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Bulkley valley.jan.2014.general

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Evening session, building from the frameworks of UDL and BD, K-12, with examples from BC classrooms.

Evening session, building from the frameworks of UDL and BD, K-12, with examples from BC classrooms.

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  • 1. Current and Effective Strategies across the grades and across the curriculum   Bulkley  Valley   January  16,  2014   Faye  Brownlie   www.slideshare.net  
  • 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  conFnue  to  ask  the   quesFons,  ”How  is  what  I  am  doing   supporFng  the  learning  of  all  my  students?”   and  “How  do  I  know?”  
  • 3. feedback
  • 4. AFL   •  Using  informaFon  about  student   achievement/learning  to  adjust  the   subsequent  teaching   •  Whole  class  adjustment   •  Personalized/differenFated  adjustment  
  • 5. “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  
  • 6. You’re  born  with  what  you  got…   and  that’s  that!   It’s  fixed......or…  
  • 7. Your  brain  is  like  a  muscle.   It  can  grow…and  will  with  pracFce    
  • 8. Universal Design for Learning MulFple  means:   -­‐to  tap  into  background  knowledge,  to  acFvate   prior  knowledge,  to  increase  engagement  and   moFvaFon   -­‐to  acquire  the  informaFon  and  knowledge  to   process  new  ideas  and  informaFon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  • 9. Features  of  High-­‐Engagement  Learning   Environments   •  available  supply  of  appropriately  difficult  texts   •  opFons  that  allow  students  more  control  over   the  texts  to  be  read  and  the  work  to  be   accomplished   •  the  collaboraFve  nature  of  much  of  the  work   •  the  opportunity  to  discuss  what  was  read  and   wri^en   •  the  meaningfulness  of  the  acFviFes   •  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;   Turner,  1995  
  • 10. Essential Lesson Components •  •  •  •  •  EssenFal  quesFon/learning  intenFon/a  big  idea   Open-­‐ended  strategies:    connect-­‐process-­‐transform   DifferenFaFon  –  choice,  choice,  choice   Assessment  for  learning   Gradual  release  of  responsibility   –  Model   –  Guided  pracFce   –  Independent  pracFce  
  • 11. Tara  O’Reilly,  Burnaby  Mountain   Secondary  
  • 12. _ _ _ _ _ _ L M X A S T O L _ _ F U J A C
  • 13. _ _ _ _ _ _ S E L V X V T N _ _ _ C O A I B
  • 14. _ _ _ _ _ _ I E H A H T N _ _ _ CO2    +    PO4      +    H2O        OUT C P I D R S
  • 15. _ _ _ _ _ _ _ F E E E L D S V _ T N C O I
  • 16. Things  to  Think  about…   How  are  the  following  pictures   similar?   How  are  the  following  pictures   different?   Is  there  a  common  theme  among   these  pictures?  
  • 17. H2SO4  
  • 18. NaOH  
  • 19. Information Writing – Grade 1/2 with Nicole Cherry, Mundy Road Elementary Goal:    communicate  informaFon  in  wriFng   What  do  you  know  about  bears?   Chart,  labeled  with  the  4  seasons   Examine  text  cover  and  table  of  contents.    Predict   and  connect  to  ‘knowns’.   •  Read  Winter  and  write  a  few  sentences.   •  Students  fill  in  their  Winter  with  their  choice   informaFon.   •  Read  Spring.    Students  fill  in  their  Spring   independently.   •  •  •  • 
  • 20. 45 min. – Guided Reading •  Word  work   –  Word  families,  words  from  text,  le^ers,  sounds       •  Few  sight  words   –  Word  games  –  5  minutes   •  Strategies  of  good  readers   –  Build,  review,  focus  on  one   •  •  •  •  Picture  walk   Read  alone   Read  with  teacher   Choose  another  book  to  read   –  From  previous  texts,  shared  texts,  can  reread   •  Eyes  on  print  30  minutes/day  
  • 21. Michelle Hikada, TL, RT •  I  did  the  guided  reading  groups  as  a  combinaFon  of  my  Resource  and   Library  Fme.    Some  people  may  not  agree  but  I  see  my  role  as  librarian  as   a  literacy  teacher  too  so  I  included  both  guided  reading  and  literature   circles  into  my  role  as  librarian    (I  only  did  15  minute  book  exchanges  so   that  I  could  spend  the  rest  of  my  day  collaboraFng  and  teaching).    Over  the   year,  I  did  guided  reading  in  2  classrooms  (all  year)  and  literature  circles  in   2  classroom  each  for  a  term  (I  followed  your  model  and  worked  with  3   teachers  each  term  so  they  come  to  the  library  twice  a  week.)    You  will  be   excited  that  next  year  4  teachers  have  asked  for  literature  circles  and  for   guided  reading  in  2.    Explicit  reading  instrucFon  is  taking  over   Diefenbaker!!!!   •  The  second  class  this  year  got  4  blocks  each  week  starFng  aver   springbreak.    As  a  resource  team,  we  saw  a  few  of  these  students  at  risk  so   we  wanted  to  focus  on  early  intervenFon  for  them.    It  paid  off  because  all   of  our  grade  ones  are  readers!!!  
  • 22. Teresa Fayant K Stzuminus First Nation
  • 23. Art 9/10 with Sheri Tompkins, Heritage Woods •  Teacher  Modelling   •  Students  have  ‘ Talking  about  Art’  sheet.   •  Teacher  presents  a  piece  of  her  art,  using   ‘Talking  about  Art’  sheet  as  her  guide  and   adding  her  own  ideas.   •  T  turns  her  back;  students  discuss  and  record.   •  T  writes  down  what  is  said  on  her  paper.  
  • 24. Art 9/10 with Sheri Tompkins, Heritage Woods •  Working  together   •  Student  chooses  one  piece  of  his  art  for  feedback   •  Student  self-­‐assesses,  presents  his  piece  to  his   group  (of  4  or  5),  others  observe  silently,  student   adds  his  comments.   •  Student  turns  his  back.    Group  members  discuss   the  art  work,  using  the  criteria  sheet.    No   judgment,  likes  or  dislikes.    Student  records  the   remarks.  
  • 25. •  Students  summarizes  his  feedback  and  others   with     –  2  aspects  I  want  you  to  noFce     –  1  aspect  for  feedback   •  The  art  work,  the  self-­‐assessment  and  the   summary  are  handed  in  to  the  teacher.   •  Teacher  responds,  following  the  summary  of   the  student  direcFon.  
  • 26. QuesFons    Focus  on  what  you  see  and  what  you  feel.    Give  first  impressions.  Give  gut   reacFons.  Make  guesses.   #1  What  stands  out  the  most  when  you  first  see  the  work?    The  (subject,  object,  element,  area)  that  stands  out  the  most   is__________________   #2  Explain  the  reason  you  noFce  the  thing  you  menFon  in  #1.    The  (object,  subject,  element,  area)  stands  out  because_____________________   #3  As  you  keep  looking,  what  else  seems  important  or  stands  out?    The  other  part(s)  that  seem  important  or  that  stand  out  is/ are__________________   #4  Why  does  the  thing  you  menFon  in  #3  seem  important?    These/this  other  part(s)  stand  out  or  seem  important  because  ________________   …  #13  …