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Effec%ve	  Teaching	  and	  	  AFL	  –	   Making	  a	  difference	  for	  all	              students	                 May	  ...
Learning	  Inten%ons	  •  I	  can	  name	  and	  describe	  the	  6	  AFL	  strategies.	  •  I	  can	  name	  and	  descri...
FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for LearningMul%ple	  means:	  -­‐to	  tap	  into	  background	  knowledge,	  to	  ac%vate	          prio...
Backwards Design•  What	  important	  ideas	  and	  enduring	     understandings	  do	  you	  want	  the	  students	  to	 ...
Assessment for LearningPurpose	                           Guide	  learning,	  inform	                                     ...
Assessment for Learning•    Learning	  inten%ons	  •    Criteria	  •    Descrip%ve	  feedback	  •    Ques%oning	  •    Pee...
Model                                          Guided practice                                          Independent practi...
Teaching	  Content	  to	  All	    Open-­‐ended	  	    	  	  	  teaching	            adapted	             modified	  
Open-ended strategies:   Connect-activate    Process-acquirePersonalize/transform-         apply(Brownlie, Feniak & Schnel...
The teeter totter  kids                curriculumkids
Essential Lesson Components•    Essen%al	  ques%on/learning	  inten%on/a	  big	  idea	  •    Open-­‐ended	  strategies:	  ...
Ques%oning	  –	  gr.	  2/3	  Goal:	  	  crea%ng	  real	  ques%ons,	  using	  ques%ons	  to	          link	  background	  k...
Salmon	  Creek	  –	  Annege	  LeBox	  &	  Karen	  Reczuch	   	  	   	   	  2002,	  Douglas	  &	  McIntyre	  
Questioning – Joni Tsui•  Introduc%on	  to	  earthquakes	  in	  geology	  12.	  	  •  Students	  have	  all	  seen	  earth...
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	  graph...
•  With	  your	  partner,	  choose	  a	  bucket	  of	     materials	  and	  make	  a	  bar	  graph.	  •  Ask	  (and	  answ...
Critical thinking & Problem-Solving•  How	  much	  forest	  must	  be	  removed	  to	  create	  a	     4-­‐lane	  highway	...
Critical thinking & Problem-Solving•  How	  much	  forest	  must	     be	  removed	  to	  create	  a	     4-­‐lane	  highw...
•  How	  is	  this	  effec%ve	  teaching?	  •  How	  is	  this	  assessment	  for	  learning?	  •  How	  could	  I	  adapt	...
Grade	  9	  Science,	  Insulators	  &	                         Conductors	  •  Learning	  Inten%ons:	     –  I	  can	  ide...
•    proton	  •    neutron	  •    electron	  •    ion	  •    atom	  •    nucleus	  •    charge	  •    posi%ve	  •    nega%...
An%cipa%on	  Guide	  Electrons	  in	  an	  insulator	  are	  not	  %ghtly	  bound	  to	  the	  atoms	  making	  up	  the	 ...
Building	  Stories	  –	  gr.	  1/2	  •  Learning	  Inten%ons:	     –  I	  can	  make	  a	  story	  from	  a	  word	  clue	...
• Students,	  in	  pairs,	  receive	  a	  phrase	  from	  the	  text	  	  • Students	  read	  the	  phrase,	  decide	  on	...
•  Students	  can	  write	  their	  own	  story	  before	     reading	  •  Process	  the	  text	  with	  a	  thinking	  pa...
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’...
•  How	  are	  these	  effec%ve	  teaching?	  •  How	  is	  this	  assessment	  for	  learning?	  •  How	  could	  I	  adap...
How	  can	  I	  help	  my	  students	  develop	  more	  depth	   in	  their	  responses?	  	  They	  are	  wri%ng	  with	 ...
Students	  need:	  •  to	  ‘be’	  a	  character	  •  support	  in	  ‘becoming’	  that	  character	  •  to	  use	  specific	...
The	  Plan	  •    Review	  scene	  from	  novel	  •    Review	  criteria	  for	  powerful	  journey	  response	  •    Brai...
Stand	  if	  you	  have…	  •  A	  phrase	  that	  shows	  strong	  feeling…	  •  A	  phrase	  that	  uses	  specific	  name...
Criteria	  •    Write	  in	  role	  –	  use	  ‘I’	  •    Use	  specific	  names	  •    Phrases/words	  that	  show	  feelin...
•  How	  is	  this	  effec%ve	  teaching?	  •  How	  is	  this	  assessment	  for	  learning?	  •  How	  could	  I	  adapt	...
Learning Intention: I can write and describe a                                          small event from my morning.      ...
•    Choose a topic•    Write in front of the students•    Students describe ‘what works’ in your writing•    Students cho...
All	  alone,	  I	  stepped	  into	  my	  car.	  	  With	  my	  map	  in	       hand,	  I	  began	  to	  drive.	  	  At	  t...
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	...
Informa%on	  Circles	  •  Select	  4-­‐5	  different	  ar%cles,	  focused	  on	  central	  topic	  or	     theme.	  •  Pres...
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	  ...
The teeter totter  kids                curriculumkids
Resources	  •  Student	  Diversity,	  2nd	  ed.	  –	  Brownlie,	  Feniak	     and	  Schnellert,	  2006	  •  It’s	  All	  a...
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
McBride.effective teaching & afl
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McBride.effective teaching & afl

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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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Transcript of "McBride.effective teaching & afl"

  1. 1. Effec%ve  Teaching  and    AFL  –   Making  a  difference  for  all   students   May  6,  2011   McBride   Faye  Brownlie   www.slideshare.net  
  2. 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. 3. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  4. 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. 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. 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. 7. Assessment for Learning•  Learning  inten%ons  •  Criteria  •  Descrip%ve  feedback  •  Ques%oning  •  Peer  and  self  assessment  •  Ownership  
  8. 8. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  9. 9. Teaching  Content  to  All   Open-­‐ended          teaching   adapted   modified  
  10. 10. 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)
  11. 11. The teeter totter kids curriculumkids
  12. 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. 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. 14. Salmon  Creek  –  Annege  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  
  15. 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. 16. Questioning•  Math  •  Closed  vs  open  
  17. 17. •  1  +  4  =    •  2  +  3  =  •  4  +  1  =  •  0  +  5  =  
  18. 18. How can you show yournumber for our number book?
  19. 19. Questioning•  Who  is  answering  your  ques%ons?  •  Who  is  asking  the  ques%ons?  
  20. 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. 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. 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. 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. 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. 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. 26. •  proton  •  neutron  •  electron  •  ion  •  atom  •  nucleus  •  charge  •  posi%ve  •  nega%ve  •  neutral  
  27. 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. 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. 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. 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. 31. deep  dark  cave  
  32. 32. shimmery,  glimmery  sword  
  33. 33. King’s  forest  
  34. 34. very  tall  wall  
  35. 35. dense  forest  
  36. 36. crumbly,  tumbly  tower  
  37. 37. clippety-­‐clop  
  38. 38. very  loud  roar  
  39. 39. in  his  jammies  
  40. 40. very  lonely  
  41. 41. Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   Dugon  Children’s  Books  
  42. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 52. Notices…criteria•  Mystery•  Opening•  Detailed•  Sounds like you (Voice)
  53. 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. 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. 55. Key  words   Images  QuesEons   Significance  to   Canadians  
  56. 56. Vocabulary/terms   Images  QuesEons   Key  ideas  
  57. 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. 58. The teeter totter kids curriculumkids
  59. 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  
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