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Surrey.english.hum.dept.heads.2011 Surrey.english.hum.dept.heads.2011 Presentation Transcript

  • Suppor&ng  Student  Diversity:     Classroom  and  collabora&on  strategies  that  meet  the  needs  of  all   learners  English  and  Humani&es  Dept.  Heads   Surrey   March  2,  2011   Faye  Brownlie  
  • How  the  world’  best  performing   school  systems  come  out  on  top  –   Sept.  2007,  McKinsey  &  Co.  1.  GeLng  the  right  people  to  become  teachers  2.  Developing  them  into  effec&ve  instructors  3.  Ensuring  that  the  system  is  able  to  deliver  the   best  possible  instruc&on  for  every  child  
  • McKinsey  Report,  2007  •  The  top-­‐performing  school  systems  recognise   that  the  only  way  to  improve  outcomes  is  to   improve  instruc&on:    learning  occurs  when   students  and  teachers  interact,  and  thus  to   improve  learning  implies  improving  the  quality   of  that  interac&on.  
  • •  Coaching  classroom  prac&ce  •  Moving  teacher  training  to  the  classroom  •  Developing  stronger  school  leaders  •  Enabling  teachers  to  learn  from  each  other  
  • Individual  teachers:  •  Become  aware  of  areas  to  grow  in  their  prac&ce  •  Gain  an  understanding  of  best  prac&ce  –  most   effec&ve  when  demonstrated  in  an  authen&c   seLng  •  Are  mo&vated  to  improve   –  Teachers  have  high  expecta&ons   –  Share  a  common  purpose   –  Have  a  collec&ve  belief  in  their  ability  to  make  a   difference  
  • •  How  the  world’s  most  improved  school   systems  keep  geLng  beWer   –  Mourshed,  Chijioke,  Barber   –  McKinsey  &  Co.   –  Nov.,  2010  
  • Good  to  Great  Systems  •  Focus  on  the  professionalism  of  teachers  •  The  values  and  behaviors  of  the  educators   propel  the  system  forward  (not  centrally   controlled)  •  Develop  common  language  about  the  cra  of   teaching  •  Teacher  and  administrator  coaches  
  • Great  to  Excellent  Systems  •  Learning  communi&es:    peer-­‐led  support  and   accountability  •  Focus  on  student  learning    •  Move  to  school  and  teacher  self-­‐evalua&on,  away   from  standardized  tests  •  Open  up  classroom  prac&ce  –  de-­‐priva&ze  •  Ac&on  research  •  Collabora&ve  prac&ce  among  educators  •  Encourage  innova&on  in  teaching  
  • Professional  Collabora&on  •  Interac&ve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  •  Capitalizes  on  different  exper&se,  knowledge   and  experience  •  Roles  are  blurred  •  Mutual  trust  and  respect  •  Create  and  deliver  targeted  instruc&on  
  • Together  we  are  beWer…  By  sharing  our  collec&ve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   ac&on  based  on  this,  we  can   beWer  meet  the  needs  of  all   students.  
  • Together  we  are  beWer…  By  sharing  our  collec&ve  exper&se   about  teaching  and  learning  we   can  beWer  implement  plans  of   ac&on,  and  thus  we  can  beWer   meet  the  needs  of  all  students.  
  • Informa&on  Circles  •  Students  are  reading  a  variety  of  different  texts  •  Students  read  their  text  and  record  their  thinking  on   the  thinking  paper:    images/ques&ons/vocabulary  •  Students  meet  in  groups  with  others  reading  the  same   text  and  talk  about  the  text  using  the  notes  from  their   thinking  paper  •  Together  students  decide  on  the  key  ideas  of  the  text  •  Students  can  meet  in  new  groups,  represen&ng  the   different  texts,  and  share  the  key  ideas  of  their  text  
  • connec&ons          vocabulary  (self  &  world)  ques&ons            key  ideas  
  • Erica  Foote,    Princess  Margaret  Secondary,   Pen&cton  •  If  students  were  given  the  opportunity  (4   &mes  per  semester)  to  show  what  they  know   in  different  ways,  would  it  not  only  increase   their  interest  and  effort  but  also  increase  their   understanding?    
