Kamloops.Dec.2013

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A shortened 2nd day in the 3 day series, Quality Teaching, K-12. Focus on UDK, BD, open-ended strategies, engagement and feedback. Slides from connections in secondary science, a math lesson, early …

A shortened 2nd day in the 3 day series, Quality Teaching, K-12. Focus on UDK, BD, open-ended strategies, engagement and feedback. Slides from connections in secondary science, a math lesson, early primary literacy centres. Afternoon co-presented with De Leyton Schnellert.

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  • 1. Quality Teaching in Inclusive Classrooms and Schools Kamloops   Performance  Network  Series   December  2nd,  2013   Faye  Brownlie   www.slideshare.net  
  • 2. Learning Intentions •  I  am  beginning  to  understand  how  universal   design  for  learning  and  backwards  design   support  effecGve  teaching  for  all  students   •  I  can  the  elements  of  quality  teaching   •  I  can  idenGfy  elements  of  quality  teaching  in   my  work   •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  • 3. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  • 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. access not adapt
  • 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. The teeter totter kids kids curriculum
  • 8. Open-ended strategies: connect process personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  • 9. Tara  O’Reilly,  Burnaby  Mountain   Secondary  
  • 10. _ _ _ _ _ _ L M X A S T O L _ _ F U J A C
  • 11. _ _ _ _ _ _ S E L V X V T N _ _ _ C O A I B
  • 12. _ _ _ _ _ _ I E H A H T N _ _ _ CO2    +    PO4      +    H2O        OUT C P I D R S
  • 13. _ _ _ _ _ _ _ F E E E L D S V _ T N C O I
  • 14. Things  to  Think  about…   How  are  the  following  pictures   similar?   How  are  the  following  pictures   different?   Is  there  a  common  theme  among   these  pictures?  
  • 15. H2SO4  
  • 16. NaOH  
  • 17. Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert •  Math   –  Solving  problems  with  large  numbers.   –  I  can  solve  problems  with  large  numbers  
  • 18. •  •  •  •  •  •  •  •  •  Write  down  these  digits:   A/B   Jujube  problem   Work  to  solve  the  problem   Report  out  on  the  strategies  you  used   Share   Local  newspaper  arGcle   Circle  numbers   Design  a  problem  
  • 19. •  Mr.  Barrow  gave  Ms  Brownlie  half  of  his   jujubes.    She  ate  ½  of  the  jujubes  and  gave  the   rest  to  Mr.  K.    He  kept  8  of  the  juubes  and  gave   the  last  10  to  Mrs  Jones.    How  many  jujubes   did  Mr  Barrow  have?  
  • 20. Lit  12:    pracGce  without  penalty   Naryn  Searcy,  PenGcton   •  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)  
  • 21. 1.    Read  aloud  and  pracGce  stanza  with  partner   2.    Connect  to  themes:   –  Mankind  has  broken  its  union  with  nature   –  Even  our  best  laid  plans  oeen  do  not  work  out   3.    Microcosm  &  universal  truths  
  • 22. Assignment   1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)   2.  Comic  (1-­‐2  students)   3.  Reduced  poetry  (1-­‐2  students)  
  • 23. Criteria   •  Demonstrate  understanding  of  the  meaning  of   all  8  stanzas  of  the  poem   •  Recognize  and  demonstrate  the  2  themes  
  • 24. Feedback   •  What  worked?   •  What’s  missing?   •  What’s  next?  
  • 25. Robert  Burns  (1759-­‐1796)To  a  Mouse   On  Turning  Up  Her  Nest  with  the   Plough,  November,  1785              Wee,  sleeket,  cowrin,  Jm'rous  beasJe,                             Oh,  what  a  panic's  in  thy  breasJe!                             Thou  need  na  start  awa  sae  hasty                                      Wi'  bickerin  braOle!                                      I  wad  be  laith  to  rin  an'  chase  thee                                         Wi'  murd'ring  paOle!  
  • 26. Reduced Poem Poor  ligle  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  oeen  fail  –  theme  2   Mouse  lucky  because  humans   Regret  past/fear  future  
  • 27. Mouse Dance Notes 1.  Mouse  (Mag)  gathering  materials  for  winter,  builds  house   (Boyd)   2.  Mouse  is  shivering  –  symbolizing  winter   3.  Famer  &  his  equipment  (Ethan  &  Corey)  destroy  mouse’s   house  –  represents  theme  that  man  breaks  nature’s  fickle   bond   4.  Farmer  feels  bad,  tries  to  apologize  to  mouse  (nature)   5.  Mouse  won’t  accept  forgiveness  –  nothing  lee  to  build  a   house   6.  Mouse  comes  back  and  shoots  the  farmer   7.  Mouse  has  heart  agack  –  represents  the  theme  that  plans   oeen  backfire  –  best  laid  plans  of  mouse  and  men  don’t   work!  
  • 28. The Richmond Experience Lisa Schultz Lisa  Schwartz  
  • 29. First  Steps   •  •  •  •  CollecGng  baseline  data  (formaGve  assessment)   What  do  they  know?    What  are  their  strengths?   What  areas  need  further  development?   How  will  we  support  this  development?  
  • 30. •  Looked  at  the  results  as  coded  on  the   performance  standard   •  Developed  an  inquiry  quesGon   •  Made  a  plan   •  Spent  a  term  in  each  classroom.  Two  blocks   each  week.  
  • 31. Inquiry  QuesGons   •  How  does  the  implementaGon  of  literacy   centres,  that  focus  on  reading  rather  than   isolated  skills,  change  the  engagement  and   moGvaGon  of  the  students  and  will  they   become  more  skilled  readers?   •  How  does  implemenGng  guided  reading  or   small  group  reading  instrucGon,  with  my   support  teacher,  further  our  students’   reading  development?  
  • 32. Literacy Centres in FI •  Brooke  Douglas  at  Bridge  Elementary,  grade  1