Qualicum engagement.novpptx

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Engaging All Learners - Nov. 2010 - a 3 hour session by Faye Brownlie and Leyton Schnellert for teachers in grades K-12. First of a series of 2.

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Qualicum engagement.novpptx

  1. 1. Engaging All Learners Qualicum/Parksville   Faye  Brownlie  and  Leyton  Schnellert   November  16th,  2011  
  2. 2. Engagement •  Schlechty:    high  aDenEon  and  commitment  –   task  or  acEvity  has  inherent  meaning  or  value   to  the  student   •  Stuart  Shanker  –  self-­‐regulaEon;  calmly   focused  and  alert   •  Brownlie  and  Schnellert  –  voice  and  choice  
  3. 3. Highly Engaged Source:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at   h"p://www.stlucie.k12.fl.us/includes/PDWeb/Files/Engagement.ppt  Accessed  December  2,  2007.  
  4. 4.        Product                  Focus   Clear  Goals   &  Criteria   No  Fault   Prac3ce   Organiza3on  of   Knowledge   Novelty  &  Variety   Relevant    Content   Design  of  Engaging  Work   Authen3city   Choice   Affilia3on/Affirma3on          Product                  Focus   Clear  Goals   &  Criteria   No  Fault   Prac3ce   Organiza3on  of   Knowledge   Novelty  &  Variety   Relevant    Content   Authen3city   Choice   Affilia3on/Affirma3on  
  5. 5. Stuart Shanker: stages of arousal InhibiEon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded   AcEvaEon  
  6. 6. Frameworks It’s All About Thinking – Brownlie & Schnellert, 2009
  7. 7. Universal Design for Learning MulEple  means:   -­‐to  tap  into  background  knowledge,  to  acEvate   prior  knowledge,  to  increase  engagement  and   moEvaEon   -­‐to  acquire  the  informaEon  and  knowledge  to   process  new  ideas  and  informaEon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  8. 8. Teaching approaches for engaging diverse learners   Differentiation Literature and information circles Open-ended teaching Inquiry learning Multiple intelligences Workshop
  9. 9. 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  
  10. 10. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  11. 11. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  12. 12. Essential Lesson Components •  EssenEal  quesEon/learning  intenEon/a  big  idea   •  Open-­‐ended  strategies:    connect-­‐process-­‐transform   •  DifferenEaEon  –  choice,  choice,  choice   •  Assessment  for  learning   •  Gradual  release  of  responsibility  
  13. 13. Open-Ended Learning Strategies •  Connect/acEvate   •  Process/acquire   •  Transform  and  personalize/apply  
  14. 14. Assessment for Learning Purpose   Guide  learning,  inform  instrucEon   Audience     Teachers  and  students   Timing     On-­‐going,  minute  by  minute,  day  by  day   Form     DescripEve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?   Black  &  Wiliam,  1998   Hahe  &  Timperley,  2007  
  15. 15. Assessment for Learning •  Learning  intenEons   •  Criteria   •  DescripEve  feedback   •  QuesEoning   •  Peer  and  self  assessment   •  Ownership  
  16. 16. Examples
  17. 17. How  does  sehng  impact  what   happens?  
  18. 18. As  I  traveled  from  the  city   toward  the  country   old  age  fell  off  my  shoulders.  
  19. 19. As  I  traveled  from  the  city   toward  the  country   old  age  fell  off  my  shoulders.        Salah  Fa’iq   translated  by  Byrne  &  Jayyusi   the  flag  of  childhood    poems  from  the  middle  east  
  20. 20. Poetry  Circles   •  Choose  an  essenEal  quesEon  to  guide  your  poetry   readings.   •  Model  a  strategy  for  reading  a  poem  with  a  shared   text.    3  reads:    1  to  ques3on,  1  to  sketch,  1  how  does   seKng  impact  what  happens.   •  Ask  for  student  and/or  adult  volunteers  to  read  and   discuss  a  poem  in  a  fishbowl.   •  Observers  noEce  ‘what  makes  this  discussion  work’.   •  Create  criteria  for  an  effecEve  poetry  circle  discussion   •  Distribute  copies  of  various  poems  for  students  to   read.  
