Fort la Bosse. March 2012.engagement

Tuning In: Engaging All Learners March 16th, 2012 Fort La Bosse Secondary Teachers Faye Brownlie www. slideshare.net

Learning IntenBons •  I have a beEer idea of what counts in engaging students. •  I have a plan to incorporate a diﬀerent teaching strategy/sequence into my teaching. •  I have a plan to increase student choice in my assignments or in my assessments.

Engagement•  Schlechty: high aEenBon and commitment – task or acBvity has inherent meaning or value to the student •  Stuart Shanker – self-‐regulaBon; calmly focused and alert •  Karen Hume – competence, creaBvity, context, community, challenge •  Brownlie and Schnellert – voice and choice

Highly EngagedSource: Schlechty Center for Leadership in School Reform. (2006). Accessed online at h"p://www.stlucie.k12.ﬂ.us/includes/PDWeb/Files/Engagement.ppt Accessed December 2, 2007.

The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and CreaBvity at Work – Amabile & Kramer •  Analyzed 238 electronic daily diaries from people doing innovaBve work in 7 companies •  What was the #1 source of engagement?

#1 source of engagement •  Making progress on a task that day, no maEer how trivial

Causes of disengagement •  Micro-‐management or a lack of autonomy •  Failure of management to communicate clear goals

2 by 10

The teeter totterlearners curriculumkids

FrameworksIt’s All About Thinking – Brownlie & Schnellert, 2009

Universal Design for LearningMulBple means: -‐to tap into background knowledge, to acBvate prior knowledge, to increase engagement and moBvaBon -‐to acquire the informaBon and knowledge to process new ideas and informaBon -‐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

Erica Foote, Princess Margaret Secondary •  If students were given the opportunity (4 Bmes per semester) to show what they know in diﬀerent ways, would it not only increase their interest and eﬀort but also increase their understanding?

English 10 •  4 wriBng assignments, 4 choice assignments –  PowerPoint presentaBons, drawing, poetry, collages, creaBng their own test with answer keys, presenBng their informaBon orally or using drama to represent their thinking •  6 students •  AFL strategies –  Ranked exemplars with the PS –  Analyzed the exemplars to co-‐create criteria –  Used the criteria for their work –  Ownership – with choice

2 wriBng 2 choice assignments – demonstrate your knowledge & understanding of various literature Not yet Approaching Mee4ng Exceeding %/# WriBng 16/2 41/5 25/3 16/2 (essay/paragraph) Choice 0/0 16/2 33/4 50/6

Erica’s ReﬂecBons •  100% of students reported they liked the choice and wanted to do have choices again in another semester •  91% of students felt they did beEer with choice •  About 50% sBll chose some form of wriBng when given a choice, but liked the choice •  Fewer complained about the non-‐choice wriBng assignments •  Fewer assignments were handed in late

Grade 9 Science – Starleigh Grass & Mindy Casselman Electricity•  The Challenge: •  Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acBve, collaboraBve and reading in chunks. •  Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.

Essential Question•  If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?

•  Individually, brainstorm what you can recall about the characterisBcs of an atom. •  Meet in groups of 3 to add to and revise your list. •  Compare this list to the master list. •  …(word derivaBons, label an atom…) •  Exit slip: 2 characterisBcs you want to remember about atoms.

The Atom •  All maEer is made of atoms. •  Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. •  Atoms have negaBve and posiBve charges. •  Electrons have a negaBve charge; protons have a posiBve charge. •  Protons and neutrons are located at the centre of the atom, in the nucleus. •  Electrons orbit around the outside of the nucleus, in energy “shells.” •  An object can be negaBvely or posiBvely charged, depending on the raBo of protons and neutrons.

Lit 12: pracBce without penalty Naryn Searcy, PenBcton •  Goal: learn how to represent your understanding of a poem in a diﬀerent ways •  Poet: Robert Burns –  Auld Lang Syne (read aloud) –  To a Mouse (teams)

1. Read aloud and pracBce stanza with partner 2. Connect to themes: –  Mankind has broken its union with nature –  Even our best laid plans open do not work out 3. Microcosm & universal truths

Assignment 1.  Mouse Dance – all 8 stanzas (2-‐4 students) 2.  Comic (1-‐2 students) 3.  Reduced poetry (1-‐2 students)

Criteria •  Demonstrate understanding of the meaning of all 8 stanzas of the poem •  Recognize and demonstrate the 2 themes

Feedback •  What worked? •  What’s missing? •  What’s next?

Robert Burns (1759-‐1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, 4mrous beas4e, Oh, what a panics in thy breas4e! Thou need na start awa sae hasty Wi bickerin braTle! I wad be laith to rin an chase thee Wi murdring paTle!

Reduced PoemPoor liEle mouse petriﬁed Don’t run away quickly! Humans break nature’s contract – theme 1 No trust well deserved You don’t request much Have too much myself Oh your house gone! December approaches uncomfortably close Security beneath the chill Soon destroyed with cut Home lost high price Not alone in lesson: Best plans open fail – theme 2 Mouse lucky because humans Regret past/fear future

A Change Journey – Jacob Martens, gr. 8 science, 11 physics •  Self-‐regulaBon •  Inquiry and criBcal thinking •   engagement •  Jacob’s blog: hEp://martensvsb.wordpress.com

KinemaBcs •  The future locaBon and moBon of objects can be predicted based on their past locaBon and moBon.

