Professional  Collabora.on  to  Meet  Learner  Needs  

Surrey  Librarians  Sept.  8,  2010  

Faye  Brownlie  

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

Mul.ple  means:  -­‐to  tap  into  background  knowledge,  to  ac.vate  prior  knowledge,  to  increase  engagement  and  mo.va.on  

-­‐to  acquire  the  informa.on  and  knowledge  to  process  new  ideas  and  informa.on  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Backwards Design

•  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

Essential Lesson Components

•  Essen.al  ques.on/learning  inten.on/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  Differen.a.on  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

Inquiry

•  Presen.ng  an  open-­‐ended  ques.on  over  several  lessons  or  a  full  unit  of  study  

•  Students  collect,  compare,  and  synthesize  informa.on  over  .me  

•  Students  develop  thinking  strategies  which  lead  to  deeper  understanding  of  key  concepts  

Open-Ended Learning Strategies

•  Connect  •  Process  •  Transform  and  personalize  

Assessment for Learning

•  Learning  inten.ons  •  Criteria  •  Descrip.ve  feedback  •  Ques.oning  •  Peer  and  self  assessment  

•  Ownership  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Egypt  

In  ancient  .mes,  Egypt  grew  much  more  food  than  it  needed.    

It  sold  the  extra  food  to  other  countries.    

Today,  Egypt  can’t  grow  enough  food  for  its  people.      

It  must  buy  more  than  half  its  food  from  other  countries.  

In  ancient  Egypt,  farmers  used  donkeys  to  move  heavy  loads.    Today,  farmers  use  camels.    Ancient  Egyp.ans  did  not  have  camels.  

Ancient  Egyp.ans  kept  careful  records,  or  lists,  of  their  crops  and  ca`le.    These  records  were  kept  for  tax  purposes.    Everyone  had  to  pay  taxes  on  their  crops  and  their  animals.    Farmers  were  even  taxed  on  the  number  of  eggs  their  chickens  produced!  

Ques.oning  –  gr.  2/3  Goal:    crea.ng  real  ques.ons,  using  ques.ons  to  

link  background  knowledge  with  new  informa.on,  create  curiosity  

•  Present  an  image  •  Aber  each  image,  ask  students  to  pose  ques.ons  about  the  image  and  to  resist  the  urge  to  answer  someone  else’s  ques.on  

•  Repeat  with  3-­‐4  images  

•  Salmon  Creek  –  Anne`e  LeBox  &  Karen  Reczuch  

 A  Groundwood  Book,  2002  

 0-­‐88899-­‐458-­‐3  

Resources  

•  It’s  All  about  Thinking  Collabora.ng  to  support  all  learners  –  Brownlie  and  Schnellert  (2009)  

•  Student  Diversity  Classroom  strategies  to  meet  the  needs  of  all  learners  (2nd  ed)  –  Brownlie,  Feniak  &  Schnellert  (2006)