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A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and ...

A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.

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Surrey june9 Surrey june9 Presentation Transcript

  • Supporting All Learners: Looking ahead to 2010-2011 A  conversa+on  facili+ated  by  Faye  Brownlie   Surrey   June  9th,  2010  
  • Learning Intentions •  I  can  iden+fy  and  explain  my  mental  model  of   learning.   •  I  have  a  beEer  understanding  of  what   differen+a+on  can  look  like  in  the  classroom   and  how  to  support  it.   •  I  have  a  plan  to  con+nue  my  collabora+on   with  my  colleagues  –  and  an  idea  of  how  to   expand  it.  
  • What makes a difference in student learning? •  Reading  Next  –  Biancarosa  and  Snow   •  It’s  All  about  Thinking  –  Brownlie  and  Schnellert   View slide
  • Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009 View slide
  • Universal Design for Learning Mul+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  
  • Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  Coopera+ve  learning   •  Literature  circles  and  informa+on  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  • Assessment for Learning •  Learning  inten+ons   •  Criteria   •  Descrip+ve  feedback   •  Ques+oning   •  Peer  and  self  assessment   •  Ownership  
  • Open-Ended Learning Strategies •  Connect   •  Process   •  Transform  and  personalize  
  • Teach Content to All    Learning in Safe Schools - Brownlie, King"
  • Teach Content to All     "Surrey Special Education "
  • Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  • Cooperative Learning •  Learning  is  both  an  individual  and  social   ac+vity   •  Students  need  to  learn  the  pro-­‐social  skills  to   work  in  a  group,  as  a  member  of  a  team   •  Meaning  is  built  together   •  Students  learn  communica+on  skills,  social   skills  and  cri+cal  thinking  skills  
  • Literature and Information Circles •  Students  can  read  from  mul+ple  texts   •  Students  come  together  to  discuss  what  has   been  read,  to  make  meaning  together  and  to   pose  ques+ons   •  Discussion  points  and  ques+ons  come  from   the  students   •  Teacher  acts  as  facilitator  and  observer  
  • Inquiry •  Presen+ng  an  open-­‐ended  ques+on  over   several  lessons  or  a  full  unit  of  study   •  Students  collect,  compare,  and  synthesize   informa+on  over  +me   •  Students  develop  thinking  strategies  which   lead  to  deeper  understanding  of  key  concepts  
  • Reading Next - Biancarosa & Snow, 2004 •  Instruc(onal  Improvements   1.  Direct,  explicit  comprehension  instruc+on   2.  Effec+ve  instruc+onal  principles  embedded  in  content   3.  Mo+va+on  and  self-­‐directed  learning   4.  Text-­‐based  collabora+ve  learning   5.  Strategic  tutoring   6.  Diverse  texts   7.  Intensive  wri+ng   8.  A  technology  component   9.  Ongoing  forma+ve  assessment  of  students    
  • Our Context •  What’s  working?   •  What’s  not?   •  What’s  our  evidence?   •  What’s  next  
  • www.all4ed.org •  Infrastructure  Improvements   1.  Extended  +me  for  literacy   2.  Professional  development   3.  Ongoing  summa+ve  assessment  of  students  and   programs   4.  Teacher  teams   5.  Leadership   6.  A  comprehensive  and  coordinated  literacy   program  
  • 15-3=0 Without - •  professional development •  ongoing formative assessment of students and •  ongoing summative assessment of students and programs Reading Next - Biancarosa & Snow, 2004  
  • From  high  to  low  structure  &   maintenance  –  Linder   “A  Difficult  Choice:    Which  Model  of  Reading  Instruc+on   for  My  Students?   •  High  degree  of  structure  &  maintenance   –  Balanced  Literacy  (Fountas  &  Pinnell)   –  Guided  Comprehension  Model  (McLaughin/Allen)   –  Small  Group  Instruc+on  (Diller)   –  Daily  Five  (Boushey  &  Moser)   –  Workshop  Models  (Routman,  Miller,  Atwell)  
  • Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  paEern  –  5  lines  with  2,4,6,8,2   syllables   •  Create  a  cinquain  poem  together   •  No+ce  literacy  elements  used   •  Brainstorm  for  a  list  of  poten+al  topics   •  Alone  or  in  partners,  students  write  several  poems   •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  a   teacher  
  • Garnet’s  4/5s  Literary  Elements   •  Simile   •  Rhyme   •  Allitera+on   •  assonance  
  • Sun  Run   Jog  together   Heaving  pan+ng  pushing   The  cumbersome  mass  moves  along   10  K  
  • Vicky   Shy  and  happy   The  only  child  at  home   Always  have  a  smile  on  her  face                                                                  my   cheerful  
  • Candy   Choclate  bars   Tastes  like  a  gummy  drop   Lickrish  hard  like  gummys   Eat   Thomas  
  • Vampires   Quenching  the  thirst   These  bloodthirsty  demons   Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  • Majic   Lafa+ng   Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  • Grade 11 Math Logic  Problems   There  are  20  socks  in  the  drawer,  10  are  blue,  10   are  brown.    What  is  the  minimum  number  of   socks  you  can  pull  out  to  make  a  pair?  
  • Ques+on:   Givens:                      Unknowns:   Work  Space:   Answer:   WriEen  Answer: