Embed Size (px)
DESCRIPTION
4th in a series of planning, implementing and reflecting on our work as leaders of learning.
Citation preview
A Leadership Series: Current and Effective Teaching Strategies across
the Curriculum
Bulkley Valley, Session 4 Friday, May 4, 2012
Faye Brownlie www.slideshare.net
• Intro/check in • I tried…with…
• What worked? What didn’t? What’s next?
• Report out: commonaliHes & quesHons
• Strategies • Team planning
• Report Out & ReflecHons
Group work:
• One with people from your school
• One with people who share your grade or your subject area
• 1 minute check in … name, school, “an example from my class of UDL or BD…”
• 40 minute group work: What I tried, who I worked with, how it connects to the big ideas of UDL and BD – Groups of 4 – 10 minutes each – Report out:
• Common threads • QuesHons for me
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 try something that is new to me.
The teeter totter
kids
kids curriculum
Features of High-‐Engagement Learning Environments
• available supply of appropriately difficult texts • opHons that allow students more control over the texts to be read and the work to be accomplished
• the collaboraHve nature of much of the work • the opportunity to discuss what was read and wriaen
• the meaningfulness of the acHviHes
• Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
Grade 9 Science – Starleigh Grass & Mindy Casselman
Electricity
• The Challenge:
• Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acHve, collaboraHve and reading in chunks.
• Starleigh and Mindy in It’s All about Thinking (Math and Science) 2011.
Essential Question • If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
• Individually, brainstorm what you can recall about the characterisHcs of an atom.
• Meet in groups of 3 to add to and revise your list.
• Compare this list to the master list.
• …(word derivaHons, label an atom…)
• Exit slip: 2 characterisHcs you want to remember about atoms.
The Atom
• All maaer is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons
move, protons and neutrons do not move. • Atoms have negaHve and posiHve charges. • Electrons have a negaHve charge; protons have a posiHve
charge. • Protons and neutrons are located at the centre of the atom,
in the nucleus. • Electrons orbit around the outside of the nucleus, in energy
“shells.” • An object can be negaHvely or posiHvely charged,
depending on the raHo of protons and neutrons.
Goal
• Change the interacHon paaerns – involve more students
• AcHvate background knowledge • Increase engagement
• Increase student quesHoning • Use informaHon from student work to influence next steps
Inquiry and Thematic Teaching • EssenHal quesHon • Gradual release of responsibility • Open-‐ended quesHons • Co-‐creaHng criteria for journals • Journal selecHons used for AoL
• Krista, Mehj & Leyton in It’s All about Thinking (English, Social Studies, HumaniEes)
• Grade 8 English
Essential Question • How are hope, knowledge, and friendship necessary for the survival of the human spirit?
Right There
Factual Ques1ons: -‐can locate an answer by finding it directly in the text…poin1ng
Think and Search
Interpreta1ve Ques1ons: -‐search for details, then put them together to shape an answer
Author and Me
Personal Input QuesHons: -‐search for informaHon in the text and fill in knowledge gaps with their personal background knowledge
On My Own
EvaluaHve or AppreciaHve QuesHons: -‐ongoing inquiry quesHons that can be applied to many situaHons…search for outside sources of informaHon to support your opinion
Right There
Factual Ques1ons: -‐What are some ways that the guide uses his knowledge to help others?
Think and Search
Interpreta1ve Ques1ons: -‐Is the guide’s knowledge unique or special in some way?
Author and Me
Personal Input QuesHons: -‐In our society, or in your experience, do you know of people who have knowledge like the guide?
On My Own
EvaluaHve or AppreciaHve QuesHons: -‐Is knowledge the same as wisdom?
Assessment of Learning - Journals
• Students choose 3 journal responses for their mark.
• Students may rework any of their responses.
• Self-‐regulated learning: deciding on and pracHcing what you feel is most important – gives control.
• Team Planning – The plan – ConnecHons to UDK and BD – AFL included – The partner(s)
Tammy Renyard & Graham Scargall Grade 9
A Mid-Summer Night’s Dream Mt. Prevost Middle School
Cowichan Valey
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their learning processes
Goals of the collaboration:
Different Ways to Access InformaHon
• Listening to the play and acHng out roles in the play
• Reading a graphic novel • Watching movie clips • Listening to the teacher • Working in small groups to analyze pieces
Graphic RepresentaHons
• Learning IntenHon: I can interpret lines of text using graphics • Each student has several lines to represent • Done first without clear criteria • Analyzed their work in a carousel • Created criteria and 1-‐4 rubric • Coded own work -‐ descripHve feedback • New lines, represented again, with criteria
WriHng in Role
• Learning IntenHon: I can write in role to another character
• Students developed criteria • Wrote their leaers
• Self and peer assessed with criteria and descripHve feedback
• Wrote second leaer
Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.
Sincerely, Lysander
CulminaHng Project: Mind Map
• Learning IntenHon: I can represent my understanding of the play through a mind map
• Built criteria • Gave descripHve feedback while students worked
• Students included a personal reflecHon on their learning style and the unit
• How is this quality teaching?
• How is this AFL?
Resources • Assessment & InstrucEon of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004 • Grand ConversaEons, ThoughJul 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 – collaboraEng to support all learners
(in English, Social Studies and HumaniEes) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collaboraEng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011
The Assignment: by mid-‐June
• Try out something – large or small • Write it up: noHce impact on student learning – I tried – I noHced – I wondered – I liked Email this to Faye: [email protected] – I will highlight something wonderful in what you did, and we will post it to Moodle
