An afternoon follow-up session after classroom demonstration. Strategies for all learners: power paragraphs, descriptive feedback and oral language with tesselations in math, questioning from pictures.
It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Grades 3-5 Prince Rupert April, 2013 Faye Brownlie
Learning Inten<ons • I have a plan to collaborate with someone in the classroom. • I have a plan to try a diﬀerent strategy or sequence that focuses on literacy and engagement. • I have a plan to con<nue to ask the ques<ons, ”How is what I am doing suppor<ng the learning of all my students?” and “How do I know?”
Power Paragraphs• Choose a topic • Choose 3 key details about the topic • Under each key detail, choose 2 further details, examples, support • Write one introductory sentence (topic) and one sentence each for each key detail and its suppor<ng informa<on • With Ken Porter and Kelly Zimmer, Mundy Road – in class support for students at risk
How can I move from a text-driven stance in a math curriculum that is new to me?
Essential Questions: What is a tessella<on? How do these shapes work together?
Learning Intentions:• I can make a tessella<on. • I know what polygons will tessellate. • I know why some polygons will tessellate and some won’t.
Criteria for a tessellation:• Repeated congruent shape • No gaps • No overlaps • Vertex of any tessella<ng angle is 360°
We found out:• Only 3 regular polygons will tessellate: – Triangle – Square – Hexagon Assessment: Be prepared to explain why an octagon will not… I’m listening for kids who use the words -‐polygon, tessellate, vertex, line segments
Tessellations octagon polygon tessellate vertex Line seg-‐ ment Beth Dylan Luca Emma
Ques<oning – gr. 3/4 Goal: crea<ng real ques<ons, using ques<ons to link background knowledge with new informa<on, create curiosity • Present an image. • Ager 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 – Annehe LeBox & Karen Reczuch 2002, Douglas & McIntyre
Team Planning• What will you do? • Who will you work with? • What ar<facts will you collect from the students to provide evidence of how they are learning – i.e, student samples for your porkolio? • Reﬂect on the ques<ons: – What are we doing? – How is it going? – What next?
PlanningWhat are you going to try ASAP? Who will you work with? How will this support student engagement and increased literacy?