Burnaby Primary.Nov09 - It's All about Thinking
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Burnaby Primary.Nov09 - It's All about Thinking

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2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of ...

2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.

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Burnaby Primary.Nov09 - It's All about Thinking Burnaby Primary.Nov09 - It's All about Thinking Presentation Transcript

  • It’s All about Thinking – engaging all learners in worthwhile activities (primary) Learning to Play, Playing to Learn Burnaby Focus Day at Byrne Creek Secondary Nov. 23, 2009 Faye Brownlie
  • Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  • Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know. Rose & Meyer, 2002
  • 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
  • My students need to learn to record notes when reading information text. Can I introduce the double-entry journal to my grade 2/3 class?
  • Students need: •  A model •  Guided practice in following the model •  An opportunity to practice the strategy, with support as needed •  Choice in the degree of complexity they use to complete the task
  • My students need to gain information and hold their thinking when listening to a picture book. Can I introduce the quadrants of a thought strategy to help my students gain new information, then use it to write factually?
  • Students need: •  Connecting: To begin with background knowledge (1st quadrant) •  Processing: A variety of ways to hold their thinking (images, language, facts) •  Partner work to provide feedback on their quadrants •  Transforming: To write to show their information knowledge
  • My knowledge of bears Images in my mind Memorable language Facts I learned
  • I want my students to ask real questions in research. Can K-3 students become insect experts by following their own questions?
  • Students need: •  Formative Assessment: To begin with background knowledge (brainstorm- categorize) •  Modeling: –  Looking at books and sharing questions –  Choosing an insect and generating class questions –  Sorting questions – big & quick –  Choosing 5 to research as a class –  Teacher models one way to find an answer to one question
  • Students need: •  Guided Practice –  Students work in small groups to answer another question –  Share answers and how they found it –  Each day, new question and model a new strategy or highlight a student’s strategy –  Students work in small groups on another question
  • Students need: •  Independent Practice –  Repeat process –  Students chose own insect –  # and type of question depended on skill level of student –  Worked in common insect groups, K-3
  • 3 classes, 3 insects K/1 - ants 1/2 - butterflies 2/3 - bees