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McBride.effective teaching & afl

McBride.effective teaching & afl



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?



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    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