into our day (rather then after school) and spending time collaborating with our colleagues is one of the best ways to improve our teaching practice. I believe that Changing Results for Young Readers has embraced this concept and the results have been phenomenal.
For more information on CR4YR visit the website at http://youngreaders.ca/
RSS Feed
