Engaging Students/Engaging
Teachers
Burnaby	
  Head	
  Teachers	
  
Faye	
  Brownlie	
  	
  
November	
  23rd,	
  2011	
  ...
Engagement
•  Schlechty:	
  	
  high	
  aBenCon	
  and	
  commitment	
  –	
  
task	
  or	
  acCvity	
  has	
  inherent	
  ...
Highly Engaged Class
Source:	
  Schlechty	
  Center	
  for	
  Leadership	
  in	
  School	
  Reform.	
  (2006).	
  Accessed...
 	
  	
  	
  Product	
  	
  
	
  	
  	
  	
  	
  	
  	
  Focus	
  
Clear	
  Goals	
  
&	
  Criteria	
  
No	
  Fault	
  
Pr...
Stuart Shanker:
stages of arousal
InhibiCon	
  
	
  asleep	
  
	
  drowsy	
  
	
  hypoalert	
  
	
  calmly	
  focused	
  a...
Frameworks
It’s All About Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
MulCple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  acCvate	
  
...
Teaching	
 approaches	
 	
 
	
 for	
 engaging	
 diverse	
 
	
 learners	
  
Differentiation
Literature and
information
circ...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
understandings	
  do	
  you	
  want	
  the	
  studen...
Assessment for Learning
Purpose	
   Guide	
  learning,	
  inform	
  instrucCon	
  
Audience	
  	
   Teachers	
  and	
  stu...
Assessment for Learning
•  Learning	
  intenCons	
  
•  Criteria	
  
•  DescripCve	
  feedback	
  
•  QuesConing	
  
•  Pe...
Goal:	
  	
  Learning	
  IntenCons,	
  self	
  assessment	
  
Kate	
  Giffin,	
  Queen	
  Alexandra,	
  gr.	
  4/5	
  
Learn...
QuesConing	
  
•  Math	
  
•  Closed	
  vs	
  open	
  
•  1	
  +	
  4	
  =	
  	
  
•  2	
  +	
  3	
  =	
  
•  4	
  +	
  1	
  =	
  
•  0	
  +	
  5	
  =	
  
How can you show your
number for our number
book?
Reading	
  and	
  Thinking	
  with	
  Different	
  
Texts	
  
•  Making	
  Inferences	
  
•  Asking	
  quesCons	
  
•  Usin...
A	
  Comparison	
  of	
  World	
  Currencies	
  –	
  
what	
  does	
  it	
  mean	
  to	
  the	
  average	
  
ciCzen?	
  
•...
•  Annual	
  average	
  hours	
  worked:	
  
	
  -­‐1704,	
  1827,	
  1868,	
  1946,	
  2032	
  
•  Cost	
  of	
  living	
...
22	
  
…the	
  process	
  through	
  which	
  meaningful	
  and	
  
reflecCve	
  dialogue	
  arises.	
  	
  Its	
  first	
  ...
Assessment for Learning/
Supervision for Learning
Assessment	
  for	
  Learning	
   Supervision	
  for	
  Learning	
  
Lea...
Meaningful	
  
and	
  
reflec3ve	
  	
  
dialogue	
  around	
  
and	
  about	
  	
  
student	
  	
  
learning	
  
Culture	
...
1.  Establishing	
  goals	
  and	
  expectaCons	
  	
  
2.  Strategic	
  resourcing	
  	
  
3.  Planning,	
  coordinaCng	
...
26	
  
27	
  
  Teachers	
  make	
  a	
  difference	
  
  Differences	
  in	
  teacher	
  effecCveness	
  were	
  
	
  found	
  to...
Burnaby head teachers.engagement.nov. 2010
Burnaby head teachers.engagement.nov. 2010
Burnaby head teachers.engagement.nov. 2010
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Burnaby head teachers.engagement.nov. 2010

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a 3 hour session with K-7 head teachers on engagement

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Burnaby head teachers.engagement.nov. 2010

