Transcript of "Collaborating to support all learners.adol.lit.wpg"
Collaborating to Support AllLearners2nd Manitoba Adolescent Literacy SummitTaking ActionFaye Brownlie April 26th, 2013 www.slideshare.net
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
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
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.
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)
FrameworksIt’s All about Thinking (English, Humanities, Social Studies) –Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton,Schnellert, 2011
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
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
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
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
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?
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
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
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
Garnet’s 4/5s Literary Elements • Simile • Rhyme • AlliteraDon • Assonance
Sun Run Jog together Heaving panDng pushing The cumbersome mass moves along 10 K
Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
Majic LafaDng Wacing throw wals ﬂiing in air Macking enment objec Drec dans. Henry
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
• 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
• 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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