Browsing by Author "Rushton, Kenzie"

Now showing 1 - 3 of 3
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    Instructional Leadership: The Art of Asking Questions to Promote Teaching Effectiveness
    (University of Calgary, 2017-05) Rushton, Kenzie; Werklund School of Education
    There is a growing body of literature that highlights the ways to support professional conversations on the part of leadership through processes and protocols. However, there are few opportunities for instructional leaders to engage in professional learning, which strengthens their skills in asking questions as part of those protocols and processes. Our goal in this paper will be to share how a partnership between a rural school division and an independent, charitable organization that consists of thought-leading educators have developed professional learning to support instructional leaders in their understanding of teaching effectiveness and the art of asking questions around authentic task design.
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    Making Learning Visible in High School Science Classes
    (University of Calgary, 2014-05) Tarr, Pat; Rushton, Kenzie; Werklund School of Education
    This session will present results of a collaborative research project between a high school science teacher and university professor specializing in early childhood education about the potential and challenges in using pedagogical documentation, a process for making students’ learning visible to themselves and others that originated in the preschools of Reggio Emilia, Italy, in the content focused context of a high school science class.
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    Reframing Coding as “Mathematization” in the K–12 Classroom: Views from Teacher Professional Learning
    (Alberta Teachers’ Association, 2018-04) Sengupta, Pratim; Brown, Barbara; Rushton, Kenzie; Shanahan, Marie Claire
    There is now a growing body of literature that argues for the use of computational programming and modelling in K–12 science classrooms. However, one of the common pedagogical challenges of using computational modelling in the classroom is the overhead of learning programming, which interrupts curricular flow because it requires specialized technical knowledge. In this article, our goal will be to illustrate a pathway for integrating computational modelling and programming in the science classroom for teachers with little or no background in programming. Drawing upon our findings from an ongoing series of design-based professional learning sessions with 56 teachers in K–12 public and charter schools in Alberta organized by the Galileo Educational Network, we will argue that (a) when teachers, with little or no background in programming, view programming as a way to “mathematize” the world, they can visualize and implement seamless integration of programming and modelling with their science curricula; and (b) the use of multiple and complementary forms of programming and modelling (e.g., physical, virtual and embodied) can facilitate such integration.