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Bulkley valley.leadership.may2012


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4th in a series of planning, implementing and reflecting on our work as leaders of learning.

4th in a series of planning, implementing and reflecting on our work as leaders of learning.

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  • 1. A Leadership Series: Current andEffective Teaching Strategies across the Curriculum   Bulkley  Valley,  Session  4   Friday,  May  4,  2012   Faye  Brownlie  
  • 2. •  Intro/check  in   •  I  tried…with…   •  What  worked?    What  didn’t?    What’s  next?  •  Report  out:  commonaliHes  &  quesHons   •  Strategies   •  Team  planning   •  Report  Out  &  ReflecHons    
  • 3. Group  work:  •  One  with  people  from  your  school  •  One  with  people  who  share  your  grade  or  your   subject  area  
  • 4. •  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  
  • 5. 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.    
  • 6. The teeter totter kids curriculumkids
  • 7. 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  
  • 8. 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.  
  • 9. Essential Question•  If  we  understand  how  materials  hold  and   transfer  electric  charge,  can  we  store  and   move  electric  charge  using  common   materials?    
  • 10. •  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.  
  • 11. 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.  
  • 12. 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  
  • 13. 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  
  • 14. Essential Question•  How  are  hope,  knowledge,  and  friendship   necessary  for  the  survival  of  the  human  spirit?  
  • 15. 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  
  • 16. 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?  
  • 17. 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.  
  • 18. •  Team  Planning   –  The  plan   –  ConnecHons  to  UDK  and  BD   –  AFL  included   –  The  partner(s)  
  • 19. 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
  • 20. 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  
  • 21. 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  
  • 22. 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  
  • 23. 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
  • 24. 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  
  • 25. •  How  is  this  quality  teaching?  •  How  is  this  AFL?  
  • 26. 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  
  • 27. 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:   –  I  will  highlight  something  wonderful  in  what  you   did,  and  we  will  post  it  to  Moodle