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Surrey Librarians Sept 10
 

Surrey Librarians Sept 10

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Professional Collaboration to Meet Learner Needs

Professional Collaboration to Meet Learner Needs

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    Surrey Librarians Sept 10 Surrey Librarians Sept 10 Presentation Transcript

    • Professional  Collabora.on  to   Meet  Learner  Needs   Surrey  Librarians   Sept.  8,  2010   Faye  Brownlie  
    • Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
    • 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  
    • 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  
    • 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  
    • Open-Ended Learning Strategies •  Connect   •  Process   •  Transform  and  personalize  
    • 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)  
    • Egypt   In  ancient  .mes,  Egypt  grew  much  more  food   than  it  needed.     It  sold  the  extra  food  to  other  countries.     Today,  Egypt  can’t  grow  enough  food  for  its   people.       It  must  buy  more  than  half  its  food  from  other   countries.  
    • In  ancient  Egypt,  farmers  used  donkeys  to  move   heavy  loads.    Today,  farmers  use  camels.     Ancient  Egyp.ans  did  not  have  camels.  
    • Ancient  Egyp.ans  kept  careful  records,  or  lists,   of  their  crops  and  ca`le.    These  records  were   kept  for  tax  purposes.    Everyone  had  to  pay   taxes  on  their  crops  and  their  animals.     Farmers  were  even  taxed  on  the  number  of   eggs  their  chickens  produced!  
    • 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   •  Aber  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  –  Anne`e  LeBox  &  Karen   Reczuch    A  Groundwood  Book,  2002    0-­‐88899-­‐458-­‐3  
    • Resources   •  It’s  All  about  Thinking   Collabora.ng  to  support  all  learners  –  Brownlie   and  Schnellert  (2009)   •  Student  Diversity   Classroom  strategies  to  meet  the  needs  of  all   learners  (2nd  ed)  –  Brownlie,  Feniak  &   Schnellert  (2006)