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A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
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A Leadership Series: Current and Effective Teaching Strategies
across the Curriculum
Bulkley Valley October 5th, 2011
Presented by Faye Brownlie www.slideshare.net
• Intros • The ‘big ideas’ • Your needs • The role • Reflec8ons
Learning Intentions • I can explain why the principles of universal design for learning and backwards design are important in suppor8ng all learners.
• I have a plan to work with others – or another.
• I have a plan to try something that is new to me.
McKinsey Report, 2007
• The top-‐performing school systems recognise that the only way to improve outcomes is to improve instruc8on: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interac8on.
How the world’s most improved school systems keep geNng beOer –
McKinsey, 2010
Three changes collabora8ve prac8ce brought about: 1. Teachers moved from being private emperors to
making their prac8ce public and the en8re teaching popula8on sharing responsibility for student learning.
2. Focus shiRed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instruc8on’ and teachers became custodians of the model. (p. 79-‐81)
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning
Mul8ple means: -‐to tap into background knowledge, to ac8vate prior knowledge, to increase engagement and mo8va8on
-‐to acquire the informa8on and knowledge to process new ideas and informa8on
-‐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
Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • Coopera8ve learning • Literature circles and informa8on circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
Assessment OF Learning
Purpose: repor8ng out, summa8ve assessment, measuring learning
Audience: parents and public
Timing: end
Form: leOer grades, rank order, percentage scores
Assessment FOR Learning
Purpose: guide instruc8on, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descrip8ve feedback
AFL
• Learning inten8ons
• Criteria – co-‐created
• Descrip8ve feedback
• Ques8oning
• Peer assessment, then self assessment
• Ownership
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Teach Content to All
Learning in Safe Schools, 2nd ed. - Brownlie, King, 2011"
choice
Open-ended strategies:
Connect-activate Process-acquire
Personalize/transform- apply
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
engagement
The teeter totter
kids
kids curriculum
Resources • Assessment & Instruc-on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004 • Grand Conversa-ons, Though<ul Responses – a unique
approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006 • It’s All about Thinking – collabora-ng to support all learners
(in English, Social Studies and Humani-es) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collabora-ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011