  21. 21. •  Using  a  similar  strategy  (read  and  quesEon,  read   and  sketch,  read  and  highlight  powerful   language),  students  independently  read  their   chosen  poem.   •  Form  poetry  circles  of  students  reading  the  same   poem.   •  Students  discuss  their  poems,  keeping  the  criteria   for  an  effecEve  poetry  circle  discussion  in  mind.   •  Students  self-­‐assess  with  the  criteria.   •  Students  write  in  response  to  their  poem  and  the   essenEal  quesEon.   Sample  poems  from  Nancie  Atwell’s  Naming  the  World  
  22. 22. •  ConnecEons                 •  EmoEons         •  image   •  Opinions   •  Response  style   •  RelaEng  self  to  poem   •  Showing  how  the  poem  changes  your  thinking   •  Explaining  why  you  feel  the  way  you  do  about  the   poem  and  how  you  think  the  author  feels  about   his/her  subject   •  CommenEng  on  the  image  formed  in                    your  mind  upon  reading  the  poem   •  Expressing  likes  and  dislikes  about  poem,  with   evidence   •  Asking  quesEons  of  the  poem  or  the  poet   •  Using  descripEve  words   •  Using  quotes  from  the  poem   •  SuggesEng  improvements  to  the  poem,  if  needed  
  23. 23. Personal  inquiry  within  an  inquiry  unit   •  Provide  students  with  mini  booklets  to  use  to   record  any  quesEons  that  they  have  during  a  unit.     •  This  helps  to  build  students’  own  inquiry   quesEons  and  sets  the  stage  for  more  generaEng   their  own  thinking  later  in  the  unit.     •   Once  a  week  or  so  the  class  engages  in  a   discussion  about  what  they  were  wondering,   what  they  have  learned  so  far  about  these   quesEons  and  what  new  quesEons  are  emerging.     See  Student  Diversity  (2006);  It’s  All  About  Thinking  in  Science  and  Math  (2010)  
  24. 24. Science  6/7  Unit  Overview   Diversity  of  Life   Big  Ideas     1. Living  things  have  similariEes  and   differences;     2. Classifying  things  helps  us   understand  the  diversity  of  life;     3. We  are  part  of  ecosystems   Thinking   Strategies   Main  Ideas  &  Details  ,  Accessing  Prior   Knowledge,  Synthesizing,  Persuading,   QuesEoning     Figure  10.4.    Diversity  of  Life  Unit  Overview    
  25. 25. What I Wonder Where I Can Find the Information What I’ve Learned and/or New Questions that I Have Figure  10.8.  Wonderbook  Format    
  26. 26. Not Quite Yet (2) Good Start (3) You did it! (4) Wow! (5) Information *relevant *accurate *key/important - Rarely uses microscopes and equipment Accurately - Shares very few and/or inaccurate observations and/or questions in discussions or writing - Records some data; may be inaccurate or missing key information - Sometimes uses microscopes and equipment accurately - Notices observations but may be vague or lack key details; asks yes/no questions - Data is generally accurate; diagrams include labels and some details - Uses microscope and equipment with accuracy - Makes descriptive and accurate observations (spoken/and written) and asks relevant questions - Records data accurately; diagrams include relevant labels and details - Uses- microscopes and equipment with precision - Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas - Records data accurately; diagrams include relevant labels and key details Thinking Process *logical inferences *explanation *understands concept *clear - Does not attempt to formulate a “law” - Proposes a “law” that is not yet fully developed - Formulates a “law” that is clear and logical - Formulates a “law” that is clear and logical; uses evidence to justify it Figure  10.10.  Class  example:    Student-­‐Generated  Criteria  
  27. 27. Figure  10.11.    Student  mindmap  of  the  ways  things  can  be  organized  in  the  world.    
