What is Powerful Professional Development?

I have a passion for learning.  I was a curious kid.  A risk taker. A reader.  As a beginning teacher, my learning was fueled by the plethora of professional development opportunities to learn that were available in the system, including district and school based professional development.  The British Columbia Teachers Federation (BCTF) provides a structure and funding for vibrant, Professional Specialist Associations to organize groups of like-minded teachers into Local Specialist Associations.  I jumped in feet first and became actively involved as participant and executive member of The Primary Teachers’ Association.  My first principal invited me to attend my first meeting of The International Reading Association (now the International Literacy Association).  I would go on to become the president of the local chapter, The B.C.Literacy Council, and then provincial coordinator.  Human Rights Education.  Special Education.  English Language Learning.  Outdoor Learning.  I had a wide range of interests and the encouragement from colleagues and administration.

There is no shortage of professional development opportunities for curious educators.  In fact, the big question, is how do we take the front-end loading and personal passions and incorporate the ideas into educational practices that support our students in their learning?  The focus on “Make and Take” or “ideas to try tomorrow”, were often novel but not necessarily transformative in my practice.

I was fortunate to cross paths with Maureen Dockendorf.   After 5 years of teaching in Abbotsford,  I began teaching in Coquitlam.  I promptly signed up to participate in a Teacher Inquiry group led by Maureen Dockendorf.  We defined areas of interest.  Clarified our question.  Came up with a plan to work with our students and colleagues to find possibilities and sometimes, answers.   Reported out on the learning to keep us accountable for doing the work and integrating other sources or learning.  The added bonus was it was fun.  It involved collaborating with colleagues.  It caused us to carefully considering the questions and responses of our students.  It led to reflection of who we were as educators in the class and how we were meeting the needs of our students.  It allowed us to go deeper in our learning.

The work of Linda Kaser and Judy Halbert has been instrumental in the inquiry process becoming an influential force in the learning of educators and students in British Columbia.  The Spiral of Inquiry they developed has been instrumental in shifting the way we think about learning.

  • What am I learning and why is it important?
  • How is my learning going?
  • What am I going to do next?

Professional development expectations have shifted.  The merits of a powerful speaker conveying ideas based on solid research and practices continues to be inspirational.  The New and Aspiring Leaders Program designed by the Harvard Graduate School of Education is masterful at bringing together inspirational speakers and facilitating with educators from all over the world.  Collaborative structures were built into the program to facilitate the sharing of ideas with educational leaders from all over the world.  Educators were astounded by the implementation of Universal Design in education for all students in Canada.

A number of strategies have become common place to facilitate conversation about the ideas.  Think Pair Share, sitting in table groups, focus questions, and mixer activities have become common strategies to encourage even diverse audiences to talk about the ideas being presented by the speaker.

Social media has become a tool to present, learn and engage with colleagues about ideas online.  I have seen this as a way to get people in the same room to engage with each other and the speaker.  Twitter has become my newspaper and educational magazine.  On a daily basis I will read articles, blogs and magazine stories that are recommended by the people I follow.

I also participate in twitter chats, some regularly scheduled like @BCedchat on Sunday nights at 7 pm PST, other slow chats over the course of a month, like @perfinker.  I share out things I’m excited about and sometimes plan to meet face to face with online , like annual Edvents facilitated by @Edvent247

I have been asked how I have the “extra” time to blog.  For me, writing is my effort to make sense of the ideas percolating in my mind.  Having worked as a faculty associate at Simon Fraser University, I developed a strong appreciation of sitting with ideas over a period of time before making a judgement.  It was not learning that came easily to me.  One of my colleagues in Coquitlam nicknamed me the Tasmanian Devil back in my SD#43 days.  Reflection takes time.  If I can reflect before formulating and articulating an idea in writing, then I am in a much better place to engage in a discussion.

Last summer, I had the opportunity to participate in the inaugural year of Short Course II offered by the British Columbia Principal Vice Principal Association.  The design of Short Course II  for experienced principals and vice principals incorporated the three elements I believe are required to exist in an infinite loop for professional development to be powerful enough to implement personal and systemic change.  The elements continue on throughout a lifetime, although not necessarily in the same order.

