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Bulkey.may.12

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evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.

evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.

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  • 1. Current  and  Effec-ve  Teaching  Strategies  across  the  Curriculum   Bulkley  Valley   May  3rd,  2012   Faye  Brownlie   www.slideshare.net  
  • 2. Learning  Inten-ons  •  I  can  iden-fy  ‘what  counts’  in  different   teaching  sequences  •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  and  to  my  students  •  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?”  
  • 3. People  Search  •  New  rules!  •  Choose  1  box  you’d  like  to  answer  yourself  •  Hear  stories  from  no  more  than  2  at  your  table  •  Talk  with  at  least  2  others  from  other  tables,   with  one  of  them  NOT  being  at  your  grade/ subject  level  
  • 4. Universal Design for LearningMul-ple  means:  -­‐to  tap  into  background  knowledge,  to  ac-vate   prior  knowledge,  to  increase  engagement  and   mo-va-on  (connec-ng)  -­‐to  acquire  the  informa-on  and  knowledge  to   process  new  ideas  and  informa-on  (processing)  -­‐to  express  what  they  know  (transforming/ personalizing).                        Rose  &  Meyer,  2002  
  • 5. 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  
  • 6. 1. Learning Intentions“Students  can  reach  any  target  as  long        as  it  holds  s-ll  for  them.”    -­‐  S-ggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.  3. Questions  Increase  quality  ques-ons  to        show  evidence  of  learning  
  • 7. 4.  Descrip+ve  Feedback  Timely,  relevant    descrip-ve  feedback  contributes  most    powerfully  to  student  learning!  5. Self & Peer AssessmentInvolve  learners  more  in  self  &  peer  assessment6. OwnershipHave  students  communicate    their  learning  with  others
  • 8. Goal: develop and apply mathematical language•  Sit  back  to  back  with  a  partner  •  Partner  A  observes  the  diagram  and  describes   it  to  partner  B  •  Partner  B  draws  what  he  hears  Partner  A   describing  •  Reflect:    what  worked  in  the  partnership?     What  didn’t?    How  can  it  be  improved?  
  • 9. Inuit  Study  •  Now  try  the  same  strategy  with  content.  •  Back  to  back  drawing.  •  Aber  each  sketch,  check  out  the  image  and  write   a  one  sentence  synthesis  of  what  is  important  –   or  generate  5-­‐8  key  phrases  describing  the   picture.  •  Students  walk  through  the  ‘gallery’  and  observe   the  other  pictures  and  statements/phrases.  •  Students  web  what  they  now  know.  
  • 10. Intro  to  Circula-on  –  Gr.  12  Biology   Natalie  Burns,  Burnaby  Central    The  Challenge:    –  A  hook    –  More  discussion  –  Thinking  more  deeply  about  the  content    –  Building  community  in  the  classroom    
  • 11. First  Class  –  80  minutes  •    I  wonder  pictures    •    Big  idea  –  circula-on    •    2  minute  quick  write  –  what  I  remember    •    20  min.  –  alone  or  with  a  partner,  terms  –  heart,  blood,   arteries,  veins,  capillaries,  immune  system,  circulatory   disorders  –  then  mindmap    •    Connect  to  heart  image    •    10  min.  –  lecture,  3  slides    •    15  min.  -­‐-­‐-­‐  essen-al  ques-ons  –  in  groups,  discuss  each    •    Class  discussion  on  essen-al  ques-ons    •    Exit  slip  –  1  thing  I  remembered,  2  things  I  am  excited  to   learn    
  • 12. What  do  you  know  about  the   circulatory  system?  
  • 13. BCircula-on:  An  Overview   Circula+on:  Ablood  around  the  •Blood  vessels  transport   n  Overview  body  -­‐Arteries  carry  blood  away  from  the  heart  -­‐Veins  carry  blood  to  the  heart  -­‐Capillaries  allow  for  gas,  nutrient  and  waste  exchange  between    blood  cells  and  body  cells  • ood  vessels  transport  blood  around  the  body  -   Arteries  carry  blood  away  from  the  heart  -   Veins  carry  blood  towards  the  heart  -   Capillaries  allow  for  gas,  nutrient  &  waste  exchange  between  blood  cells  and  body  cells  
  • 14. •  The  heart  is  responsible  for  pumping  blood   throughout  your  whole  body  -­‐There  are  chambers  to  separate  oxygenated   and  deoxygenated  blood    -­‐The  right  side  of  the  heart  pumps  blood  to  the   lungs  and  the  leb  side  of  the  heart  pumps   blood  throughout  the  body  
  • 15. •  Blood  is  made  up  of  more   than  just  red  stuff!    -­‐Most  of  blood  is  plasma   (liquid)  -­‐White  blood  cells  help  our   immune  system  by  figh-ng   diseases  -­‐Platelets  allow  our  blood  to   clot  -­‐Red  blood  cells  carry  O2  &   nutrients  to  cells,  and  CO2   &  waste  away  from  cells  
  • 16. 3  Essen-al  Ques-ons  1.  How  cri-cal  is  a  heart  to  the  life  of  an   organism?    2.   How  do  the  differences  between   arteries  and  veins  affect  their  jobs  and   their  loca-on?    3.  Why  must  blood  always  be  flowing?    
  • 17. Resources    •  Assessment  &  Instruc-on  of  ESL  Learners  –  Brownlie,  Feniak,   &  McCarthy,  2004  •  Grand  Conversa-ons,  Though<ul  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  –  collabora-ng  to  support  all  learners   (in  English,  Social  Studies  and  Humani-es)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collabora-ng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  
  • 18. Every  learner  will  realize  their  full   poten-al  and  contribute  to  the  well-­‐ being  of  our  province.    To  move  our  educa-on  system  from  good  to   great,  the  Plan  has  five  key  elements:    1)  Personalized  learning  for  every  student    2)   Quality  teaching  and  learning  3)   Flexibility  and  choice  4)  High  standards    5)  Learning  empowered  by  technology  

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