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It’s All about Thinking
Collaborating to Support All Learners

by Faye Brownlie and Leyton Schnellert

       Portage and ...
Learning	
  Inten+ons	
  
 •  	
   	
  I	
  can	
  explain	
  two	
  frameworks	
  for	
  
    learning.	
  
 •  I	
  can	...
Frameworks


It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
Mul:ple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  ac:vate	
  
...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
   understandings	
  do	
  you	
  want	
  the	
  stu...
Approaches
•    Assessment	
  for	
  learning	
  
•    Open-­‐ended	
  strategies	
  
•    Gradual	
  release	
  of	
  res...
Assessment	
  OF	
  Learning	
  

 Purpose: 	
  repor:ng	
  out,	
  summa:ve	
   	
  	
  
  	
  assessment,	
  measuring	
...
Assessment	
  FOR	
  Learning	
  

 Purpose: 	
  guide	
  instruc:on,	
  improve	
   	
  	
  
  	
  learning	
  
 Audience...
The	
  Six	
  Big	
  AFL	
  Strategies	
  

  1. 	
   	
  Inten:ons	
  
  2. 	
   	
  Criteria	
  
  3. 	
   	
  Descrip:v...
Teach Content to All	
  




                        Learning in Safe Schools - Brownlie, King"
Open-ended strategies:

       connect
       process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2...
Model
                                          Guided practice
                                          Independent prac...
It's All about Thinking
It's All about Thinking
It's All about Thinking
It's All about Thinking
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It's All about Thinking

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An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.

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Transcript of "It's All about Thinking "

  1. 1. It’s All about Thinking Collaborating to Support All Learners by Faye Brownlie and Leyton Schnellert Portage and Main Press 2009
  2. 2. Learning  Inten+ons   •     I  can  explain  two  frameworks  for   learning.   •  I  can  understand  and  can  explain  to  others  6   approaches  to  learning.   •     I  can  iden:fy  and  give  specific  examples  of   the  six  big  AFL  strategies.   •  I  have  a  plan  to  implement  a  strategy  which  is   new  to  me.     •  I  can  determine  a  next  step.  
  3. 3. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  4. 4. Universal Design for Learning Mul: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  
  5. 5. 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  
  6. 6. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  Coopera:ve  learning   •  Literature  circles  and  informa:on  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  7. 7. Assessment  OF  Learning   Purpose:  repor:ng  out,  summa:ve        assessment,  measuring  learning   Audience:  parents  and  public   Timing:    end   Form:    leSer  grades,  rank  order,        percentage  scores  
  8. 8. Assessment  FOR  Learning   Purpose:  guide  instruc:on,  improve        learning   Audience:  teacher  and  student   Timing:    at  the  beginning,  day  by        day,  minute  by  minute   Form:    descrip:ve  feedback  
  9. 9. The  Six  Big  AFL  Strategies   1.     Inten:ons   2.     Criteria   3.     Descrip:ve  feedback   4.     Ques:ons   5.     Self  and  peer  assessment   6.     Ownership  
  10. 10. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  11. 11. Open-ended strategies: connect process personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  12. 12. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
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