  1. 1. Engaging Students/Engaging Teachers Burnaby  Head  Teachers   Faye  Brownlie     November  23rd,  2011   www.slideshare.net  
  2. 2. Engagement •  Schlechty:    high  aBenCon  and  commitment  –   task  or  acCvity  has  inherent  meaning  or  value   to  the  student   •  Stuart  Shanker  –  self-­‐regulaCon;  calmly   focused  and  alert   •  Brownlie  and  Schnellert  –  voice  and  choice  
  3. 3. Highly Engaged Class Source:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at   h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.    Accessed  November,  2010.  
  4. 4.        Product                  Focus   Clear  Goals   &  Criteria   No  Fault   Prac3ce   Organiza3on  of   Knowledge   Novelty  &  Variety   Relevant    Content   Design  of  Engaging  Work   Authen3city   Choice   Affilia3on/Affirma3on          Product                  Focus   Clear  Goals   &  Criteria   No  Fault   Prac3ce   Organiza3on  of   Knowledge   Novelty  &  Variety   Relevant    Content   Authen3city   Choice   Affilia3on/Affirma3on  
  5. 5. Stuart Shanker: stages of arousal InhibiCon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded   AcCvaCon  
  6. 6. Frameworks It’s All About Thinking – Brownlie & Schnellert, 2009
  7. 7. Universal Design for Learning MulCple  means:   -­‐to  tap  into  background  knowledge,  to  acCvate   prior  knowledge,  to  increase  engagement  and   moCvaCon   -­‐to  acquire  the  informaCon  and  knowledge  to   process  new  ideas  and  informaCon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  8. 8. Teaching approaches for engaging diverse learners   Differentiation Literature and information circles Open-ended teaching Inquiry learning Multiple intelligences Workshop
  9. 9. Backwards Design •  What  important  ideas  and  enduring   understandings  do  you  want  the  students  to   know?   •  What  thinking  strategies  will  students  need  to   demonstrate  these  understandings?                      McTighe  &  Wiggins,  2001  
  10. 10. Assessment for Learning Purpose   Guide  learning,  inform  instrucCon   Audience     Teachers  and  students   Timing     On-­‐going,  minute  by  minute,  day  by  day   Form     DescripCve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?   Black  &  Wiliam,  1998   Hace  &  Timperley,  2007  
  11. 11. Assessment for Learning •  Learning  intenCons   •  Criteria   •  DescripCve  feedback   •  QuesConing   •  Peer  and  self  assessment   •  Ownership  
  12. 12. Goal:    Learning  IntenCons,  self  assessment   Kate  Giffin,  Queen  Alexandra,  gr.  4/5   Learning   Inten3on   Quiz   Mastery   Prac3ce  on   my  own   Assistance   please!   Where  I  get   stuck…   I  can  create   equivalent   fracCons.   I  can   reduce  a   fracCon  to   its  lowest   terms.  
  13. 13. QuesConing   •  Math   •  Closed  vs  open  
  14. 14. •  1  +  4  =     •  2  +  3  =   •  4  +  1  =   •  0  +  5  =  
  15. 15. How can you show your number for our number book?
  16. 16. Reading  and  Thinking  with  Different   Texts   •  Making  Inferences   •  Asking  quesCons   •  Using  evidence  to  support  your  thinking   •  Learning  IntenCons:            -­‐I  can  use  world  currency  informaCon  to   explain  what  this  means  to  average  people.        -­‐I  can  interpret  this  informaCon,  providing   reasoning  for  my  interpretaCons  
  17. 17. A  Comparison  of  World  Currencies  –   what  does  it  mean  to  the  average   ciCzen?   •  CiCes  being  compared:   –  Athens,  Frankfurt,  Manila,  Shanghai,  Toronto   •  Number  of  minutes  to  work  to  buy  a  Big  Mac:    -­‐12,  15,  30,  30,  88   •  Number  of  hours  to  work  to  buy  an  8gb  iPod    -­‐10.5,  13.5,  24.5,  56.5,  128.5  
  18. 18. •  Annual  average  hours  worked:    -­‐1704,  1827,  1868,  1946,  2032   •  Cost  of  living  (relaCve  to  NYC)    -­‐28.7%,  48.9%,  54.6%,  63%,  70.6%   ar?cles.moneycentral.msn.com/SmartSpending/ ConsumerAc?onGuide/burgernomics-­‐whats-­‐a-­‐big-­‐ mac-­‐worth.aspx  
  19. 19. 22   …the  process  through  which  meaningful  and   reflecCve  dialogue  arises.    Its  first  priority  is   to  serve  the  purpose  of  promoCng  learning  –   child,  teacher,  paraprofessional,  principal,   vice-­‐principal,  parent.  
  20. 20. Assessment for Learning/ Supervision for Learning Assessment  for  Learning   Supervision  for  Learning   Learning  IntenCons   Learning  IntenCons   Criteria   Criteria   QuesConing   Culture  of  Inquiry   DescripCve  Feedback   DescripCve  Feedback   Self  and  Peer  Assessment   Self  ReflecCon  and  Learning  Partnerships   Ownership   Teacher  Ownership  
  21. 21. Meaningful   and   reflec3ve     dialogue  around   and  about     student     learning   Culture  of  con3nuous  learning  and  improvement   A  Culture  of  Inquiry   24  
  22. 22. 1.  Establishing  goals  and  expectaCons     2.  Strategic  resourcing     3.  Planning,  coordinaCng  and  evaluaCng  teaching   and  the  curriculum     4.  PromoCng  and  parCcipaCng  in  teacher  learning   and  development     5.  Ensuring  an  orderly  and  supporCve  environment    
  23. 23. 26  
  24. 24. 27     Teachers  make  a  difference     Differences  in  teacher  effecCveness  were    found  to  be  the  dominant  factor  affecCng    student  academic  gain     “the  implicaCon  …is  that  seemingly  more    can  be  done  to  improve  educaCon  by    improving  the  effecCveness  of  teachers  than    by  any  other  single  factor.”   Wright,  Horn  and  Sanders,  1997  
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