  1. Inspiring big ideas to consider
  2. Opportunities for meaningful collaboration with peers to occur
  3. Time to reflect on the ideas

Leading, learning and innovation was the focus of the four day summit offered by BCPVPA at the University of British Columbia – Okanagan campus in Kelowna, B.C.  The input was inspirational on so many levels.

  1. The Indigenous people in the area, welcomed us to the land and shared their teachings.
  2. David Istance not only presented but engaged with each of the groups. As many of you will already know, he was one of the authors of the OECD 7 Principles of Education that have been the catalyst of educational change around the globe.
  3. British born, Amelia Pederson, presented the doctoral work she is doing at Harvard and actively engaged with the group, table groups and individuals throughout the week.
  4. David Weiss, President and CEO of Weiss International, gave us his perspective from working with organizational consultants who lead innovative consulting and training projects.
  5. Innovative business owners in Kelowna welcomed our BCPVPA groups into their companies and engaged in conversations about their inspiration, their process of developing their innovative idea, the skill set required of their employees and their goals moving forward.

Opportunities were structured for collaboration with colleagues throughout the province over the course of the four day program and throughout the year.

  1. A facilitator was assigned to each group and welcomed us into our table group and posed discussion questions and processes to keep us on track.
  2. We sat in the same daily table group and had the opportunity to get to know each other and engage with the ideas and questions together.
  3. We also had the opportunity to meet with other people with similar interests to develop our own inquiries to focus our work throughout the year. I was able to connect both professionally and personally with colleagues from Delta and Richmond to tease out my ideas.
  4. Informal opportunities to collaborate were part of the program, such as the wine and cheese at a local winery and the Open Deck time on the roof of FreshGrade.
  5. Online opportunities were provided to meet with our table groups over the course of the year.

By the time I had finished Short Course II, I had defined the first of my professional growth goals.  This is a management requirement for principals and vice principals in the Vancouver School Board in in British Columbia.  However for me defining an inquiry goal has always been part of grounding me in my practice.  Doing it prior to the start of the next school year allowed me to reflect on the previous year, consider new learning and thoughtfully plan my year so I could act deliberately rather than reactively.  During Short Course II, we agreed to meet with other SCII participants and participate online with our table groups.  It being the inaugural year, the anticipated challenges with technology presented themselves.  However it provides a pathway forward to continue to engage with colleagues over time.  The more we got to know each other, the better the conversation.  The inspiration, the collaboration and grappling with the ideas over time, provided an amazing model for powerful professional development.

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Universal Design in Learning

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I was privileged to attend Jennifer Katz’s session on Curriculum Implementation Day in Vancouver recently.  She did what only a skilled professional development speaker is able to do.  She breathed life and passion and renewed energy for the work we do.  I love professional development days and curriculum implementation days for just this reason.  It is not teacher preparation time where the focus is on the myriad of daily tasks to be accomplished before going to bed.  It is reflecting on the big picture of what really matters in what we do during the days we spend with our students.  What are the things that our students will remember well into their adult lives?

One aspect of my professional growth plan this year includes working with staff to further implement universal design for learning into the school community.  As Jennifer Katz explains, Universal Design is a term borrowed from architectural design.  It came into vogue in the early 80’s when government was mandating wheelchair accessibility for public buildings.  This was a very expensive process after the fact but it was welcomed by not only people in wheelchairs but also by people pushing strollers or wheeling bags or carts or bikes into buildings.  Buildings and spaces started to be designed to meet mandatory building codes but also provide choices and elements for a wide range of users.

The “L” was added to create the term “UDL” for Universal Design for Learning and emerged as a lens or worldview to physically, emotionally, academically and socially accommodate all of our learners.   The shift allows educators to design the learning environment and programming with diversity in mind.   The original model for UDL was created by CAST at Harvard with a distinctly American context.  Katz has been working with them collaboratively in a Canadian context.  Shelley Moore has provided us with the meaningful graphic of the bowling pins and the reminder that if you want all of the pins to go down, you aim for the edges.  In our lesson design, our planning for those students on the “edges” will allow us to also target those students in the middle.  John Hattie’s well cited research on effect size, bodes well for UDL.  An unusually high effect size of 2.8 is assigned for using the UDL 3 Block Model with struggling readers due to the synthesis of multiple measures.

