• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
McBride.effective teaching & afl
 

McBride.effective teaching & afl

on

  • 778 views

full day K-12 session

full day K-12 session
What are the elements of effective teaching for all students?
How can we continue to embed AFL practices into our daily work?

Statistics

Views

Total Views
778
Views on SlideShare
778
Embed Views
0

Actions

Likes
1
Downloads
7
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Adobe PDF

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    McBride.effective teaching & afl McBride.effective teaching & afl Presentation Transcript

    • Effec%ve  Teaching  and    AFL  –   Making  a  difference  for  all   students   May  6,  2011   McBride   Faye  Brownlie   www.slideshare.net  
    • Learning  Inten%ons  •  I  can  name  and  describe  the  6  AFL  strategies.  •  I  can  name  and  describe  components  of   effec%ve  teaching.  •  I  can  iden%fy  some  of  the  AFL  strategies  and   effec%ve  teaching  strategies  in  my  prac%ce.  •  I  can  plan  a  next  step.  
    • FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
    • Universal Design for LearningMul%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  
    • Assessment for LearningPurpose   Guide  learning,  inform   instruc%on  Audience     Teachers  and  students  Timing     On-­‐going,  minute  by  minute,   day  by  day  Form     Descrip%ve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?  Black  &  Wiliam,  1998   Ha[e  &  Timperley,  2007  
    • Assessment for Learning•  Learning  inten%ons  •  Criteria  •  Descrip%ve  feedback  •  Ques%oning  •  Peer  and  self  assessment  •  Ownership  
    • Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
    • Teaching  Content  to  All   Open-­‐ended          teaching   adapted   modified  
    • Open-ended strategies: Connect-activate Process-acquirePersonalize/transform- apply(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kameenui & Carnine, 2002)
    • The teeter totter kids curriculumkids
    • Essential Lesson Components•  Essen%al  ques%on/learning  inten%on/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  Differen%a%on  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  
    • Ques%oning  –  gr.  2/3  Goal:    crea%ng  real  ques%ons,  using  ques%ons  to   link  background  knowledge  with  new   informa%on,  create  curiosity  •  Present  an  image.  •  Ader  each  image,  ask  students  to  pose   ques%ons  about  the  image  and  to  resist  the   urge  to  answer  someone  else’s  ques%on.  •  Repeat  with  3-­‐4  images.  
    • Salmon  Creek  –  Annege  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  
    • Questioning – Joni Tsui•  Introduc%on  to  earthquakes  in  geology  12.    •  Students  have  all  seen  earthquakes  in   previous  classes  (some  more  than  others).  •  We  completed  the  ac%vity  and  I  made  sure   every  student  in  class  wondered  at  least  one   thing.          
    • Questioning•  Math  •  Closed  vs  open  
    • •  1  +  4  =    •  2  +  3  =  •  4  +  1  =  •  0  +  5  =  
    • How can you show yournumber for our number book?
    • Questioning•  Who  is  answering  your  ques%ons?  •  Who  is  asking  the  ques%ons?  
    • Math Centres – gr. 1/2 Michelle Hikada, Tait•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  pagerns  with  different  materials   (prac%ce)  •  1  making  pagerns  with  s%ckers  (prac%ce)  •  1  graphing  in  partners  (prac%ce)  
    • •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  ques%ons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
    • Critical thinking & Problem-Solving•  How  much  forest  must  be  removed  to  create  a   4-­‐lane  highway  15  km  long?  •  How  can  you  figure  it  out?  •  What  thinking  skills  do  you  use?  It’s  all  about  thinking  in  math  &  science  –  Brownlie,  Fullerton,  Schnellert  
    • Critical thinking & Problem-Solving•  How  much  forest  must   be  removed  to  create  a   4-­‐lane  highway  15  km   long?  •  How  can  you  figure  it   out?  
    • •  How  is  this  effec%ve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
    • Grade  9  Science,  Insulators  &   Conductors  •  Learning  Inten%ons:   –  I  can  iden%fy  and  explain  the  key  vocabulary   necessary  to  understand  insulators  and   conductors   –  I  can  read  to  determine  the  accuracy  of  key   statements  about  insulators  and  conductors   –  I  can  provide  evidence  from  the  text  to  support   my  choices.  
    • •  proton  •  neutron  •  electron  •  ion  •  atom  •  nucleus  •  charge  •  posi%ve  •  nega%ve  •  neutral  
    • An%cipa%on  Guide  Electrons  in  an  insulator  are  not  %ghtly  bound  to  the  atoms  making  up  the  material. Pure  water  is  an  insulator;  tap  water  is  a  conductor. A  maple-­‐leaf  electroscope  determines  the  presence  of  electric  charges.
