A Leadership Series: Current andEffective Teaching Strategies across the Curriculum Bulkley Valley, Session 4 Friday, May 4, 2012 Faye Brownlie www.slideshare.net
• Intro/check in • I tried…with… • What worked? What didn’t? What’s next? • Report out: commonaliHes & quesHons • Strategies • Team planning • Report Out & ReﬂecHons
Group work: • One with people from your school • One with people who share your grade or your subject area
• 1 minute check in … name, school, “an example from my class of UDL or BD…” • 40 minute group work: What I tried, who I worked with, how it connects to the big ideas of UDL and BD – Groups of 4 – 10 minutes each – Report out: • Common threads • QuesHons for me
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.
Features of High-‐Engagement Learning Environments • available supply of appropriately diﬃcult texts • opHons that allow students more control over the texts to be read and the work to be accomplished • the collaboraHve nature of much of the work • the opportunity to discuss what was read and wriaen • the meaningfulness of the acHviHes • Allington & Johnston, 2002; Presley, 2002; Wigﬁeld, 1997; Almasi & McKeown, 1996; Turner, 1995
Grade 9 Science – Starleigh Grass & Mindy Casselman Electricity• The Challenge: • Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acHve, collaboraHve and reading in chunks. • Starleigh and Mindy in It’s All about Thinking (Math and Science) 2011.
Essential Question• If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
• Individually, brainstorm what you can recall about the characterisHcs of an atom. • Meet in groups of 3 to add to and revise your list. • Compare this list to the master list. • …(word derivaHons, label an atom…) • Exit slip: 2 characterisHcs you want to remember about atoms.
The Atom • All maaer is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. • Atoms have negaHve and posiHve charges. • Electrons have a negaHve charge; protons have a posiHve charge. • Protons and neutrons are located at the centre of the atom, in the nucleus. • Electrons orbit around the outside of the nucleus, in energy “shells.” • An object can be negaHvely or posiHvely charged, depending on the raHo of protons and neutrons.
Goal • Change the interacHon paaerns – involve more students • AcHvate background knowledge • Increase engagement • Increase student quesHoning • Use informaHon from student work to inﬂuence next steps
Inquiry and Thematic Teaching• EssenHal quesHon • Gradual release of responsibility • Open-‐ended quesHons • Co-‐creaHng criteria for journals • Journal selecHons used for AoL • Krista, Mehj & Leyton in It’s All about Thinking (English, Social Studies, HumaniEes) • Grade 8 English
Essential Question• How are hope, knowledge, and friendship necessary for the survival of the human spirit?
Right There Think and Search Factual Ques1ons: Interpreta1ve Ques1ons: -‐can locate an answer by ﬁnding it -‐search for details, then put them together to directly in the text…poin1ng shape an answer Author and Me On My Own Personal Input QuesHons: EvaluaHve or AppreciaHve QuesHons: -‐search for informaHon in the text -‐ongoing inquiry quesHons that can be applied and ﬁll in knowledge gaps with their to many situaHons…search for outside sources personal background knowledge of informaHon to support your opinion
Right There Think and Search Factual Ques1ons: Interpreta1ve Ques1ons: -‐What are some ways that the guide -‐Is the guide’s knowledge unique or special uses his knowledge to help others? in some way? Author and Me On My Own Personal Input QuesHons: EvaluaHve or AppreciaHve QuesHons: -‐In our society, or in your experience, do -‐Is knowledge the same as wisdom? you know of people who have knowledge like the guide?
Assessment of Learning - Journals• Students choose 3 journal responses for their mark. • Students may rework any of their responses. • Self-‐regulated learning: deciding on and pracHcing what you feel is most important – gives control.
• Team Planning – The plan – ConnecHons to UDK and BD – AFL included – The partner(s)
Tammy Renyard & Graham Scargall Grade 9 A Mid-Summer Night’s Dream Mt. Prevost Middle School Cowichan ValeyGoals of thecollaboration: A/B partner talk Daily learning intentions Expanded definitions of the text Student reflections on their learning processes
Diﬀerent Ways to Access InformaHon • Listening to the play and acHng out roles in the play • Reading a graphic novel • Watching movie clips • Listening to the teacher • Working in small groups to analyze pieces
Graphic RepresentaHons • Learning IntenHon: I can interpret lines of text using graphics • Each student has several lines to represent • Done ﬁrst without clear criteria • Analyzed their work in a carousel • Created criteria and 1-‐4 rubric • Coded own work -‐ descripHve feedback • New lines, represented again, with criteria
WriHng in Role • Learning IntenHon: I can write in role to another character • Students developed criteria • Wrote their leaers • Self and peer assessed with criteria and descripHve feedback • Wrote second leaer
Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.Sincerely,Lysander
CulminaHng Project: Mind Map • Learning IntenHon: I can represent my understanding of the play through a mind map • Built criteria • Gave descripHve feedback while students worked • Students included a personal reﬂecHon on their learning style and the unit
• How is this quality teaching? • How is this AFL?
Resources • Assessment & InstrucEon of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand ConversaEons, ThoughJul 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 – collaboraEng to support all learners (in English, Social Studies and HumaniEes) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collaboraEng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011
The Assignment: by mid-‐June • Try out something – large or small • Write it up: noHce impact on student learning – I tried – I noHced – I wondered – I liked Email this to Faye: firstname.lastname@example.org – I will highlight something wonderful in what you did, and we will post it to Moodle