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Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
Burnaby.quality.teaching.3 9.feb.12
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Burnaby.quality.teaching.3 9.feb.12

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Teachers make a difference. A 90 minute presentation on 2 English Language Arts sequences that support all learners.

Teachers make a difference. A 90 minute presentation on 2 English Language Arts sequences that support all learners.

Published in: Education
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  • 1. Quality  Teaching:    Structures  and  Strategies  to  Engage  All  Learners   Burnaby  District  Day,  Feb.  24,  2012   Grades  3-­‐9   Faye  Brownlie   www.  slideshare.net  
  • 2. Learning  IntenHons  •  I  have  a  beJer  idea  of  what  counts  in  quality   teaching.  •  I  have  a  plan  to  incorporate  a  different   teaching  strategy/sequence  into  my  teaching.  •  I  have  a  plan  to  increase  student  choice  in  my   assignments  or  in  my  assessments.  
  • 3. Engagement•  Schlechty:    high  aJenHon  and  commitment  –   task  or  acHvity  has  inherent  meaning  or  value   to  the  student  •  Stuart  Shanker  –  self-­‐regulaHon;  calmly   focused  and  alert  •  Karen  Hume  –  competence,  creaHvity,  context,   community,  challenge  •  Brownlie  and  Schnellert  –  voice  and  choice  
  • 4. BC Learning Principles•  Learning  requires  the  acHve  parHcipaHon  of  the   learner  •  People  learn  in  a  variety  of  ways  and  at  different   rates  •  Learning  is  both  an  individual  and  a  group   process  •  Ministry  of  EducaHon  
  • 5. Features  of  High-­‐Engagement  Learning   Environments  •  available  supply  of  appropriately  difficult  texts  •  opHons  that  allow  students  more  control  over   the  texts  to  be  read  and  the  work  to  be   accomplished  •  the  collaboraHve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and   wriJen  •  the  meaningfulness  of  the  acHviHes  •  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;   Turner,  1995  
  • 6. Gallery Walk – writing lesson•  In  groups,  3  things  that  count  in  wriHng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking   –  DescripHon   –  ImaginaHon   –  Detail   –  Knowledge   –  Focus   –  Ideas   –  Passion   –  Intriguing   –  Understandable  
  • 7. •  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  •  Chat  –  How  could  you  use  this  image  in  your   wriHng?  •  Build  on  one  another’s  thinking  •  View  4  pictures  
  • 8. •  Eagle  Dreams  -­‐    Wri.en  by  Sheryl  McFarlane  ;   Illustra;ons  by  Ron  Lightburn;    •  ISBN:  1-­‐55143-­‐016-­‐9  
  • 9. •  Task:    a  piece  of  wriHng,  choose  your  genre,   think  about  the  criteria  •  As  you  are  moving  to  your  desk,  keep  walking   unHl  you  have  your  first  line  in  your  head  •  12  minutes  to  write  •  As  students  are  wriHng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wriHng  
  • 10. •  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to   borrow  •  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:   –  Words  that  are  WOW   –  Details  that  showed  emoHon  or  made  a  picture   –  Hook  –  first  line  made  me  want  to  keep  reading  
  • 11. Sample  1  One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     Ajer  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  • 12. Sample  4  At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!  At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  Hme  to  eat  a  dinner   say  mother  say  …  
  • 13. •  Kids  can  add/edit/conHnue  to  work  •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  idenHfy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with  •  Ajer  repeated  pracHce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking  •  Feedback  is  conHnuous,  personal,  Hmely,  focused  
  • 14. •  How  is  this  quality  teaching?  •  How  is  this  AFL?  
  • 15. Tammy Renyard & Graham Scargall Grade 9 A Mid-Summer Night’s Dream Mt. Prevost Middle School Cowichan ValeyGoals of thecollaboration: A/B partner talk Daily learning intentions Expanded definitions of the text Student reflections on their learning processes
  • 16. Different  Ways  to  Access  InformaHon  •  Listening  to  the  play  and  acHng  out  roles  in   the  play  •  Reading  a  graphic  novel  •  Watching  movie  clips  •  Listening  to  the  teacher  •  Working  in  small  groups  to  analyze  pieces  
  • 17. Graphic  RepresentaHons  •  Learning  IntenHon:    I  can  interpret  lines  of  text  using  graphics  •  Each  student  has  several  lines  to  represent  •  Done  first  without  clear  criteria  •  Analyzed  their  work  in  a  carousel  •  Created  criteria  and  1-­‐4  rubric  •  Coded  own  work  -­‐  descripHve  feedback  •  New  lines,  represented  again,  with  criteria  
  • 18. WriHng  in  Role  •  Learning  IntenHon:    I  can  write  in  role  to   another  character  •  Students  developed  criteria  •  Wrote  their  leJers  •  Self  and  peer  assessed  with  criteria  and   descripHve  feedback  •  Wrote  second  leJer  
  • 19. Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.Sincerely,Lysander
  • 20. CulminaHng  Project:       Mind  Map  •  Learning  IntenHon:    I  can  represent  my   understanding  of  the  play  through  a  mind  map  •  Built  criteria  •  Gave  descripHve  feedback  while  students   worked  •  Students  included  a  personal  reflecHon  on   their  learning  style  and  the  unit  
  • 21. •  QuesHoning  •  DescripHve  feedback  •  Criteria  •  Ownership  
  • 22. •  How  is  this  quality  teaching?  •  How  is  this  AFL?  
  • 23. Resources    •  Assessment  &  Instruc-on  of  ESL  Learners  –  Brownlie,  Feniak,   &  McCarthy,  2004  •  Grand  Conversa-ons,  Though<ul  Responses  –  a  unique   approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,   2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,   2006  •  It’s  All  about  Thinking  –  collabora-ng  to  support  all  learners   (in  English,  Social  Studies  and  Humani-es)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collabora-ng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  

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