Ensouling Our Schools – A Universally Designed Framework for Mental Health, Well-being, and Reconciliation by Jennifer Katz is a great read, a wonderful way to invite conversations and an implementation handbook.   It has provided a blueprint for possibilities and her pro-d sessions throughout the district have scaffolded the various options for implementation.  Flexible learning spaces are in place.  Supports and spaces have been designed to assist students to self regulate.  Two types of activity paths are in the halls.  Standing desks and wobbly chairs are physically present.  Many classes provide daily supports such as “Spirit Buddies” to create a welcoming context.  Many lessons are structured to accommodate the wide diversity of learning strengths and needs.  However social and academic inclusion represents an ambitious goal.  Doug Matear, Principal of Student Support Services in the Vancouver School Board, provides a solid goalpost of what we’re aiming for:  “Universal Design for Learning allows all learners to be successful and included in all our lessons.  It provides learning adaptations for all that choose to use them and applies Assessments for Learning principles to foster meaningful and relevant meaning making.”  Cleary this is a process rather than an event.  Fortunately, it is a goal that is supported by the implementation of the new curriculum and assessment in British Columbia, with the emphasis on collaboration and the development of core competencies.

After my very inspiring professional development session with Jennifer Katz, I attended a more utilitarian session and refreshed my learning of the computer system required for ordering and managing inventory.  I got to know a colleague far better in this session as we supported each other.  The instructors of the session anticipated that each person would walk in the door with a different level of comfort with computers and proficiency with the program.  It was designed for everyone in the session to be successful.  Additional staff was available to scaffold participants not on track with the main presentation.   Visuals and hands on opportunities to practice were planned with varying degrees of support.  As a result, everyone walked out the door having learned something at the session.  Nice UDL lesson design!

Next my new buddy from this session and I headed to the annual after-hours mixer with retired colleagues.  To my delight, I was able to visit with my Grade 1 teacher from Queen Mary Elementary School.  When our paths crossed 10 years ago at a function for current and retired administrators, I recognized her eyes instantly.  More amazingly, she recognized my eyes as well, and went on to ask about my mother, Barbara.  In those days, Queen Mary had students who attended from the duplexes for rent by beach, the army barracks and the real estate had not yet sky rocked in the immediate vicinity.  What I remember from Grade 1 is that my teacher had kind and smiling eyes.  Single mothers were few and far between at that time but she also had the same kind and smiling eyes for my mother.  Universal design was not yet in vogue, but she created a learning community where everyone was welcome.  That’s what I remember.

A Learning Tour at University Hill Elementary

Welcome.  As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam) Coast Salish peoples.  We are fortunate to be nestled in the Pacific Spirit Park and in walking distance of the beach.  Teachers and students are able to explore how learning indoors can be consolidated through outdoor learning experiences, and also how learning experiences outdoors can be consolidated indoors.    Questions generated are authentic and the learning is vibrant.

Our school currently welcomes 330 students from Kindergarten (5 years old prior to Dec. 31, 2018) to Grade 5 (10 and 11 year olds) in 15 classrooms.  Our student tour leaders are delighted to be able to show you around our school and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff to understand some of the priorities at our University Hill Elementary School.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous teaching and breaking down the barrier between learning outdoors and learning indoors.

Parents of students in British Columbia sign a media release if they consent to their child’s picture being taken for the school website or blogs.  We understand that photos allow you to remember many good ideas that you will be seeing today.  Please be respectful and do not include student faces in your photos.

The following challenges have been designed to help you better understand the British Columbia Curriculum and it’s implementation at our school.  Information to meet these challenges can be derived during your school tour and visits to the classroom.  Some organizational information:

  1.  Please divide yourselves into five groups for your school tour.  Students leaders have prepared tours for small groups.
  2. Most classrooms are open for visitors.  If it is not a good day, please respect the sign that says “No Visitors today, please.”
  3. A maximum of 3-5 visitors are welcome into classroom at one time.
  4. Several teachers will be joining you at lunch to tell you about their programs, the learning community and answer any questions you may have about our school.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

Dale Chihuly Glass Art – Palm Springs Art Museum

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

  • What are you learning and why is it important?
  • How is it going with your learning?
  • What are your next steps?

Challenge 3:  Note the development of core competencies in the classroom.  The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

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Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Welcome to Our School

We are proud of our school and happy to welcome visitors into the conversation about learning.

