Minute by Minute, Day by Day: 6 strategies Faye Brownlie Coquitlam Teachers Associa>on Feb. 17, 2012 www.slideshare.net
Learning Inten>ons • Example 1: Jacob Martens, VSB • Example 2: from Student Diversity, 2nd ed • Example 3: Megan Fraser & Giovanni Thiessen BSD • Example 4: Lori Zawada, RSB • Example 5: Krista Ediger, Mehjabeen Datoo, Leyton Schnellert, RSB
B D A Learning Inten.ons -‐ Knowing I can deﬁne and relate the terms: clock reading, posi.on and event. I can diﬀeren>ate between a clock reading and a .me interval. I can deﬁne and relate distance and average speed. I can deﬁne and relate displacement and average velocity. I can diﬀeren>ate between scalars and vectors. I can deﬁne instantaneous velocity and instantaneous speed.
B D A Learning Inten.ons -‐ Doing I can solve problems involving: displacement, >me interval, and average velocity. I can construct posi>on-‐>me graphs based on data from various sources. I can use posi>on-‐>me graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity I can construct velocity-‐>me graphs based on data from various sources.
Grade 6/7 Humani>es • I can understand basic children’s rights • I can demonstrate how children’s rights are denied in diﬀerent parts of the world
Grade 2/3 Making Inferences: • I can examine a picture and infer what is happening • I can provide ‘because’ reasoning (evidence) for my inference
Essen>al Ques>on • How are hope, knowledge, and friendship necessary for the survival of the human spirit? • Grade 8 English • Inquiry and Thema>c Teaching in It’s all about Thinking, 2009
An>cipa>on Guide Electrons in an insulator arenot tightly bound to the atomsmaking up the material. Pure water is an insulator; tapwater is a conductor. A maple-leaf electroscopedetermines the presence ofelectric charges.
Grade 6/7 Humani>es Response • At least 3 examples of denied children’s rights • Speciﬁc evidence from the story that demonstrates how the right is denied • Informa>on presented in a clear, organized, and interes>ng way
Grade 2/3 Wri>ng • An opening sentence with a hook • Details • Dis>nguished words
Band Performance • Note accuracy – Accurate – No tuning ﬂaws • Rhythm and tempo – Accurate – Steady
Andrea 1-‐2 3-‐4 5-‐6 7 Hough, Surrey Note Poor Few notes Generally Strong All notes are Accuracy Many are played accurate performanc played mistakes accurately Several note e with some accurately or tuning mistakes ﬂaws Rhythms Rhythms are Few Some Most All rhythms and tempo generally rhythms are rhythms are rhythms are are played not accurate played played played accurately Tempo accurately accurately accurately Tempo is changes Tempo Tempo is Tempo is steady throughout changes or somewhat steady most throughout falters many steady but of the >me >mes changes at >mes
Lisa Swartz, Colleen Reimer, Louese Neuman – K/1/2, Tait We want our students to ask real ques>ons in research. Can K-‐3 students become insect experts by following their own ques>ons?
Students need: • Forma>ve Assessment: To begin with background knowledge (brainstorm-‐categorize) • Modeling: – Looking at books and sharing ques>ons – Choosing an insect and genera>ng class ques>ons – Sor>ng ques>ons – big & quick – Choosing 5 to research as a class – Teacher models one way to ﬁnd an answer to one ques>on
Students need: • Guided Prac>ce – Students work in small groups to answer another ques>on – Share answers and how they found it – Each day, new ques>on and model a new strategy or highlight a student’s strategy – Students work in small groups on another ques>on
Students need: • Independent Prac>ce – Repeat process – Students chose own insect – # and type of ques>on depended on skill level of student – Worked in common insect groups, K-‐3
Tinkerplot Ques>ons – gr.5/6 Fullerton & Ludwig, Tait Elem. What is your student number? Are you a boy or a girl? What language do you speak at home? What other language do you speak? Where are your parents from? Do you have a computer at home? What is your religion? What is your grade? How many people do you live with (including you)? How old are you? What kind of a home do you live in? (house, townhouse, apartment)? How long does it take you to get to school? (1-‐5 mins, 5-‐10 mins, 10-‐15 mins, 15-‐20 mins)? How do you get to school? (walk, bike, scooter, car, bus? What do you like to do on the weekend? (play, read, shop, other)
Research – Heritage Park Secondary, Mission Kris> Johnston, Tracey Snipstead Goal: Prior Knowledge: Record two facts you learned yesterday. Building Knowledge: What 3 ques>ons will you pursue today? Reﬂec>on: What did you learn today that will help you answer your research ques>on?
One September morning •a piece of fog touched me. As I looked out my window the gold leaves driped out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puﬀs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migra>ng south as if leaves followed them it looked like they were air dancing.• -‐Allyson, gr.2
• Voice and choice • Something worth doing • A sense of possibility • Some ambiguity/challenge
Resources • Grand Conversa7ons, Though9ul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora7ng to support all learners (in English, Social Studies and Humani7es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora7ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 • Assessment & Instruc7on of ESL Learners, 2nd ed – Brownlie, Feniak, & McCarthy, in press