Crosscurrents, 2011. It's All about Thinking


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Crosscurrents, 2011. It's All about Thinking

  1. 1. Teaching to Diversity: It’s All about Thinking Crosscurrents  Conference   March  18th,  2011   Faye  Brownlie  
  2. 2. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  3. 3. Universal Design for LearningMul<ple  means:  -­‐to  tap  into  background  knowledge,  to  ac<vate   prior  knowledge,  to  increase  engagement  and   mo<va<on  -­‐to  acquire  the  informa<on  and  knowledge  to   process  new  ideas  and  informa<on  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  4. 4. 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  
  5. 5. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  6. 6. Open-Ended Learning Strategies•  Connect  •  Process  •  Transform  and  personalize  
  7. 7. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  8. 8. Assessment for Learning•  Learning  inten<ons  •  Criteria  •  Descrip<ve  feedback  •  Ques<oning  •  Peer  and  self  assessment  •  Ownership  
  9. 9. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.
  10. 10. Students need:•  to ‘be’ a character•  support in ‘becoming’ that character•  to use specific detail and precise vocabulary to support their interpretation•  choice•  practice•  to develop models of ‘what works’•  a chance to revise their work
  11. 11. The Plan•  Review scene from novel•  Review criteria for powerful journey response•  Brainstorm who you could be in this scene•  4 minute write, using ‘I’•  Writers’ mumble•  Stand if you can share…•  What can you change/add/revise?•  Share your writing with a partner
  12. 12. Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria  Pearson  &  Gallagher  (1983)  
  13. 13. •  Choose a topic•  Write in front of the students•  Students describe ‘what works’ in your writing•  Students choose a ‘morning’ topic•  Students write•  Students self-assess•  Students meet with peers to share and provide feedback
  14. 14. All  alone,  I  stepped  into  my  car.    With  my  map  in   hand,  I  began  to  drive.    At  the  lights  I  turned   leY,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  
  15. 15. Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
  16. 16. A  math  sequence  •  Ac<vate  background  knowledge  •  Demonstrate/model  new  concept  •  Prac<ce  in  partners  •  ‘Could  you  do  these  ques<ons  with  80%   accuracy  and  confidence?’  •  If  ‘yes’,  begin  independent  prac<ce.      •  If  ‘no’,  come  to  this  table  for  more  teaching.  
  17. 17. How can I help my students learn the vocabulary they need in science?How can I help my students link what they have learned in one chapter to the next?
  18. 18. Students need:•  Practice using the vocabulary•  To link new vocabulary to what they already know, then to add on or refine their understanding of the words•  To make connections among the words in order to retain the vocabulary
  19. 19. The Plan•  Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners•  Class share 10 key ideas and clarify•  “I used to think…but now…”•  Introduce new chapter words with 3 column notes: –  Before/during/after  
  20. 20. The Plan•  In ‘before’ column, students write what they know about each word•  Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column•  Students choose 6-8 words and make a concept map with them in the ‘after’ column
  21. 21. Human  Op<cs  Vocabulary  Before   During   A-er  pupil  iris  cornea  sclera  re<na  op<c  nerve  
  22. 22. Learning Intention:•  I can examine a picture and infer what is happening•  I can provide ‘because’ reasoning (evidence) for my inference
  23. 23. •  Peter’s  Poofect  Pet  -­‐  Tina  Powell  •  
  24. 24. •  Brownlie,  Schnellert  –  It’s  All  about  Thinking,  2009  •  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd   ed.,  Pembroke  Pub.,  2006  •  Brownlie,  Jeroski  –  Reading  and  Responding,  grades   4-­‐6,  2nd  edi<on,  Nelson,  2006  •  Brownlie  -­‐  Grand  ConversaDons,  Portage  and  Main   Press,  2005  •  Brownlie,Feniak,  McCarthy  -­‐  InstrucDon  and   Assessment  of  ESL  Learners,  Portage  and  Main  Press,   2004  •  Brownlie,  King  -­‐  Learning  in  Safe  Schools,  Pembroke   Publishers,  2000