Pedagogical Practices

Pedagogical practices are research evidenced best teaching practices. They are used to design, monitor and assess learning. The School Effectiveness Framework (SEF K-12) provides many samples of research-based practices that should be considered as part of a focus on deep learning.

Examples from the SEF Document

• Learning experiences are engaging, promote collaboration, innovation and creativity (i.e. are clear, meaningful, challenging, productive and include problem solving and critical thinking on a variety of issues). (SEF 3.1)

• A variety of assessment strategies and tools that meet the needs of all students are used to improve learning and inform instructional decisions (e.g., observations, demonstrations and presentations, projects, work samples, conversations, portfolios of student work). (SEF 1.2)

Reflections

• Maintain high expectations and encourage success for all.

• Design open-ended, authentic challenges with multiple entry points.

• Use strategies to scaffold, differentiate and personalize the learning process.

• Develop learning goals and success criteria.

• Ensure equitable access by honouring accommodations/modifications in IEP’s.

• Engage students in rapid cycles of self and peer feedback to promote metacognition.

• Use a variety of assessment and feedback strategies to inform instruction.

• Use pedagogical documentation and effective questioning to reveal student thinking

and determine student needs.

• Intentionally design cross-curricular connections.

• Notice where curriculum excludes groups and co-construct it to represent everyone.

Learning Partnerships

Learning partnerships are developed to enhance learning opportunities. They are cultivated between and among students, teachers, families, parish and the wider community. We must encourage diverse partners to share their lived experiences. Learning partnerships reflect the communal nature of our Catholic community.

Examples from the SEF Document

• Students, parents and community members are engaged and welcomed, as respected and valued partners in student learning. (SEF 6.2)

• School and community partners work collaboratively to support diverse, authentic, experiential and contextualized learning opportunities within the school and broader community. (SEF 5.2)

Reflections

• Take the roles of activator of learning and co-learner

• Create transparent learning goals and expectations in partnership with students and families

• Use clear, collaborative processes and measures to communicate success

• Provide students with choice of task and choice of assessment

• Incorporate flexible and varied groupings to promote student collaboration

• Foster collaborative relationships with community partners

• Highlight connections to career paths (Discovering Me / Individual Pathway Plans)

• Involve parents as part of the learning process

• Invite experts from outside of the class/school to participate in learning activities

• Partner with classes from other grades and other schools

• Participate in global initiatives and learning activities

Learning Environment

Learning environments are designed intentionally to maximize student learning. This encompasses the physical environment as well as the digital environment. Learning environments foster 24/7 interaction in trusting environments where students take responsibility for their learning. They foster community, collaboration and an atmosphere that promotes discernment. Students should see themselves reflected in their class environment.

Examples from the SEF Document

• Classroom practice reflects safe, accepting, inclusive, caring, respectful and healthy learning environments. (SEF 2.5)

• Conditions are created for developing imagination, creativity, innovation and risk-taking in the culture of the school. (SEF 4.2)

• A digital environment is an integral part of professional practice, learning and leadership. (SEF 4.3)

Reflections

• Foster gratitude, joy and hope.

• Create a learning environment that is interactive and student-centered

• Use a range of tools and processes to assess student interests, talents and academic needs

• Build a climate and culture for learning anytime, anywhere with any learner

• Intentionally build collaborative work processes/social skills

• Use student voice as a driver for learning design/ improvement

• Encourage student movement during class

• Create an environment conducive to small group activity (space, furniture)

• Encourage risk-taking and creativity by supporting iterative trials and growth mindset

• Provide flexibility such that independent seat work (rows/desks) is one of many ways of organizing your class

• Plan space to allow for student self-regulation (SEL)

• Provide vertical learning spaces for students to share their work

• Look for opportunities to address microaggressions when they occur.

Leveraging Digital

Learning partnerships are developed to enhance learning opportunities. They are cultivated between and among students, teachers, families, parish and the wider community. We must encourage diverse partners to share their lived experiences. Learning partnerships reflect the communal nature of our Catholic community.

Examples from the SEF Document

• Students, parents and community members are engaged and welcomed, as respected and valued partners in student learning. (SEF 6.2)

• School and community partners work collaboratively to support diverse, authentic, experiential and contextualized learning opportunities within the school and broader community. (SEF 5.2)

Reflections

• Take the roles of activator of learning and co-learner

• Create transparent learning goals and expectations in partnership with students and families

• Use clear, collaborative processes and measures to communicate success

• Provide students with choice of task and choice of assessment

• Incorporate flexible and varied groupings to promote student collaboration

• Foster collaborative relationships with community partners

• Highlight connections to career paths (Discovering Me / Individual Pathway Plans)

• Involve parents as part of the learning process

• Invite experts from outside of the class/school to participate in learning activities

• Partner with classes from other grades and other schools

• Participate in global initiatives and learning activities