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

1. Engaging Students/Engaging
Teachers
Burnaby
Head
Teachers
Faye
Brownlie
November
23rd,
2011
www.slideshare.net

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. 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.
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. Stuart Shanker:
stages of arousal
InhibiCon
asleep
drowsy
hypoalert
calmly
focused
and
alert
***
hyperalert
flooded
AcCvaCon

6. Frameworks
It’s All About Thinking – Brownlie & Schnellert, 2009

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. Teaching
approaches
for
engaging
diverse
learners
Differentiation
Literature and
information
circles
Open-ended
teaching
Inquiry learning
Multiple
intelligences
Workshop

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. 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. Assessment for Learning
• Learning
intenCons
• Criteria
• DescripCve
feedback
• QuesConing
• Peer
and
self
assessment
• Ownership

13. 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.

14. QuesConing
• Math
• Closed
vs
open

15. • 1
+
4
=
• 2
+
3
=
• 4
+
1
=
• 0
+
5
=

16. How can you show your
number for our number
book?

19. 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

20. 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

21. • 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

22. 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.

23. 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

24. Meaningful
and
reflec3ve
dialogue
around
and
about
student
learning
Culture
of
con3nuous
learning
and
improvement
A
Culture
of
Inquiry
24

25. 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

26. 26

27. 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