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Evening session, building from the frameworks of UDL and BD, K-12, with examples from BC classrooms.
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Current and Effective Strategies across the grades and across the curriculum
Bulkley Valley January 16, 2014
Faye Brownlie
www.slideshare.net
Learning Intentions • I can design lesson sequences using the principles of universal design for learning and backwards design to support all learners.
• I have a plan to work with others – or another.
• I have a plan to conFnue to ask the quesFons, ”How is what I am doing supporFng the learning of all my students?” and “How do I know?”
feedback
AFL
• Using informaFon about student achievement/learning to adjust the subsequent teaching
• Whole class adjustment
• Personalized/differenFated adjustment
“The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam
• Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their performance
• Oral feedback is much more effecFve than wri^en • The most powerful feedback is provided from the
student to the teacher
You’re born with what you got…
and that’s that!
It’s fixed......or…
Your brain is like a muscle. It can grow…and will with pracFce
Universal Design for Learning MulFple means: -‐to tap into background knowledge, to acFvate prior knowledge, to increase engagement and moFvaFon
-‐to acquire the informaFon and knowledge to process new ideas and informaFon
-‐to express what they know.
Rose & Meyer, 2002
Features of High-‐Engagement Learning Environments
• available supply of appropriately difficult texts • opFons that allow students more control over the texts to be read and the work to be accomplished
• the collaboraFve nature of much of the work • the opportunity to discuss what was read and wri^en
• the meaningfulness of the acFviFes
• Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
Essential Lesson Components
• EssenFal quesFon/learning intenFon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenFaFon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
– Model – Guided pracFce – Independent pracFce
Tara O’Reilly, Burnaby Mountain Secondary
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CO2 + PO4 + H2O OUT
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How are the following pictures similar?
How are the following pictures different?
Is there a common theme among these pictures?
Things to Think about…
H2SO4
NaOH
Information Writing – Grade 1/2 with Nicole Cherry, Mundy Road Elementary
• Goal: communicate informaFon in wriFng • What do you know about bears? • Chart, labeled with the 4 seasons • Examine text cover and table of contents. Predict and connect to ‘knowns’.
• Read Winter and write a few sentences. • Students fill in their Winter with their choice informaFon.
• Read Spring. Students fill in their Spring independently.
45 min. – Guided Reading • Word work
– Word families, words from text, le^ers, sounds • Few sight words
– Word games – 5 minutes • Strategies of good readers
– Build, review, focus on one • Picture walk • Read alone • Read with teacher • Choose another book to read
– From previous texts, shared texts, can reread • Eyes on print 30 minutes/day
Michelle Hikada, TL, RT • I did the guided reading groups as a combinaFon of my Resource and
Library Fme. Some people may not agree but I see my role as librarian as a literacy teacher too so I included both guided reading and literature circles into my role as librarian (I only did 15 minute book exchanges so that I could spend the rest of my day collaboraFng and teaching). Over the year, I did guided reading in 2 classrooms (all year) and literature circles in 2 classroom each for a term (I followed your model and worked with 3 teachers each term so they come to the library twice a week.) You will be excited that next year 4 teachers have asked for literature circles and for guided reading in 2. Explicit reading instrucFon is taking over Diefenbaker!!!!
• The second class this year got 4 blocks each week starFng aver springbreak. As a resource team, we saw a few of these students at risk so we wanted to focus on early intervenFon for them. It paid off because all of our grade ones are readers!!!
Teresa Fayant K
Stzuminus First Nation
Art 9/10 with Sheri Tompkins, Heritage Woods
• Teacher Modelling
• Students have ‘Talking about Art’ sheet. • Teacher presents a piece of her art, using ‘Talking about Art’ sheet as her guide and adding her own ideas.
• T turns her back; students discuss and record. • T writes down what is said on her paper.
Art 9/10 with Sheri Tompkins, Heritage Woods
• Working together
• Student chooses one piece of his art for feedback • Student self-‐assesses, presents his piece to his group (of 4 or 5), others observe silently, student adds his comments.
• Student turns his back. Group members discuss the art work, using the criteria sheet. No judgment, likes or dislikes. Student records the remarks.
• Students summarizes his feedback and others with – 2 aspects I want you to noFce – 1 aspect for feedback
• The art work, the self-‐assessment and the summary are handed in to the teacher.
• Teacher responds, following the summary of the student direcFon.
QuesFons Focus on what you see and what you feel. Give first impressions. Give gut reacFons. Make guesses.
#1 What stands out the most when you first see the work? The (subject, object, element, area) that stands out the most is__________________
#2 Explain the reason you noFce the thing you menFon in #1. The (object, subject, element, area) stands out because_____________________
#3 As you keep looking, what else seems important or stands out? The other part(s) that seem important or that stand out is/are__________________
#4 Why does the thing you menFon in #3 seem important? These/this other part(s) stand out or seem important because ________________
… #13 …