B D A Learning Inten4ons -‐ Knowing I can define and relate the terms: clock reading, posi4on and event. I can differenBate between a clock reading and a 4me interval. I can define and relate distance and average speed. I can define and relate displacement and average velocity. I can differenBate between scalars and vectors. I can define instantaneous velocity and instantaneous speed.

B D A Learning Inten4ons -‐ Doing I can solve problems involving: displacement, Bme interval, and average velocity. I can construct posiBon-‐Bme graphs based on data from various sources. I can use posiBon-‐Bme graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity I can construct velocity-‐Bme graphs based on data from various sources.

questioning

Questioning through Pictures

Example 2 Nerves – Biology 12

What I Found: •  Every student could contribute. There is no risk in asking a quesBon that no one is supposed to answer. •  Students remembered a lot of previous informaBon. •  When moving on to the lesson, they actually cared about the material!!! •  The quesBons that they asked were open very good and related to the content that I was subsequently teaching.

Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere are 3 boxes. One is labeled APPLES, one ORANGES and one APPLES AND ORANGES. All the boxes are labeled incorrectly. Pick one piece of fruit from one box and re-‐label all the labels correctly.

Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere are 20 socks in the drawer, 10 are blue, 10 are brown. What is the minimum number of socks you can pull out to make a pair?

QuesBon: Givens: Unknowns: Work Space: Answer: WriEen Answer:

How to read the text – co-‐teaching •  Think aloud –  Model –  Guided pracBce –  Read independently

Learning Intentions•I can slow down my reading to reallyunderstand the text•I can describe the strategies my partnerand I use to make sense as we read

Mountain Climate Many things aﬀect a mountain’s climate. One factor is alBtude. AlBtude is the height of a mountain about sea level. At the base of a mountain the climate can be warmer. Higher up, it will be much colder. p. 6., In the Mountains

Farming The growing season in the mountains is open shorter than in low-‐lying regions. Winters are also colder. Farmers plant corn, beans, potatoes, and other hardy crops. These plants grow well in cold regions. p.23

Farmers in the mountains have found special ways to grow their crops. In some areas they cut giant steps in the side of the mountain. This technique is called terracing. Terracing keeps soil and water from washing downhill. p.23

InformaBon Circles •  Select 4-‐5 diﬀerent arBcles, focused on central topic or theme. •  Present arBcles and have students choose the one they wish to read. •  Present note-‐taking page. •  Student ﬁll in all boxes EXCEPT ‘key ideas’ before meeBng in the group. •  Students meet in ‘like’ groups and discuss their arBcle, deciding together on ‘key ideas’. •  Students meet in non-‐alike groups and present their informaBon from their arBcle.

Vocabulary/terms Images Ques4ons Key ideas

Double-‐Entry Response Journals – InformaBon Circles •  Choose a book that works for you •  Be prepared to enter a conversaBon with others who are reading the same book. •  Choose a secBon of the text to read aloud to start the conversaBon •  Create a double-‐entry response journal to show your thinking about some aspect of what you have read

Communicating Mathematically•  Sit back to back with a partner •  Partner A observes the diagram and describes it to partner B •  Partner B draws what he hears Partner A describing •  Reﬂect: what worked in the partnership? What didn’t? How can it be improved?

People living in the mountains of Banaue, Philippines, use terracing to grow rice. p.23

Resources •  Grand ConversaQons, ThoughRul 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 – collaboraQng to support all learners (in English, Social Studies and HumaniQes) – Brownlie & Schnellert, 2009 •  It’s All about Thinking – collaboraQng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 •  Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 •  Assessment & InstrucQon of ESL Learners, 2nd ed – Brownlie, Feniak, & McCarthy, in press

The ReformaBon RT in class once a week •  Co-‐planned: vocabulary strategy •  Co-‐taught: lesson sequence •  Co-‐planned: personal connecBon –  I can describe what it would take for me to speak out against the system –  I can respond ‘yes’ to all content Learning IntenBons

Learning Intentions •  I can identify what the Reformation was•  I can identify 3 causes people had for fighting against the Catholic Church•  I can identify the 5 W’s of the Reformation

Big Ideas •  people idenBﬁed with the lord of their manor (their ruler) and/or a united, Catholic Europe •  16th century – ReformaBon began a change from a united, Catholic Europe to naBon states and countries •  complaints against the Catholic Church: –  taxes –  selling jobs or posiBons (simony) –  charging for services

Before During A^er simony indulgence nepoBsm purgatory mortal sin remission hereBcs

Lesson Sequence •  Learning intenBons •  ConnecBng: QuesBoning from pictures •  Processing: Think aloud •  Transforming and Personalizing: Power paragraphs

Fort la Bosse. March 2012.engagement

by Faye Brownlie

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