Kamloops quality teaching may 2014

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Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.

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Kamloops quality teaching may 2014

  1. 1. Quality Teaching in Inclusive Classrooms and Schools Kamloops   Performance  Network  Series   May  16,  2014   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions •  I  can  explain  UDL  and  BD.   •  I  can  idenGfy  powerful  feedback  in  my  pracGce   and  can  see  how  to  provide  it  to  all  students  in   each  class.   •  I  can  plan  with  ALL  in  mind.   •  I  have  a  plan  to  try  something  new  to  me  in   my  classroom.      
  3. 3. The teeter totter kids kids curriculum
  4. 4. Universal Design for Learning MulGple  means:   -­‐to  tap  into  background  knowledge,  to  acGvate   prior  knowledge,  to  increase  engagement  and   moGvaGon   -­‐to  acquire  the  informaGon  and  knowledge  to   process  new  ideas  and  informaGon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  5. 5. Access not accommodate or adapt
  6. 6. 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  
  7. 7. Feedback •  Read  the  following  4  quotes   •  Choose  the  one  which  resonates  with  you  the   most   •  Talk  to  a  partner  about  your  choice  and  why   you  chose  it   •  Describe  what  this  looks  like  in  your  class  
  8. 8. Effec%ve  feedback  occurs   during  the  learning,  while   there  is  s%ll  %me  to  act  on  it.       Jan  Chappuis   Feedback  is  not  advice,  praise,  or   evalua%on.    Feedback  is  informa%on  about   how  we  are  doing  in  our  efforts  to  reach  a   goal.       Grant  Wiggins   The  most  powerful  single   influence  enhancing   achievement  is  feedback.   Dylan  Wiliam   The  primary  goal  of  feedback  is  to  improve   the  future  possibili%es  for  each  individual   learner  and  for  the  learning  community.       Peter  Johnston  
  9. 9. •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effecGve  than  wri[en   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  10. 10. “Know thy impact.” Visible  Learning  for  Teachers     Maximizing  Impact  on  Learning     John  Ha`e,  2012 Is what you are doing, getting you what you want?
  11. 11. Do your students receive individual feedback from you in every class?
  12. 12. Powerful feedback to build a sense of agency •  What  do  you  know  how  to  do?   •  Where  are  you  ge`ng  stuck?   •  How  does  that  connect  to  what  we  did   yesterday?  Or….?   •  What  do  you  remember  about…?   •  Bri[any  Stockley,  gr.  11/12  math,  Centennial   Secondary  
  13. 13. •  What  angle  (between  0  and  360)   – is  in  the  second  quadrant  and  a  sine  =  0.23?   – Sketch  the  quadrants  and  tell  me  what  you  know.   – Which  is  the  second  quadrant?   – What  do  you  know  about  the  second  quadrant?   – What  do  you  know  about  sine?  
  14. 14. Powerful feedback to build a sense of agency •  I  see  you  know  how  to  write  the  beginning  of   that  word….   •  Can  you  show  me  a  word  you  took  a  risk  at   spelling/using?   •  Circle  your  2  most  powerful  words/phrases.   •  I  bet  you’re  proud  of  yourself.   •  Which  part  are  you  sure  about,  and  which  part   are  you  not  sure  about?  
  15. 15. Increasing engagement and oral language •  Heritage  Woods  Secondary  with  Lauren  O’Leary  in  grade  11   physics   •  Groups  of  4   •  Building  background  knowledge:   –  QuesGon   –  Spring  scale   •  Created  definiGon  together   •  Think  aloud  with  formula   •  One/two  class  pracGce  problems  with  think  aloud   •  Try  more  pracGce  problems  in  pairs  or  independently   •  Individual  feedback   •  Ticket  out  the  door:    Learning  outcome  for  closure:    I  can   apply  Fg  =  m*g  and  explain  my  thinking  
  16. 16. •  What  is  mass?   •  What  is  weight?   •  What  is  the  difference  between  the  two?  
