Teaching  that  Makes  a  Difference  

May  9,  2011  Stu-­‐Ate  Secondary  School  

Faye  Brownlie  

Learning  IntenCons  

•  I  understand  the  power  of  collaboraCon  in  improving  student  learning.  

•  I  can  idenCfy  ‘quality  teaching’  and  explain  what  aspects  of  it  make  a  difference  in  inclusive  classes.  

•  I  can  find  more  ways  to  embed  assessment  for  learning  into  my  pracCce.  

•  I  have  a  plan  to  try  something  new  to  me.  

How  the  world’  best  performing  school  systems  come  out  on  top  –  

Sept.  2007,  McKinsey  &  Co.  

1.  GeVng  the  right  people  to  become  teachers  

2.  Developing  them  into  effecCve  instructors  

3.  Ensuring  that  the  system  is  able  to  deliver  the  best  possible  instrucCon  for  every  child  

McKinsey  Report,  2007  

•  The  top-­‐performing  school  systems  recognise  that  the  only  way  to  improve  outcomes  is  to  improve  instrucCon:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interacCon.  

How  the  world’s  most  improved  school  systems  keep  geVng  be[er  –

McKinsey,  2010  

Three  changes  collaboraCve  pracCce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracCce  public  and  the  enCre  teaching  populaCon  sharing  responsibility  for  student  learning.  

2.  Focus  shi\ed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucCon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

Frameworks

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

Universal Design for Learning

MulCple  means:  -­‐to  tap  into  background  knowledge,  to  acCvate  prior  knowledge,  to  increase  engagement  and  moCvaCon  

-­‐to  acquire  the  informaCon  and  knowledge  to  process  new  ideas  and  informaCon  

-­‐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  •  CooperaCve  learning  •  Literature  circles  and  informaCon  circles  •  Inquiry  

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

Assessment  OF  Learning  

Purpose:  reporCng  out,  summaCve        assessment,  measuring  learning  

Audience:  parents  and  public  

Timing:    end  

Form:    le[er  grades,  rank  order,        percentage  scores  

Assessment  FOR  Learning  

Purpose:  guide  instrucCon,  improve        learning  

Audience:  teacher  and  student  

Timing:    at  the  beginning,  day  by        day,  minute  by  minute  

Form:    descripCve  feedback  

The  Six  Big  AFL  Strategies  

1.     IntenCons  

2.     Criteria  

3.     DescripCve  feedback  

4.     QuesCons  

5.     Self  and  peer  assessment  

6.     Ownership  

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Benne[,  2007  

Collaborative Skills Social Skills: taking turns, equal voice, calm voice, politeness, appreciation statements, waiting your turn, encouraging others

Communication Skills: attentive listening, paraphrasing, seeking clarification, accepting and extending the ideas of others, probing

Critical Thinking Skills: suspending judgment, examining both sides of an issue, considering all factors, disagreeing agreeably

The teeter totter

kids

kids curriculum

Essential Lesson Components

•  EssenCal  quesCon/learning  intenCon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenCaCon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

QuesConing  –  gr.  2/3  Goal:    creaCng  real  quesCons,  using  quesCons  to  

link  background  knowledge  with  new  informaCon,  create  curiosity  

•  Present  an  image.  •  A\er  each  image,  ask  students  to  pose  quesCons  about  the  image  and  to  resist  the  urge  to  answer  someone  else’s  quesCon.  

•  Repeat  with  3-­‐4  images.  

Salmon  Creek  –  Anne[e  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  

Questioning – Joni Tsui •  IntroducCon  to  earthquakes  in  geology  12.    •  Students  have  all  seen  earthquakes  in  previous  classes  (some  more  than  others).  

•  We  completed  the  acCvity  and  I  made  sure  every  student  in  class  wondered  at  least  one  thing.  

       

Questioning

• Math  

•  Closed  vs  open  

•  1  +  4  =    

•  2  +  3  =  

•  4  +  1  =  

•  0  +  5  =  

How can you show your number for our number

book?

Questioning

• Who  is  answering  your  quesCons?  

• Who  is  asking  the  quesCons?  

Math Centres – gr. 1/2 Michelle Hikada, Tait

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  pa[erns  with  different  materials  (pracCce)  

•  1  making  pa[erns  with  sCckers  (pracCce)  

•  1  graphing  in  partners  (pracCce)  

•  With  your  partner,  choose  a  bucket  of  materials  and  make  a  bar  graph.  

•  Ask  (and  answer)  at  least  3  quesCons  about  your  graph.  

•  Make  another  graph  with  a  different  material.  

Critical thinking & Problem-Solving

•  How  much  forest  must  be  removed  to  create  a  4-­‐lane  highway  15  km  long?  

•  How  can  you  figure  it  out?  

•  What  thinking  skills  do  you  use?  

It’s  all  about  thinking  in  math  &  science  –  Brownlie,  Fullerton,  Schnellert  

•  How  much  forest  must  be  removed  to  create  a  4-­‐lane  highway  15  km  long?  

•  How  can  you  figure  it  out?  

Critical thinking & Problem-Solving