Reading Next, Writing Next, Principles of Learning, 21st century literacy skills, instructional frameworks

1. Current
Literacy
Research
–
What
Works?
Coquitlam
Con8nuing
Educa8on
Sept.
9,
2010
Faye
Brownlie

2. BC Learning Principles
• Learning
requires
the
ac8ve
par8cipa8on
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
Educa8on

3. 21st Century Learning Skills
• Cri8cal
thinking
• Collabora8on
• Problem
solving
• Rotherham
&
Willingham,
2009

4. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

5. Universal Design for Learning
Mul8ple
means:
-­‐to
tap
into
background
knowledge,
to
ac8vate
prior
knowledge,
to
increase
engagement
and
mo8va8on
-­‐to
acquire
the
informa8on
and
knowledge
to
process
new
ideas
and
informa8on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

6. 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

7. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

8. Reading
Next
-­‐
Biancarosa
&
Snow,
2004
• Instruc(onal
Improvements
1. Direct,
explicit
comprehension
instruc8on
2. Effec8ve
instruc8onal
principles
embedded
in
content
3. Mo8va8on
and
self-­‐directed
learning
4. Text-­‐based
collabora8ve
learning
5. Strategic
tutoring
6. Diverse
texts
7. Intensive
wri8ng
8. A
technology
component
9. Ongoing
forma8ve
assessment
of
students

9. Direct,
explicit
comprehension
instruc8on
Think
Aloud

10. Direct,
explicit
comprehension
instruc8on
Africa’s
World
of
Forced
Labor,
in
a
6-­‐Year-­‐Old’s
Eyes
-­‐
by
Sharon
La
Franiere
KETE
KRACHI,
Ghana
-­‐
Just
before
5
a.m.,
with
the
sky
s8ll
dark
over
Lake
Volta,
Mark
Kwadwo
was
rousted
from
his
spot
on
the
damp
dirt
floor.
It
was
8me
for
work.

11. Direct,
explicit
comprehension
instruc8on
Shivering
in
the
predawn
chill,
he
helped
paddle
a
canoe
a
mile
out
from
shore.
For
five
more
hours,
as
his
coworkers
yanked
up
a
fishing
net,
inch
by
inch,
Mark
bailed
water
to
keep
the
canoe
from
swamping.

12. Direct,
explicit
comprehension
instruc8on
He
last
ate
the
day
before.
His
broken
wooden
paddle
was
so
heavy
he
could
barely
lih
it.
But
he
raptly
followed
each
command
from
Kwadwo
Takyi,
the
powerfully
built
31-­‐year-­‐
old
in
the
back
of
the
canoe
who
freely
deals
out
bea8ngs.

13. Direct,
explicit
comprehension
instruc8on
“I
don’t
like
it
here,”
he
whispered,
out
of
Mr.
Takyi’s
earshot.
Mark
Kwadwo
is
6
years
old.
About
30
pounds,
dressed
in
a
pair
of
blue
and
red
underpants
and
a
Likle
Mermaid
T-­‐shirt,
he
looks
more
like
an
oversized
toddler
than
a
boat
hand.
He
is
too
likle
to
understand
why
he
has
wound
up
in
this
fishing
village,
a
two-­‐day
trek
from
his
home.
But
the
three
older
boys
who
work
with
him
know
why.
Like
Mark,
they
are
indentured
servants,
leased
by
their
parents
to
Mr.
Takyi
for
as
likle
as
$20
a
year.
• The
New
York
Times,
29/10/06

14. Effec8ve
instruc8onal
principles
embedded
in
context
• Connec&ng
-­‐
with
background
knowledge
and
with
others,
building
background
knowledge
• Processing
-­‐
new
informa8on
by
interac8ng
with
it,
making
new
connec8ons,
revising
former
understandings
• Transforming
and
personalizing
-­‐
new
informa8on
so
it
is
stored
in
long-­‐term
memory
• Student
Diversity,
2nd
ed.
-­‐
p.
16,
36-­‐37

18. Direct,
explicit
comprehension
instruc8on
• Secret
of
the
Dance
-­‐
• Andrea
Spalding
and
Alfred
Scow,
Illustra8ons
-­‐
Darlene
Gait
• Orca
Publishing,
2006
• #9
781551
433967

19. Connec8ng/Processing
Strategy:
What’s
In,
What’s
Out?
(Reading
44,
adapted
by
Paul
Paling)
stomach
squeezing
abdomen
hungry
saliva
ulcer
bolus
tongue
gastric
juices
mucus
pepsin
carbohydrates
muscles
mechanical

20. www.all4ed.org
• Infrastructure
Improvements
1. Extended
8me
for
literacy
2. Professional
development
3. Ongoing
summa8ve
assessment
of
students
and
programs
4. Teacher
teams
5. Leadership
6. A
comprehensive
and
coordinated
literacy
program

21. 15-­‐3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004

22. Wri8ng
Next
–
Graham
&
Perrin,
2007
Wri8ng
Next:
Effec8ve
Strategies
to
Improve
Wri8ng
of
Adolescents
in
Middle
and
High
School
(gr.4-­‐12)
-­‐Steve
Graham
and
Dolores
Perin
Alliance
for
Excellent
Educa8on
www.all4ed.org/publica(ons/Wri(ngNext
•

23. Wri8ng
Next
–
Graham
&
Perrin,
2007
1.
Wri8ng
strategies
2.
Summariza8on
3.
Collabora8ve
Wri8ng
4.
Specific
Product
Goals
5.
Word
Processing
6.
Sentence
Combining

24. 7.
Prewri8ng
8.
Inquiry
Ac8vi8es
9.
Process
Wri8ng
Approach
10.
Study
of
Models
11.
Wri8ng
for
Content
Learning

25. Elements
necessary
to
learn
to
write
well
and
to
use
wri8ng
as
a
tool
for
learning
• All
supported
by
rigorous
research
• Do
not
cons8tute
a
full
wri8ng
curriculum

26. A
Wri8ng
Strategy
• 1
minute
story
telling
• 30
second
response
• 1
minute
story
telling
• 30
second
response
• 3
minute
write
• Choose
powerful
line
or
phrase
• Whip
around
• Criteria

27. Sentence
Combining
-­‐
basic
prac8ce
• It
is
a
dull
day.
• It
is
raining.
• I
don’t
want
to
go
outside.
• I
don’t
want
to
get
groceries.

28. Sentence
Combining
-­‐
with
student
wri8ng
• The
Arc8c
pup
starts
to
hunt
at
14-­‐15
weeks.
They
eat
field
mice.
When
they
hunt
they
listen
under
the
snow.
(21-­‐16)
• The
Arc8c
fox
are
born
in
May
or
June.
They
are
born
brown.
Some8mes
the
mother
has
11
pups.
(19-­‐10)
Naomi,
gr.3

29. Sentence
Combining
-­‐
with
content
• Mary Gray was selling.
• Her merchandise was microwaves.
• High unit price was of crucial importance
to her.
• She made a decision.
• The decision was to soften her position.
• The position concerned delivery and
warranty.

30. Resources
• It’s
All
about
Thinking
Collabora8ng
to
support
all
learners
–
Brownlie
and
Schnellert
(2009)
• Student
Diversity
Classroom
strategies
to
meet
the
needs
of
all
learners
(2nd
ed)
–
Brownlie,
Feniak
&
Schnellert
(2006)