  • English  10  •  4  wri&ng  assignments,  4  choice  assignments   –  PowerPoint  presenta&ons,  drawing,  poetry,  collages,   crea&ng  their  own  test  with  answer  keys,  presen&ng   their  informa&on  orally  or  using  drama  to  represent   their  thinking    •  6  students    •  AFL  strategies   –  Ranked  exemplars  with  the  PS   –  Analyzed  the  exemplars  to  co-­‐create  criteria   –  Used  the  criteria  for  their  work   –  Ownership  –  with  choice  
  • 2  wri&ng  2  choice  assignments  –     demonstrate  your  knowledge  &   understanding  of  various  literature   Not  yet   Approaching   Mee4ng   Exceeding   %/#  Wri&ng   16/2   41/5   25/3   16/2  (essay/paragraph)  Choice   0/0   16/2   33/4   50/6  
  • Erica’s  Reflec&ons  •  100%  of  students  reported  they  liked  the  choice   and  wanted  to  do  have  choices  again  in  another   semester  •  91%  of  students  felt  they  did  beWer  with  choice  •  About  50%  s&ll  chose  some  form  of  wri&ng  when   given  a  choice,  but  liked  the  choice  •  Fewer  complained  about  the  non-­‐choice  wri&ng   assignments  •  Fewer  assignments  were  handed  in  late  
  • Andrea  DeVito,  Pen&cton  High  •  My  findings  are  based  24  students  randomly   selected  from  four  classes:  an  English  9,  two   11’s,  and  one  12.    The  students  were  first   given  a  wri4ng-­‐response  to  a  piece  of   literature,  and  then  the  end-­‐task  with  choice   to  a  piece  of  literature.      
  • Show  an  understanding  of  your  novel   Literature  Circles   Not  yet   Approaching   Mee4ng   Exceeding   %/#    Fixed   0/0     17/4   75/18   8/2  wriWen    assessment  End  task   0/0   8/2   25/6   58/14  with  choice  
  • Andrea’s  reflec&ons  •  Some  challenged  by  finding  a  meaningful   connec&on  between  themselves  and  the  novel  •  Some  challenged  by  the  idea  of  students  doing   different  products  for  the  same  assignment  •  Most  wanted  to  do  this  kind  of  assignment   again.  
  • Naryn  Searcy  &  Pat  Whitely,    Princess  Margaret  Secondary  •  Co-­‐taught  English  12  and  IT  9  •  Assignment:    demonstrate  the  key  elements  of  a   grade  12  poem  in  a  video  montage  •  12’s  responsible  for  the  poem’s  key  elements  and   the  vision;  9’s  for  the  technical  aspects  •  12’s  teach  the  poem;  9’s  teach  the  technical   aspects  •  Subjects:    8  grade  12  students,  2  NY,  2A,  2M,  2E   on  a  tradi&onal  wri&ng  assignment  of  poetry    
  • •  Projects  shown  to  both  classes.    Grade  12   students  introduced  and  explained  the  video  •  AFL  strategies:       –  descrip&ve  feedback  at  each  stage  (i.e.,   storyboard)   –  ownership  
  • Communicate  your  knowledge  of  the   various  elements  of  the  poem   Not  Yet   Approaching   Mee4ng     Exceeding   %/#  Wri&ng   25/2   25/2   25/2   25/2  (essay/paragraph)  Video   0/0   12.5/1   37.5/3   50/4  Montage  
  • Naryn  and  Pat’s  Reflec&ons  •  Increased  mo&va&on  and  increased   responsibility  for  all  students  in  both  grade  9   and  12  •  Students  disappointed  when  the  collabora&on   ended  •  Mo&va&on  con&nued  …  success  breeds   success  
  • References  •  Grand Conversations, Thoughtful Responses –   Brownlie  (2005).    Portage  and  Main  Press.  •  Student Diversity, 2nd ed (2006)  –  Brownlie  and   Schnellert.    Pembroke  Publishers  •  It’s All about Thinking – Humanities, Social Studies and English (2009)  –  Brownlie  and   Schnellert.    Portage  and  Main  Press.  •  Assessment Instruction of ESL Learners –   Brownlie,  Feniak,  McCarthy.    Portage  and  Main   Press.