Your SlideShare is downloading. ×
0
Bulkley	
  Leadership	
  Group	
  2013-­‐14	
  
Current and Effective Strategies
across the grades and across the
curricul...
Learning Intentions
•  	
   	
  I	
  can	
  design	
  lesson	
  sequences	
  using	
  	
  
the	
  principles	
  of	
  univ...
•  Intro/check	
  in	
  –	
  UDL,	
  BD,	
  feedback,	
  engagement	
  
•  I	
  tried…with…	
  
•  What	
  worked?	
  	
  ...
The teeter totter

kids

kids

curriculum
“Pedagogy	
  trumps	
  curriculum.”	
  	
  
	
  (Dylan	
  Wiliam)	
  
•  Adolescents,	
  more	
  so	
  than	
  young	
  children,	
  link	
  
their	
  beliefs	
  about	
  the	
  role	
  of	
  ...
•  …the	
  self-­‐percepSons	
  of	
  students	
  as	
  readers	
  
and	
  their	
  feelings	
  about	
  reading	
  mediat...
What’s	
  The	
  QuesSon?	
  
If	
  this	
  is	
  the	
  answer,	
  then	
  what’s	
  the	
  quesSon	
  
A:	
  Mr	
  T	
  ...
What’s	
  The	
  QuesSon?	
  
•  If	
  this	
  is	
  the	
  answer,	
  then	
  what’s	
  the	
  quesSon..	
  
A.	
  For	
 ...
What’s	
  The	
  QuesSon?	
  
•  If	
  this	
  is	
  the	
  answer,	
  then	
  what’s	
  the	
  quesSon..	
  
A.	
  0m	
  ...
What’s	
  The	
  QuesSon?	
  
•  If	
  this	
  is	
  the	
  answer,	
  then	
  what’s	
  the	
  quesSon..	
  
A.	
  Jogger...
Merchant of Venice, Act 1, Scene ii
with Mark Smith and Ben Pare
Goal: build understanding of the play and start to
apply ...
•  Accessing	
  background	
  knowledge	
  
•  Clarifying	
  background	
  knowledge	
  (UDL	
  –	
  
planning	
  and	
  t...
•  Themes:	
  
–  Love	
  
–  Roles	
  
–  Prejudice	
  
Lesson Design
• 
• 
• 
• 
• 
• 
• 

Whip	
  around	
  from	
  yesterday	
  (Act	
  1,	
  Scene	
  i)	
  
ClarificaSon	
  an...
Frog Can Do
Many Things

Written by Donna Klockars
Illustrated by Bill Helin

Strong	
  	
  NaSons	
  Publishing,	
  Level...
•  Learning	
  supports	
  the	
  well-­‐being	
  of	
  self	
  and	
  
family	
  
•  Learning	
  is	
  holisSc,	
  reflexi...
Interesting and Insightful
•  Linda	
  Rivet’s	
  grade	
  1	
  class,	
  Burnaby	
  
•  Many	
  ESL	
  children	
  
•  Be...
•  Used	
  a	
  frame:	
  
–  I	
  can	
  …	
  
–  My	
  parents	
  want	
  …	
  
–  I	
  really	
  like	
  …	
  
Writing
•  Build	
  criteria	
  for	
  powerful	
  story	
  
•  Model	
  with	
  partner,	
  1	
  minute	
  to	
  tell	
  ...
•  What’s	
  your	
  plan?	
  
•  Who	
  will	
  you	
  work	
  with?	
  
•  How	
  will	
  you	
  know	
  that	
  what	
 ...
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Bulkley valley leadership nov 2013
Upcoming SlideShare
Loading in...5
×

Bulkley valley leadership nov 2013

198

Published on

Evening session and one hour debrief session, November, 2013. Quality teaching. 3rd year in the conversation.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
198
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Transcript of "Bulkley valley leadership nov 2013"

