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The 21st Century Adult Learner:what matters most in writing, communicating and vocabulary<br />Burnaby District Day<br />F...
21st Century Learning Skills<br />Critical thinking<br />Collaboration<br />Problem solving<br />Rotherham & Willingham, 2...
Frameworks<br />It’s All about Thinking – Brownlie & Schnellert, 2009<br />
Universal Design for Learning<br />Multiple means:<br />-to tap into background knowledge, to activate prior knowledge, to...
Backwards Design<br />What important ideas and enduring understandings do you want the students to know?<br />What thinkin...
The Gradual Release Model<br />Model<br />Guided practice<br />Independent practice<br />Independent application<br />Pear...
A Writing Strategy<br />1 minute story telling<br />30 second response<br />1 minute story telling<br />30 second response...
Connecting/Processing Strategy:What’s In, What’s Out?(Reading 44, adapted by Paul Paling)<br />stomach				squeezing<br />a...
Communicating Mathematically<br />Sit back to back with a partner<br />Partner A observes the diagram and describes it to ...
References<br />Grand Conversations, Thoughtful Responses – Brownlie (2005).  Portage and Main Press.<br />Student Diversi...
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Burnaby Adult Ed Feb.2011

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  • Strategies embedded in content AND text-based collaborative learning
  • Transcript of "Burnaby Adult Ed Feb.2011"

    1. 1. The 21st Century Adult Learner:what matters most in writing, communicating and vocabulary<br />Burnaby District Day<br />Feb. 25th, 2011<br />Faye Brownlie<br />www.slideshare.net<br />
    2. 2. 21st Century Learning Skills<br />Critical thinking<br />Collaboration<br />Problem solving<br />Rotherham & Willingham, 2009<br />
    3. 3. Frameworks<br />It’s All about Thinking – Brownlie & Schnellert, 2009<br />
    4. 4. Universal Design for Learning<br />Multiple means:<br />-to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation<br />-to acquire the information and knowledge to process new ideas and information<br />-to express what they know.<br /> Rose & Meyer, 2002<br />
    5. 5. Backwards Design<br />What important ideas and enduring understandings do you want the students to know?<br />What thinking strategies will students need to demonstrate these understandings? <br />McTighe & Wiggins, 2001<br />
    6. 6. The Gradual Release Model<br />Model<br />Guided practice<br />Independent practice<br />Independent application<br />Pearson & Gallagher (1983)<br />
    7. 7. A Writing Strategy<br />1 minute story telling<br />30 second response<br />1 minute story telling<br />30 second response<br />3 minute write<br />Choose powerful line or phrase<br />Whip around<br />Criteria<br />
    8. 8. Connecting/Processing Strategy:What’s In, What’s Out?(Reading 44, adapted by Paul Paling)<br />stomach squeezing<br />abdomen hungry<br />saliva ulcer<br />bolus tongue<br />gastric juices mucus<br />pepsin carbohydrates<br />muscles mechanical<br />
    9. 9. Communicating Mathematically<br />Sit back to back with a partner<br />Partner A observes the diagram and describes it to partner B<br />Partner B draws what he hears Partner A describing<br />Reflect: what worked in the partnership? What didn’t? How can it be improved?<br />
    10. 10.
    11. 11. References<br />Grand Conversations, Thoughtful Responses – Brownlie (2005). Portage and Main Press.<br />Student Diversity, 2nded(2006) – Brownlie and Schnellert. Pembroke Publishers<br />It’s All about Thinking – Humanities, Social Studies and English (2009) – Brownlie and Schnellert. Portage and Main Press.<br />Assessment Instruction of ESL Learners – Brownlie, Feniak, McCarthy. Portage and Main Press.<br />
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