    • Building  Stories  –  gr.  1/2  •  Learning  Inten%ons:   –  I  can  make  a  story  from  a  word  clue   –  I  can  add  on  and  change  my  story  from  other  word   clues   –  I  can  explain  the  strategies  I  use  to  figure  out  new   words  
    • • Students,  in  pairs,  receive  a  phrase  from  the  text    • Students  read  the  phrase,  decide  on  what  strategies  they  used  to  ‘read’  it  and  what  story  would  have  this  phrase  in  it  • Students  share  their  phrases,  their  strategies  and  their  stories  • Students  note  how  their  thinking  changes  as  they  hear  new  stories.  
    • •  Students  can  write  their  own  story  before   reading  •  Process  the  text  with  a  thinking  paper  –  4   boxes   Predict   Predict   Predict   Big  Idea:    Why  is  he  a   good  knight?  
    • deep  dark  cave  
    • shimmery,  glimmery  sword  
    • King’s  forest  
    • very  tall  wall  
    • dense  forest  
    • crumbly,  tumbly  tower  
    • clippety-­‐clop  
    • very  loud  roar  
    • in  his  jammies  
    • very  lonely  
    • Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   Dugon  Children’s  Books  
    • •  How  are  these  effec%ve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
    • How  can  I  help  my  students  develop  more  depth   in  their  responses?    They  are  wri%ng  with  no   voice  when  I  ask  them  to  imagine  themselves   as  a  demi-­‐god  in  the  novel.  
    • Students  need:  •  to  ‘be’  a  character  •  support  in  ‘becoming’  that  character  •  to  use  specific  detail  and  precise  vocabulary  to   support  their  interpreta%on  •  choice  •  prac%ce    •  to  develop  models  of  ‘what  works’  •  a  chance  to  revise  their  work  
    • The  Plan  •  Review  scene  from  novel  •  Review  criteria  for  powerful  journey  response  •  Brainstorm  who  you  could  be  in  this  scene  •  4  minute  write,  using  ‘I’  •  Writers’  mumble  •  Stand  if  you  can  share…  •  What  can  you  change/add/revise?  •  Share  your  wri%ng  with  a  partner  
    • Stand  if  you  have…  •  A  phrase  that  shows  strong  feeling…  •  A  phrase  that  uses  specific  names…  •  A  par%cularly  descrip%ve  line  –  using  details   from  the  novel…  •  An  effec%ve  first  line…  •  Now,  what  will  you  change?    What  can  you   add,  delete,  revise?  
    • Criteria  •  Write  in  role  –  use  ‘I’  •  Use  specific  names  •  Phrases/words  that  show  feeling  •  Par%cularly  descrip%ve  details  of  the  event  •  Powerful  first  line  •  What  will  you  change  ader  listening  to  others?  
    • •  How  is  this  effec%ve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
    • Learning Intention: I can write and describe a small event from my morning. Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on criteria  Pearson  &  Gallagher  (1983)  
    • •  Choose a topic•  Write in front of the students•  Students describe ‘what works’ in your writing•  Students choose a ‘morning’ topic•  Students write•  Students self-assess•  Students meet with peers to share and provide feedback
    • All  alone,  I  stepped  into  my  car.    With  my  map  in   hand,  I  began  to  drive.    At  the  lights  I  turned   led,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  
    • Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
    • •  How  is  this  effec%ve  teaching?  •  How  is  this  assessment  for  learning?  •  How  could  I  adapt  this  to  use  with  my   students,  in  my  context?  
    • Informa%on  Circles  •  Select  4-­‐5  different  ar%cles,  focused  on  central  topic  or   theme.  •  Present  ar%cles  and  have  students  choose  the  one  they   wish  to  read.  •  Present  note-­‐taking  page.  •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before   mee%ng  in  the  group.  •  Students  meet  in  ‘like’  groups  and  discuss  their  ar%cle,   deciding  together  on  ‘key  ideas’.  •  Students  meet  in  non-­‐alike  groups  and  present  their   informa%on  from  their  ar%cle.  
    • Key  words   Images  QuesEons   Significance  to   Canadians  
    • Vocabulary/terms   Images  QuesEons   Key  ideas  
    • New  Resource!  •  An  Integrated  Inquiry  Based  Unit  of  Study  using   Stz’uminus  Legends,  Stories  and  Heroes  as  a   focus  for  our  inquiry  –  Donna  Klockars  •  PLOs  from  English  First  Peoples  Pilot  Program  10  •  Lesson  sequences  applicable  anywhere  •  Core  Learning  Resources  •  www.corelearningresources.com  
    • The teeter totter kids curriculumkids
    • Resources  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak   and  Schnellert,  2006  •  It’s  All  about  Thinking  (in  English,  Social   Studies  and  Humani%es)  –  Brownlie  and   Schnellert,  2009  •  It’s  All  about  Thinking  (in  Math  and  Science  -­‐   Brownlie,  Fullerton  &  Schnellert,  in  press