Coquitlam burnaby pns.jan2013

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Day 2 in the Performance Network Series, K-12, Quality Teaching and AFL …

Day 2 in the Performance Network Series, K-12, Quality Teaching and AFL
Focus on work from the demonstration classrooms.

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  • 1. Quality Teaching in InclusiveClassrooms and Schools: ACommunity of Professionals Coquitlam/Burnaby  Performance   Network  Series   January  28th,  2013   Faye  Brownlie   www.slideshare.net  
  • 2. Learning Intentions•  I  more  fully  understand  how  universal  design   for  learning  and  backwards  design  support   effecJve  teaching  for  all  students  •  I  can  implement  more  integrated,  fluid   assessment  for  learning  pracJces  •  I  have  a  plan  to  use  more  choice  or  more   diverse  texts  with  my  students  •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  • 3. PIRLS, 2011 Progress in International Reading Literacy Study•  Grade  4,  every  5  years  •  2011  –  45  countries  •  2600  students  in  148  schools  in  BC  in  2011  •  BC  also  parJcipated  in  2006  •  Measures  trends  in  reading  achievement  •  Examines  policies  and  pracJces  related  to  literacy  hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm  
  • 4. PIRLS, 2011 Progress in International Reading Literacy Study  •  2  –  40  minute  sessions  •  MulJple-­‐choice  and  constructed  response  •  4  passages  –  2  ficJon;  2  non-­‐ficJon  •  QuesJonnaire  for  students,  teachers,   principals,  parents  –  to  beTer  understand  the   pracJces  associated  with  reading  performance  
  • 5. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Mean  score  significantly  above  internaJonal   AND  Canadian  averages  •  No  change  from  2006  to  2011,  but  other   countries  did  increase  from  2006  •  15%  -­‐  Advanced  Benchmark;  55%  -­‐  High   Benchmark  (4  InternaJonal  Benchmarks)  •  Performed  beTer  in  literary  reading  than  in   informaJonal  reading  
  • 6. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Reported  high  levels  of  enjoyment  of  reading   and  self-­‐confidence  •  The  more  oden  students  read  stories  or   novels,  the  beTer  they  tended  to  perform  in   reading  •  26%  of  students  reported  not  speaking  En/Fr   at  home.    No  difference  in  their  level  of   achievement!!!!  
  • 7. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Comprehension  Processes   –  retrieving  and  straighforward  inferencing   –  interpreJng,  integraJng,  and  evaluaJng   *Most  high  performing  countries,  including  BC,  did   beTer  on  the  laTer.    
  • 8. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  • 9. Universal Design for LearningMulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate   prior  knowledge,  to  increase  engagement  and   moJvaJon  -­‐to  acquire  the  informaJon  and  knowledge  to   process  new  ideas  and  informaJon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  • 10. 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  
  • 11. The teeter totter kids curriculumkids
  • 12. Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaJve  learning  •  Literature  circles  and  informaJon  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
  • 13. Open-ended Strategies•  ConnecJng  •  Processing  •  Transforming  and  personalizing  
  • 14. Lesson Sequences
  • 15. Teacher Collaboration•  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman    •  English  teachers  and  librarian  •  Smithers  Secondary  School  •  UDL,  Backwards  Design,  AFL  •  What/so  what?  •  EssenJal  quesJon  
  • 16. World  Religions  hTp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  
  • 17. A/B  Partner   My  partner,  __________,  and  I   decided  who  would  be  A  and  who  would  be  B  in  a  religious  kind  of  way   by  ______________.  Therefore   _______  is  A  because   __________________________  
  • 18. EssenJal  QuesJon  -­‐    How  might  religious  beliefs  nega7vely  impact    human   behaviour?  
  • 19. While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –     How  might  religious  beliefs  nega7vely  impact    human  behaviour?  What?   So  What?  1.  2.  3.  4.  5.  6.  
  • 20. What  do  you  noJce  about  these  images?  
  • 21. Some  things  my  partner,  ____________,  and  I  no7ced  about  the  image  of  __________  are:  ______________________  ____________________________________  
  • 22. Religion  and  Conflict  •  Extremism  •  Terrorism  •  Racism    •  War  •  Ethnic  cleansing  •  Genocide  •  Oppression  /  Control    
  • 23. Something  to  think  about  –    How  might  religious  beliefs   posi7vely  impact    human   behaviour?  
  • 24. How  might  religious  beliefs  posi7vely   impact    human  behaviour?  Brainstormed  ideas  from  students  -­‐    •  Help  others  in  need  •  Find  peace  if  you’re  worried  •  Sin  go  to  hell  /  be  good  go  to  heaven  -­‐  InspiraJon  -­‐  Connects  people  -­‐  Encourages  peace,  love  and  unity  -­‐  Something  to  believe  in  –    -­‐  Places  that  offer  support  –  caring  for  others  -­‐  Forces  us  to  be  beTer  people  
  • 25. Building Language, Practicing Reading Strategies: Paired Vocabulary  Story Making•  Partners  meet  to:   –  decode  a  phrase   –  create  a  story  that  uses  this  phrase   –  share  the  strategies  they  use  to  decode  the  phrase  •  As  a  class,  share  phrases  and  stories,  encouraging   the  students  to  link  their  thinking  with  these  new   phrases  •  Read  the  story  and  watch  for  how  the  author   uses  these  phrases  •  With  Cathy  Lloyd,  Birchland  
  • 26. deep  dark  cave      crumbly  tumbly  tower  dense  forest        very  loud  roar  clippety-­‐clop      shimmery,  glimmery  sword    King’s  forest        stood  on  watch  very  tall  wall        faraway  kingdom  
  • 27. Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   DuTon  Children’s  Books  
  • 28. Introduction to Mitosis•  Whip  around  –  what  do  you  remember  about   DNA?  •  QuesJoning  from  3  pictures  •  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your   answer    •  Sort  and  predict  –  groups  of  3  •  With  Ken  Asano,  Centennial  
  • 29. Introduction to Mitosis•  Whip  around  –  what  do  you  remember  about   DNA?  •  QuesJoning  from  3  pictures  •  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your   answer    •  Sort  and  predict  –  groups  of  3  •  With  Ken  Asano,  Centennial  
  • 30. Before                      Ader  
  • 31. cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaJon      replace  spindle  fibres    funcJon  for  survival  separate  
  • 32. Thermal Energy/Plate Tectonics•  Sort  and  predict  with  vocab  •  Utube  clip  –  resort  your  words  as  needed  •  Scan  the  text  for  what  else  you  need  to  know  •  Use  the  words  to  make  a  concept  map  •  Exit  slip:    how  will  you  best  remember  •  With  Curt  Dewolff,  Moody  Secondary  
  • 33. Writing•  Build  criteria  for  powerful  story  •  Model  with  partner,  1  minute  to  tell  your  story,   30  seconds  to  respond;  switch;  pracJce  •  Walk  and  talk  to  rehearse  story  •  Write  •  Code  your  wriJng  with  2-­‐3  aspects  of  the  criteria  With  Craig  Sung,  Birchland