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Richmond.BEST.Nov.2013
 

Richmond.BEST.Nov.2013

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A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need ...

A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.

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    Richmond.BEST.Nov.2013 Richmond.BEST.Nov.2013 Presentation Transcript

    • Engaging Students with Information Text: What’s Working? What’s Next? BEST   November  20th,  2013   Faye  Brownlie   www.slideshare.net  
    • Learning Intentions •  I  have  a  be?er  understanding  of  what  makes  a   difference  in  learning   •  I  have  a  way  to  begin  working  with   informaFon  circles  and  inquiry   •  I  have  built  more  relaFonships  with  teachers   in  my  community  of  schools  
    • The teeter totter kids kids curriculum
    • “Pedagogy  trumps  curriculum.”      (Dylan  Wiliam)  
    • Four Minute Reflective Write Thinking about what you learned from your PBA (DART, RAD, …) What are the strengths of your class as a whole? What are some areas to strengthen of your class as a whole? What are you wondering about?
    • Synthesize •  What are two key words/phrases from your write? •  Pick ONE to share & to explain why you picked it.
    • Talk Time A/ B Partners – Share your ONE key idea (2 minutes each) Square up – Share your partner’s idea (5 minutes) Decide as a group on ONE key thought to share with the wider group Group Report out –ONE key idea (1 minute per group)
    • Background  knowledge  has  a  greater  impact  on   adolescents  being  able  to  read  a  text  than   anything  else.        -­‐Doug  Fisher,  Richard  Allington  
    • •  Adolescents,  more  so  than  young  children,  link   their  beliefs  about  the  role  of  effort  in   achievement  to  their  interacFons  with   teachers,  and  the  control  that  student  feel   over  their  own  academic  performance  tends   to  decline  as  they  grow  older  (Van  Ryzin,  2011)   •  quoted  in  McGill-­‐Franzen  &  Lubke  “Under  the  Radar,   Struggling  to  Be  NoFced:    Older  At-­‐Risk  Students”  in  A]er   Early  IntervenFon,  Then  What?,  2nd  ed.,  Paratore  &   McCormack,  ed,  2011,  IRA  
    • Do  your  students  receive  individual   feedback  from  you  in  every  class?  
    • “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  
    • “Achievement Now” Alfred Tatum, DeKalb, Illinois •  Kids  could  travel  throughout  the  day  and   read  less  than  3  pages  of  text  -­‐  in  a  high   achieving  high  school   •  Kids  could  go  to  the  school  and  become   smarter,  but  not  become  be?er  readers  
    • Inquiry based teaching … •  •  •  •  •  •  Is  problem  or  quesFon  driven   Encourages  collaboraFon   Makes  students  into  explorers  and  discoverers   Requires  kids  to  think   Puts  teachers  in  nonconvenFonal  roles   Requires  the  explicit  teaching  of  social  skills   and  comprehension  skills   –  Built  from  the  work  of  Steph  Harvey  and  Harvey  Daniels,  2009  
    • Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles   –  Read  to  find  what’s  important  and/or  interesFng  and   defend  with  2  pieces  of  evidence  -­‐  “because”   •  •  •  •  Co-­‐create  criteria  for  effecFve  group   Assign  students  to  topic  groups   Students  read  to  choose  ‘the  best  invenFon’   In  groups,  each  talks  by  supporFng  his/her   opinion  with  evidence   •  With  Sue  Jackson,  Minnekhada  
    • •  •  •  •  Co-­‐create  criteria  for  effecFve  group   Assign  students  to  topic  groups   Students  read  to  choose  ‘the  best  invenFon’   In  groups,  each  talks  by  supporFng  his/her   opinion  with  evidence  
    • Regroup!!!   Have  at  your  table,  elementary  and  secondary   teachers  who  share  their  students  
    • The 10 A Scholastic Series for Inquiry Editor: Jeff Wilhelm •  100  Ftles  grades  6-­‐10   •  50  Ftles  grades  4-­‐8   Smartest Adaptations in Nature -Scholastic  
    • What is the smartest adaptation? How do animals adapt?
    • Why is this adaptation the best? •  Examine  the  pictures,  the  capFons  and  the   graphics,  the  text   •  Look  for  what  strikes  you,  what  jumps  out  as   unique  and/or  important  to  remember   •  Place  3  post-­‐it  notes  on  3  different  points  that   support  your  inquiry/argument   •  Come  to  the  circle  to  start  the  conversaFon   with  the  informaFon  behind  the  post-­‐it  notes