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As a member of the VSB, I would like to acknowledge that we live, work and play on the unceded and traditional territory of the xʷməθkʷəy̓əm (Musqueam), sel̓íl̓witulh (Tsleil Waututh) andsḵwx̱wú7mesh (Squamish) Coast Salish peoples.

We are delighted to be able to show you around and encourage you to ask lots of questions.  The following challenges are to help you engage with our students and staff and understand some of the priorities at our school.  The staff and students touring you around the school will be able to give you some understanding of the history, our peer helpers program, Indigenous ways of knowing and breaking down the barrier between learning outdoors and learning indoors.

Challenge 1 – Look for evidence of the 7 principles during your observation.  It may be helpful to use the 7 Principles of Learning Chart.

The OECD has pointed out that the rapid advances in ICT have resulted in a global shift to economies based on knowledge, and an emphasis on the skills required to thrive in them.  At the same time empirical research on how people learn, how the mind and brain develop, how interests form, and how people differ has expanded the sciences of learning.  The result is that the educational community is now “rethinking what is taught, how it is taught and how learning is assessed”.

The OECD’s work on innovative learning environments was led by Hanna Dumont, David Istance and Francisco Benavides. Their 2010 report “The Nature of Learning”  identified seven principles of learning:

  1. Learners at the centre
  2. The social nature of learning
  3. Emotions are central to learning
  4. Recognizing individual differences
  5. Stretching all students
  6. Assessment for learning
  7. Building horizontal connections

Challenge 2 – Engage in a conversation surrounding the Spirals questions. 

The Spirals of Inquiry by Judy Halbert and Linda Kaser lists three questions that will find helpful in engaging with students and staff.  Students are encouraged to look closely, notice details and ask questions to encourage learning in all aspects of their lives.  Many staff are involved in inquiry projects to explore their professional questions.  Vice principals and principals in the VSB are using these questions to guide their professional growth plans.

  • What are you learning and why is it important?
  • How is it going with your learning?
  • What are your next steps?

Challenge 3:  Note the development of core competencies in the classroom.The New Curriculum:  You will note that competencies and concept-based curriculum are intertwined with learning standards in B.C.’s New Curriculum. Core Competencies have become the focus of learning and they use content to develop the three main areas:

  1. Communication
  2. Creative and Critical Thinking Skills
  3. Personal and Social skills

Challenge 4:  Find examples of Student Voice and Competency Based Assessment The new curriculum has shifted the focus from summative assessment to formative assessment.  Students are encouraged to identify their starting point and formulate a plan for growth.  The focus has shifted from a deficit model to “I Can” statements.  Students are invited to be active participants in determining how they learn and planning for growth in skills, strategies, and collaborative practices.

Challenge 5:  The Canadian Experience – Note examples in the school of how students are being introduced to the role of Indigenous populations played in the development of Canada and our perceptions of Canadian identity.

Wab Kinew, hip hop artist, author, broadcaster, politician, Ojibwe activist, and leader of the NDP Party in Manitoba, has said “Reconciliation is realized when two people come together and understand what they share unites them and what is different about them needs to be respected.”  Authentic reconciliation happens when people develop relationships with one another.

img_4850

Challenge 5:  Identify several different types of learning spaces and the types of competencies being developed in those spaces. 

We have several options for student learning at UHill Elementary School.  Supervision is required in all spaces.  Classroom teachers work with SSA’s (Education Assistants), Resource teachers, the principal and students to explore possibilities to maximize student learning in a variety of spaces and places.

  • The Classroom – indoor and outdoor spaces
  • Outside Learning Spaces
    • The Readers Writing Garden (outside)
    • The We Are One Rock Circle (outside)
    • The Soccer Fields or basketball court (outside)
    • The Buddy Bench (outside)
    • Sidewalk games
  • Resource Rooms
  • The Gym
  • Collaboration Spaces outside classrooms
    • Foyer in the main entrance
    • The Starry Night Room / Room painted yellow
    • The Garden Room – currently the in residence program, Project Chef, is in this room
    • The Main Foyer
    • Library
    • The Learning Lab / Maker Space Room
    • Gym
  • Active Learning Room (ALR) / room painted white
    • Ready Bodies Learning Minds
    • Peer helpers Program, a Grade 5 Leadership Program, at 11:45 am facilitated by The Community School Team
  • Places to Self Calm, work quietly independently, with a partner or small group
    • Peace Pod / room painted blue and decorated with saris
    • The Think Space – in the Office area

Challenge 6:  Breaking Down the Barriers:  Identify examples where learning outdoors is brought into the classroom and where indoor learning is brought outdoors.

