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Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
Collaborating to support all learners.adol.lit.wpg
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Collaborating to support all learners.adol.lit.wpg

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Keynote for the 2nd Annual Adolescent Literacy Summit in Winnipeg, April 26th, 2013. ELA and SS scenarios for adolescents.

Keynote for the 2nd Annual Adolescent Literacy Summit in Winnipeg, April 26th, 2013. ELA and SS scenarios for adolescents.

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  • 1. Collaborating to Support AllLearners2nd Manitoba Adolescent Literacy SummitTaking ActionFaye  Brownlie  April  26th,  2013  www.slideshare.net  
  • 2. Learning Intentions•  I  more  fully  understand  how  universal  design  for  learning  and  backwards  design  support  effecDve  teaching  for  all  students  •  I  can  implement  more  integrated,  fluid  assessment  for  learning  pracDces  •  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  
  • 3. 21st century learning environmentAndreas Schleicher, OSCD•  Make  learning  central  and  encourage  student  engagement  •  Foster  lifelong  skills  •  Acutely  sensiDve  to  individual  differences  and  moDvaDon  •  Make  learning  relevant  to  learners  •  Demanding  to  every  student  without  overloading  •  Ensure  learning  is  social  and  collaboraDve  •  Promote  connecDons  across  subject  areas  
  • 4. McKinsey  Report,  2007  •  The  top-­‐performing  school  systems  recognise  that  the  only  way  to  improve  outcomes  is  to  improve  instrucDon:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interacDon.  
  • 5. How  the  world’s  most  improved  school  systems  keep  geTng  beUer  –McKinsey,  2010  Three  changes  collaboraDve  pracDce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  making  their  pracDce  public  and  the  enDre  teaching  populaDon  sharing  responsibility  for  student  learning.  2.  Focus  shiWed  from  what  teachers  teach  to  what  students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucDon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  • 6. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) –Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton,Schnellert, 2011
  • 7. Universal Design for LearningMulDple  means:  -­‐to  tap  into  background  knowledge,  to  acDvate  prior  knowledge,  to  increase  engagement  and  moDvaDon  -­‐to  acquire  the  informaDon  and  knowledge  to  process  new  ideas  and  informaDon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  • 8. 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  
  • 9. The teeter totterkidskids curriculum
  • 10. Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaDve  learning  •  Literature  circles  and  informaDon  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
  • 11. Open-ended strategies:Connect-activateProcess-acquirePersonalize/transform-apply(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kameenui & Carnine, 2002)
  • 12. Features of High-Engagement LearningEnvironments  •  available  supply  of  appropriately  difficult  texts  •  opDons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  •  the  collaboraDve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wriUen  •  the  meaningfulness  of  the  acDviDes  •  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  
  • 13. Lesson Sequences
  • 14. Hot SeatThe Outsiders – gr.8 with Brent SpencerThe Glass Castle – gr.12 with Amy Stevenson•  Students  choose  a  role  •  May  generate  quesDons  in  advance  that  ‘could’  be  asked  of  them  •  Begin  with  teacher  as  moderator  •  Audience  of  the  class  poses  quesDons  to  the  panel;  can  interview  in  role  •  Quick  write  between  groups  
  • 15. The Outsiders – S. E. Hinton•  Three  quesDons  for  quick  writes:  – What  is  the  big  deal  about  the  Greasers?  – Do  the  Greasers  feel  more  than  the  Socs?  – What  will  your  character  be  doing  in  10  years  Dme?  
  • 16. Critical Literacy with AmyStevenson, gr. 12The Glass Castle – Jeannette Walls•  Analyzing  habits  of  thinking,  reading,  wriDng,  speaking  •  Understanding  social  contexts  and  consequences  •  Deep  meaning  •  Applying  deep  meaning  to  self  
  • 17. Goal: begin an exploration withcritical analysis/critical literacy•  Set  a  scene  •  Personalize  this  scene  and  sketch  •  Write  2  minutes  in  response  to  your  sketch  –  feeling,  acDon  •  Pass  your  paper.    2nd  student  reads  and  responds/adds  on  –  2  minutes  •  Repeat  2  more  Dmes  •  Read  your  own  paper,  others  responses,  and  discuss  –  5-­‐10  minutes  
  • 18. Cinquain Poems•  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  paUern  –  5  lines  with  2,4,6,8,2  syllables  •  Create  a  cinquain  poem  together  •  NoDce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenDal  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the  syllables  and  the  word  choices,  then  check  with  a  teacher  
  • 19. Garnet’s  4/5s  Literary  Elements  •  Simile  •  Rhyme  •  AlliteraDon  •  Assonance  
  • 20. Sun  Run  Jog  together  Heaving  panDng  pushing  The  cumbersome  mass  moves  along  10  K  
  • 21. Vicky  Shy  and  happy  The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my  cheerful  
  • 22. Candy  Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys  Eat  Thomas  
  • 23. Vampires  Quenching  the  thirst  These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars  Midnight  Hannah  
  • 24. Majic  LafaDng  Wacing  throw  wals  fliing  in  air  Macking  enment  objec  Drec  dans.  Henry  
  • 25. Literature Circles: ResidentialSchools•  A  unit  co-­‐developed  by    – Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince  Rupert,  BC  – Marilyn  Bryant,  Aboriginal  EducaDon  Program  Resource  Teacher  – Raegan  Sawka,  LUCID  Support  Teacher  (Learning  for  Understanding  through  Culturally  Inclusive  ImaginaDve  Development)  •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  
  • 26. •  1st  lesson  –  Slide  presentaDon  on  First  NaDons  background  in  the  geographic  area  with  some  reference  to  residenDal  schools  •  2nd  lesson  –  Whip  around  –  Fishbowl  on  1st  paragraph  of  Fa#y  Legs  –  C.  Jordan-­‐Fenton  &  M.  Poliak-­‐Fenton  (Annick  Press)  –  Co-­‐created  criteria  for  effecDve  group  –  Envelopes  of  5-­‐6  pictures  from  Fa#y  Legs  –  Make  a  story  –  Share  some  stories  –  Walk  and  talk  –  4  minute  write  –  story  behind  the  pictures    
  • 27. •  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  Math  &  Science,  2011  •  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  English  &  Humani5es,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke  Pub.,  2006  •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediDon,  Nelson,  2006  •  Brownlie  -­‐  Grand  Conversa5ons,  Portage  and  Main  Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  Instruc5on  and  Assessment  of  ESL  Learners,  Portage  and  Main  Press,  2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea5ng  classrooms  where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011  

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