one hour on AFL strategies, minute by minute, day by day

1. Minute
by
Minute,
Day
by
Day:
6
strategies
Faye
Brownlie
Coquitlam
Teachers
Associa>on
Feb.
17,
2012
www.slideshare.net

2. 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

3. 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.

4. 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.

5. 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

6. Grade
2/3
Making
Inferences:
• I
can
examine
a
picture
and
infer
what
is
happening
• I
can
provide
‘because’
reasoning
(evidence)
for
my
inference

7. K
–
choice
I
can
make
a
violin.

8. 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

9. An>cipa>on
Guide
Electrons in an insulator are
not tightly bound to the atoms
making up the material.
Pure water is an insulator; tap
water is a conductor.
A maple-leaf electroscope
determines the presence of
electric charges.

10. Criteria

11. 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

12. Grade
2/3
Wri>ng
• An
opening
sentence
with
a
hook
• Details
• Dis>nguished
words

13. Band
Performance
• Note
accuracy
– Accurate
– No
tuning
flaws
• Rhythm
and
tempo
– Accurate
– Steady

14. 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

15. Ques>oning

16. 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?

17. 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

18. 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

19. 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

20. 3
classes,
3
insects
K/1
-­‐
ants
1/2
-­‐
bunerflies
2/3
-­‐
bees

22. 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)

23. 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?

24. Peer
and
Self
Assessment

25. 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

27. Ownership

28. • Voice
and
choice
• Something
worth
doing
• A
sense
of
possibility
• Some
ambiguity/challenge

29. 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