The places where we live and grow impact our experiences and our perceptions.  Living in a temperate rainforest, attending school in the Pacific Spirit Park, and walking down to Acadia Beach impacts the knowledge our students are developing but also how they self regulate.

img_4304

I am a big fan of Twitter to keep parents informed about what is happening at the school by posting updates and pertinent information @UHillElementary and to further my own professional learning @CarrieFroese

We hope you enjoyed your visit!

Ms. Carrie Froese @CFroese

Principal University Hill Elementary School

Vancouver School Board, British Columbia, Canada

Inquire2Empower Blog carriefroese.wordpress.com

Fascination with the Brain

Walking along Jericho Beach as a little girl, this piece of wood screamed “brain” to me.  This was long before the fascination with the brain had extended beyond neuroscientists and doctors, to psychologists, to educators, to anyone aging and fearing cognitive decline.  The brain held secrets that were not readily apparent to the naked eye.  It was the also the basis of the best bonding with my neurosurgeon father.

Dr. Peter Dyck is not a man who relished talk of feelings, hopes, dreams, aspirations or divergent opinions.  However he has always been an example of the consummate learner.  He survived war times in Germany.  When he was 12 years old, he was sponsored to come to Canada with his mother and siblings by his uncle in Alberta.  He learned English and excelled in school.  He ended up working on his step-fathers farm in Abbotsford while attending school.  When a cow would die, he did not shed a tear.  He would dissect it behind the barn.   My aunt boiled many a chicken bones so he could reassemble them.  When I would go on rounds with him during summer visits to Los Angeles, the nurses would run when they heard his footsteps.  He was demanding of staff and took patient care very seriously.  Dad became fascinated with the possibility of destroying, rather than removing a brain tumour by using a local anaesthetic and a three dimensional C/T scanner to avoid the trauma of opening the skull.  Radioactive material in a small tube was targeted through a tiny hole in the skull into the centre of the brain tumour.  The concentration used would result in the radioactivity reaching only the tumour cells.  A team was formed including him as the neurosurgeon, Armand Bouzaglou, the radiation oncologist and Livia Bohman, the radiologist, to travel to Germany in 1981 to study the technique for stereotactic isotope implantation with Professor Fritz Mundinger at the University of Freiburg.   This technique was brought back to the USA and his first book about it’s success in avoiding the trauma of a full craniotomy was dedicated to the patients whose hope against overwhelming odds brought about this endeavour.

Not even neuroscientists agree on the inner workings of the brain.  However asking a question and our attitude seem to be the key components informing our brain and resulting in amazing accomplishments and sometimes survival.  Viktor Frankl’s answer to his question, “Why do I need to survive?” allowed him to walk out of Auschwitz and go on to develop his theory of logotherapy, write his influential book, Man’s Search for Meaning, and help many people find a way to cope with the challenges in their lives.   Norman Doidge details many examples of therapies that have allowed the brain to heal in ways that are still outside of mainstream medical practice in The Brain’s Way of Healing:  Remarkable Discoveries and Recoveries from the Frontiers of  Neuroplasticity .  John J. Ratey, MD, in his book SPARK – The Revolutionary New Science of Exercise and the Brain, provides a compelling argument as to why exercise is integral to our ability to cope with stress, learn, as well as maintain good mental and physical health.  The brain is central in all facets of our lives yet understanding how it works is still somewhat elusive.

Educators, such as Eric Jensen started to focus educators’s attention on Teaching with the Brain in Mind  in the 90’s.  Educators are now seriously considering the implications of what neuroplasticity means in the classroom.  Previously held conceptions about the limits of some learners no longer apply, and standardized testing has become one indicator of specific learning strengths and weaknesses, but not an accurate measure of future success.    Perhaps the greatest outcome has been talking to children about how their brain works and how they learn best.   This puts the responsibility and joy learning with the child and allows them to move beyond just looking for a good mark on an assignment.  Giving children the capacity to talk about the connections they are making in their learning and providing numerous opportunities to share their ideas and discoveries, opens up the possibilities to ask new questions and see their peers, teachers and parents as partners in a collaborative process.