Engaging Students/Engaging Teachers Burnaby Head Teachers Faye Brownlie November 23rd, 2011 www.slideshare.net
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
Highly Engaged ClassSource: 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.
Design of Engaging Work Clear Goals Product No Fault & Criteria Focus Prac3ce Clear Goals Product No Fault & Criteria Focus Prac3ce Relevant Organiza3on of Relevant Content Authen3city Organiza3on of Knowledge Content Authen3city Knowledge Novelty & Variety Choice Aﬃlia3on/Aﬃrma3on Novelty & Variety Choice Aﬃlia3on/Aﬃrma3on
Stuart Shanker: stages of arousalInhibiCon asleep drowsy hypoalert calmly focused and alert *** hyperalert ﬂooded AcCvaCon
FrameworksIt’s All About Thinking – Brownlie & Schnellert, 2009
Universal Design for LearningMulCple 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
Open-ended Multiple teaching intelligences Inquiry learning Workshop Differentiation Literature and information circles
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
Assessment for LearningPurpose 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
Assessment for Learning• Learning intenCons • Criteria • DescripCve feedback • QuesConing • Peer and self assessment • Ownership
Goal: Learning IntenCons, self assessment Kate Giﬃn, Queen Alexandra, gr. 4/5 Learning Quiz Mastery Prac3ce on Assistance Where I get Inten3on my own please! stuck… I can create equivalent fracCons. I can reduce a fracCon to its lowest terms.
How can you show yournumber for our number book?
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
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
• 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
…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. 22
Assessment for Learning/ Supervision for LearningAssessment 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
Meaningful and reﬂec3ve dialogue around and about student learning Culture of con3nuous learning and improvement A Culture of Inquiry 24
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
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 27