  1. 1. Bulkley  Leadership  Group  2013-­‐14   Current and Effective Strategies across the grades and across the curriculum   November  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. 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.    
  3. 3. •  Intro/check  in  –  UDL,  BD,  feedback,  engagement   •  I  tried…with…   •  What  worked?    What  didn’t?    What’s  next?   •  Report  out:  commonaliSes  &  quesSons   •  Strategies   •  Team  planning   •  Report  Out  &  ReflecSons    
  4. 4. The teeter totter kids kids curriculum
  5. 5. “Pedagogy  trumps  curriculum.”      (Dylan  Wiliam)  
  6. 6. •  Adolescents,  more  so  than  young  children,  link   their  beliefs  about  the  role  of  effort  in   achievement  to  their  interacSons  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  NoSced:    Older  At-­‐Risk  Students”  in  Acer   Early  IntervenSon,  Then  What?,  2nd  ed.,  Paratore  &   McCormack,  ed,  2011,  IRA  
  7. 7. •  …the  self-­‐percepSons  of  students  as  readers   and  their  feelings  about  reading  mediate  the   effecSveness  of  experimental  intervenSons  to   improve  achievement   •  Reed  &  Vaughn,  2010,  cited  in  McGill-­‐Franzen  &  Lubke  
  8. 8. What’s  The  QuesSon?   If  this  is  the  answer,  then  what’s  the  quesSon   A:  Mr  T   (Q:  Who  is  da’  man?)  
  9. 9. What’s  The  QuesSon?   •  If  this  is  the  answer,  then  what’s  the  quesSon..   A.  For  5.0  s    Q.__________________________________    
  10. 10. What’s  The  QuesSon?   •  If  this  is  the  answer,  then  what’s  the  quesSon..   A.  0m    Q.__________________________________    
  11. 11. What’s  The  QuesSon?   •  If  this  is  the  answer,  then  what’s  the  quesSon..   A.  Jogger  A    Q.__________________________________    
  12. 12. Merchant of Venice, Act 1, Scene ii with Mark Smith and Ben Pare Goal: build understanding of the play and start to apply the themes; enjoy & appreciate Shakespeare •  •  •  •  Antonio   Bassanio   PorSa   Nerrissa   •  Merchant  of  Venice  
  13. 13. •  Accessing  background  knowledge   •  Clarifying  background  knowledge  (UDL  –   planning  and  teaching  with  the  whole  class  in   mind)   •  Sejng  a  purpose  for  reading   •  Teaching  with  the  end  in  mind:    backwards   design  
  14. 14. •  Themes:   –  Love   –  Roles   –  Prejudice  
  15. 15. Lesson Design •  •  •  •  •  •  •  Whip  around  from  yesterday  (Act  1,  Scene  i)   ClarificaSon  and  quick  write   Themes  introduced   Think  aloud  (PorSa’s  second  speech)   Quick  write   Overview  with  graphic  text   Read  scene  with  a  partner  or  alone  
  16. 16. Frog Can Do Many Things Written by Donna Klockars Illustrated by Bill Helin Strong    NaSons  Publishing,  Leveled  Readers   L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM
  17. 17. •  Learning  supports  the  well-­‐being  of  self  and   family   •  Learning  is  holisSc,  reflexive,  reflecSve   •  Reading  with  a  purpose:   –  Read  to  find  out  what  frog  can  do  and  what  he   wants  to  do.    Be  thinking  about  what  you  can  do   and  what  you  want  to  do.  
  18. 18. Interesting and Insightful •  Linda  Rivet’s  grade  1  class,  Burnaby   •  Many  ESL  children   •  Been  working  on  connecSons  and  jusSfying   opinions  from  reading   •  Lots  of  discussion  before,  during,  acer  reading:       –  What  can  you  do?   –  What  do  you  want  to  be  able  to  do?   –  Will  frog  ever  learn  to  fly?   –  Is  it  good  to  have  a  dream?    Is  it  OK  to  give  up  on  a   dream?      
  19. 19. •  Used  a  frame:   –  I  can  …   –  My  parents  want  …   –  I  really  like  …  
  20. 20. Writing •  Build  criteria  for  powerful  story   •  Model  with  partner,  1  minute  to  tell  your  story,   30  seconds  to  respond;  switch;  pracSce   •  Walk  and  talk  to  rehearse  story   •  Write   •  Code  your  wriSng  with  2-­‐3  aspects  of  the  criteria   With  Craig  Sung,  Birchland  
  21. 21. •  What’s  your  plan?   •  Who  will  you  work  with?   •  How  will  you  know  that  what  you  have  done  is   making  a  difference?  
  1. A particular slide catching your eye?

    Clipping is a handy way to collect important slides you want to go back to later.

×