1. Eﬀec%ve Teaching and AFL – Making a diﬀerence for all students May 6, 2011 McBride Faye Brownlie www.slideshare.net
2. 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.
3. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
4. 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
5. 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
6. 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
7. Assessment for Learning• Learning inten%ons • Criteria • Descrip%ve feedback • Ques%oning • Peer and self assessment • Ownership
8. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
9. Teaching Content to All Open-‐ended teaching adapted modiﬁed
12. 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
13. 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.
14. Salmon Creek – Annege LeBox & Karen Reczuch 2002, Douglas & McIntyre
15. 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.
16. Questioning• Math • Closed vs open
17. • 1 + 4 = • 2 + 3 = • 4 + 1 = • 0 + 5 =
18. How can you show yournumber for our number book?
19. Questioning• Who is answering your ques%ons? • Who is asking the ques%ons?
20. 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)
21. • 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.
22. 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
23. 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?
24. • 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?
25. 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.
26. • proton • neutron • electron • ion • atom • nucleus • charge • posi%ve • nega%ve • neutral
27. 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.
28. 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
29. • 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.
30. • 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?
31. deep dark cave
32. shimmery, glimmery sword
33. King’s forest
34. very tall wall
35. dense forest
36. crumbly, tumbly tower
38. very loud roar
39. in his jammies
40. very lonely
41. Good Night, Good Knight -‐ Shelly Moore Thomas Pictures -‐ Jennifer Plecas Dugon Children’s Books
42. • 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?
43. 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.
44. 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
45. 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
46. 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?
47. 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?
48. • 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?
49. 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)
50. • 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
51. 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?”
52. Notices…criteria• Mystery• Opening• Detailed• Sounds like you (Voice)
53. • 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?
54. 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.
55. Key words Images QuesEons Signiﬁcance to Canadians
56. Vocabulary/terms Images QuesEons Key ideas
57. 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
58. The teeter totter kids curriculumkids
59. 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