  17. 17. •  Mass     –  Ma[er  –  how  much  stuff  we  are  made  up  of   –  Scalar  (no  direcGon)   –  Constant   –  Measured  in  kg   •  Weight     –  Vector  (has  direcGon)   –  Depends  on  where  you  are  in  the  universe  -­‐  force  of   gravity   –  Measured  in  Newtons  
  18. 18. PLO:   Solve  a  variety  of  problems  involving  the   relaGonship  between  mass,  gravitaGonal  field   strength,  and  force  due  to  gravity.   Learning  Goal:  Understand  the  conceptual  side   and  apply  it.   Teaching  Goal:    Make  lesson  accessible  and   interacGve.  
  19. 19. Fg  =  m*g   Expand  the  sentence.   Think  aloud  with  your  reasoning.  
  20. 20. A Primary Writing Prompt: the grab bag •  4  items  in  a  bag,  kids  with  a  paper  with  4   boxes   •  Pull  out  1  item  at  a  Gme,  explore  how  it  might   be  used  in  a  story   •  Kids  draw  how  the  item  might  be  used   •  Repeat  with  each  item  with  kids  drawing  both   items  in  2nd  box,  …   •  In  4th  box,  either  draw  all  4  items  or  begin  to   write  their  story  
  21. 21. Both  lessons:    75  minutes,  aner   lunch   •  Mundy  Road  with  KrisGne  Wong   – Focus  on  beginning,  middle,  end   •  9  EAL  students   •  1  very  young  student   •  Blakeburn  with  Lori  Clerkson   – Focus  on  story  starters,  moving  beyond  ‘I  did,  I   did,  I  did…”    
  22. 22. Using Mindmaps to Organize and Demonstrate Understanding •  Gleneagle  Secondary  with  Andy  Albright,   grade  10  English  –  graphic  novels   – Opener:    hot  chocolate  invitaGon  and  3  +  from   yesterday  –  extended  1;  modeled  chains   – Styles  Line-­‐Up:    visual,  verbal,  relaGonships/ connecGons,  analyzing     – Examined  mindmap  of  WW11  –  what  do  you   noGce?    Created  dran  design  criteria.   – Reviewed  content  criteria   – 20  minute  for  individual  work  &  feedback  
  23. 23. Michelle Iacobucci Gr. 4/5 Walnut Grove, Smithers
  24. 24. Purpose:    math  review   informal  assessment  of  new  student   People  Search   When  you  find  someone  to  work  with  you,  do   the  work  on  the  same  quesGon  together.       (12  quesGons)  
  25. 25. Knows  24   divided  by  8   Can  show  an   equivalent   frac%on  to  ½   Will  count  by   6’s  to  100   Can  draw  4   groups  of  3   Can  explain  the   rule  of  this   pa[ern:        1,3,9,27   Will  find  3   quesGons  to   this  answer:   A  =  36  
  26. 26. GraffiG  Wall  &  WriGng  with  Stone  Fox   •  Goal:    sharing  what  we  learned   •  Theme:    opGmism   – Group,  partner,  individual  reading  &  partner  talk   – Double  entry  journal:    story  events  and  thinking   – SGcky  notes:    exquisite  language,  meaningful   quotes,  strong  emoGon   – Class  whip  around   – Borrowing  1-­‐2  ideas  each  day   – Final  projects:    graffiG  wall  and  story  
  27. 27. Beginning with images…
  28. 28. Marco Cianfanelli, of Johannesburg, sculptor 50  ten  metre  high  laser  cut  steel  plates  set  into   the  landscape,  represen5ng  the  50  year   anniversary  of  when  and  where  Mandela  was   captured  and  arrested  in  1962  (prior  to  his  27   years  of  incarcera5on).  Standing  at  a   par5cular  point  (presumably  the  spot  where   the  people  are  standing  in  Photo  #2),  the   columns  come  into  focus  and  the  image  of   Mandela  can  be  seen.    At  Natal  Midlands  
  29. 29. Big Ideas of the PNS – Teaching  counts!     •  Our  instrucGonal  choices  impact  significantly  on   student  learning   •  We  teach  responsively   – All  kids  can  learn  and  we  know  enough  collecGvely   to  teach  all  kids!   •  An  unwavering  belief  that  everyone  has  the  right  to  be   included  socially,  emoGonally,  and  intellectually  
  30. 30. Your  Plan  –  20  minutes  team  planning   •  What  will  you  try?   •  Who  will  you  work  with?   •  How  will  you  know  that  what  you  are  doing  is   making  a  difference?  

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