Professional	
  Collabora.on	
  to	
  
    Meet	
  Learner	
  Needs	
  
          Surrey	
  Librarians	
  
            Sep...
Frameworks


It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
Mul.ple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  ac.vate	
  
...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
   understandings	
  do	
  you	
  want	
  the	
  stu...
Essential Lesson Components


•    Essen.al	
  ques.on/learning	
  inten.on/a	
  big	
  idea	
  
•    Open-­‐ended	
  stra...
Inquiry
•  Presen.ng	
  an	
  open-­‐ended	
  ques.on	
  over	
  
   several	
  lessons	
  or	
  a	
  full	
  unit	
  of	
...
Open-Ended Learning Strategies
•  Connect	
  
•  Process	
  
•  Transform	
  and	
  personalize	
  
Assessment for Learning
•    Learning	
  inten.ons	
  
•    Criteria	
  
•    Descrip.ve	
  feedback	
  
•    Ques.oning	
...
Model
                                          Guided practice
                                          Independent prac...
Egypt	
  
In	
  ancient	
  .mes,	
  Egypt	
  grew	
  much	
  more	
  food	
  
      than	
  it	
  needed.	
  	
  
It	
  so...
In	
  ancient	
  Egypt,	
  farmers	
  used	
  donkeys	
  to	
  move	
  
   heavy	
  loads.	
  	
  Today,	
  farmers	
  use...
Ancient	
  Egyp.ans	
  kept	
  careful	
  records,	
  or	
  lists,	
  
  of	
  their	
  crops	
  and	
  ca`le.	
  	
  Thes...
Ques.oning	
  –	
  gr.	
  2/3	
  
Goal:	
  	
  crea.ng	
  real	
  ques.ons,	
  using	
  ques.ons	
  to	
  
       link	
  ...
•  Salmon	
  Creek	
  –	
  Anne`e	
  LeBox	
  &	
  Karen	
  
      Reczuch	
  
  	
  A	
  Groundwood	
  Book,	
  2002	
  
...
Resources	
  
•  It’s	
  All	
  about	
  Thinking	
  
Collabora.ng	
  to	
  support	
  all	
  learners	
  –	
  Brownlie	
 ...
Surrey Librarians Sept 10
Surrey Librarians Sept 10
Surrey Librarians Sept 10
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Professional Collaboration to Meet Learner Needs

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Surrey Librarians Sept 10

  1. 1. Professional  Collabora.on  to   Meet  Learner  Needs   Surrey  Librarians   Sept.  8,  2010   Faye  Brownlie  
  2. 2. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  3. 3. 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  
  4. 4. 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  
  5. 5. 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  
  6. 6. 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  
  7. 7. Open-Ended Learning Strategies •  Connect   •  Process   •  Transform  and  personalize  
  8. 8. Assessment for Learning •  Learning  inten.ons   •  Criteria   •  Descrip.ve  feedback   •  Ques.oning   •  Peer  and  self  assessment   •  Ownership  
  9. 9. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  10. 10. 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.  
  11. 11. In  ancient  Egypt,  farmers  used  donkeys  to  move   heavy  loads.    Today,  farmers  use  camels.     Ancient  Egyp.ans  did  not  have  camels.  
  12. 12. 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!  
  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   •  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  
  14. 14. •  Salmon  Creek  –  Anne`e  LeBox  &  Karen   Reczuch    A  Groundwood  Book,  2002    0-­‐88899-­‐458-­‐3  
  15. 15. 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)  
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