  28. 28. Figure  10.15.    Class  opionions   Opinion  Line   Governments  should  pass  laws  protec3ng  living  things.   What  they  said:   Rebecca:    (SA)  “Living  things  have  a  right  to  be  free.”   Caterina:    (SA)  “We  shouldn’t  kill  animals  which  might  kill  a  species.”   Angela:  (UD)  “If  you  don’t  cut  down  trees  we  won’t  have  furnitures.”   Tony:    (UD)    ESL  2  “Some  countries,  they  kill  a  lot  but  sEll  have  a  lot  and  sEll                            have  to  protect.”   Karina:  (SA)  “If  we  chop  down  trees  to  make  houses  and  furniture  it  is  affecEng                              us  because  trees  produce  oxygen  and  we  can’t  live  without  oxygen.   Alan:    (SA)  “We  need  to  protect  all  animals,  it’s  like  killing  all  of  us.”   Betsy:    (SA)  “We  shouldn’t  have  zoos  because  animals  need  freedom  too.”   Brian:    (SA)  “Gov’t.  should  protect  living  things  because  living  things  are  already                            decreasing  &  if  they  keep  decreasing  there  won’t  be  anymore.”   Angelica:    (A)  “If  we  lose  part  of  living  things,  you  lose  food,  so  laws  should  be                                      limited.”   Arian:    (SWA/UD)    “.  .  .  we  cut  down  so  many  trees  we  should  only  cut  50%  of  what  we  usually                                                            do.”   Kushan:    (SA)  “If  we  kill  trees  then  animals  don’t  have  a  habitat  &  they  will  be                                  homeless.”   Tiffany:    (SA)  “.  .  .  because  animals  are  gehng  lesser  and  lesser.”   Joshua:    (SWA/UD)  “Like  the  bald  eagles  are  almost  exEnct  &  the  more  the                                      trees  get  cut  down  our  community  won’t  be  the  same.”   Wednesday,  March  12,  2008  
  29. 29. Figure  10.16.  QualiEes  of  Persuasive  WriEng     What  Does  a  Good  Piece  of  Wri3ng  Look  Like?   Look  like?   Feel  like?   Sound  like?   • Text  features   • Visuals  (photos,  graphics…)   • An  opening  statement  to  capture   the  reader’s  aDenEon   • A  hook  to  keep  the  reader’s   aDenEon   • An  opening  quote   • Asks  quesEons  and  they  are   answered   • Research  has  been  done   • Facts/data   • Previous  knowledge   • WriDen  in  own  words   • Incorporated  text  features   • Ending  statement/  concluding  the   topic   • Gives  examples   • Sentence  variety   • Convincing   • Honest   • Personal  thoughts/  experiences   • ExciEng  wriEng   • QuesEons  that  make  you  think   • Entertaining  but  stays  on  topic   • Team  work   • WriDen  in  3rd  person   • Uses  specific  words   • Stays  on  topic   • Convincing   • Research  has  been  done   • WriDen  in  own  words   • True  facts   • Catchy  words   • Accurate  informaEon   • Persuasive   • SophisEcated  and  detailed   • Honest   • QuesEons  were  answered   • Peoples’  opinions  based  on   research/  facts   • ConnecEng  words  (for  example,   addiEonally,  as  you  can  see,   however…)   Student  Generated  Responses  2008  
  30. 30. Figure  10.24.  Student  Piece  Published  in  Local  Newspaper  
  31. 31. Goals Plan Rationale Next Steps Goals: What will we develop/ explore/change/ refine to better engage our learners?   Rationale: Why are we choosing this focus?   Plan: How will we do this?  
  32. 32. Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation. Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press. Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12 Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle and secondary classrooms, Connections Publishing, BC, Canada. Lenz, B.K., Deschler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.

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