It’s All about Thinking
Collaborating to Support All Learners
by Faye Brownlie and Leyton Schnellert
Portage and Main Press
2009

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.

Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

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

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

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

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

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

The
Six
Big
AFL
Strategies
1.
Inten:ons
2.
Criteria
3.
Descrip:ve
feedback
4.
Ques:ons
5.
Self
and
peer
assessment
6.
Ownership

Teach Content to All
Learning in Safe Schools - Brownlie, King"

Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)