Crosscurrents, 2011. It's All about ThinkingPresentation Transcript
Teaching to Diversity: It’s All about Thinking Crosscurrents Conference March 18th, 2011 Faye Brownlie www.slideshare.net
FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
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
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
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
Open-Ended Learning Strategies• Connect • Process • Transform and personalize
Teach Content to All Learning in Safe Schools - Brownlie, King"
Assessment for Learning• Learning inten<ons • Criteria • Descrip<ve feedback • Ques<oning • Peer and self assessment • Ownership
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.
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
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
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)
• 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
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?”
Notices…criteria• Mystery• Opening• Detailed• Sounds like you (Voice)
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.
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?
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
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
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
Human Op<cs Vocabulary Before During A-er pupil iris cornea sclera re<na op<c nerve
Learning Intention:• I can examine a picture and infer what is happening• I can provide ‘because’ reasoning (evidence) for my inference
• Peter’s Poofect Pet -‐ Tina Powell • www.bigfatpen.com
• 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