It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Secondary Prince Rupert April, 2013 Faye Brownlie
Learning Inten<ons • I have a plan to collaborate with someone in the classroom. • I have a plan to try a diﬀerent strategy or sequence that focuses on literacy and engagement. • I have a plan to con<nue to ask the ques<ons, ”How is what I am doing suppor<ng the learning of all my students?” and “How do I know?”
• American 5th graders spend 91% of their day either listening to a teacher talk or working alone (Pianta & Belsky, 2007).
• 10 years aSer high school, graduates who had honed their teamwork skills while s<ll in high school had signiﬁcantly higher earnings than those who failed to do so (Science Daily 2008).
What? So What?• 2 column notes • Essen<al ques<on: – How does where you live aﬀect how you live?
A Midsummer Night’s Dream – Introduc7on assignment – Tina Sikkes, Smithers • Partner draw • Step one: Choose a partner. One partner (partner #1) will be drawing, the other (partner #2) will be describing an image on the screen to the partner who is drawing. Partner 1 must turn their desk toward the back wall so that their back is facing the Smart Board at the front – they cannot see the picture they are about to draw. Once the picture is up, partner two will describe the image to partner 1 as (s)he draws it. Both partners should be able to see the drawing as it is being created. Once ﬁnished, students may turn around and compare their drawings to the original.
Step two: Switch partners and repeat the above process with the picture below:
Step three: “What/So What” Have students work again with their picture partner. They need to make a two column table labeling the columns: “What” and “So What?” In the “What” column, students will make observa<ons on what they no<ce about the picture. In the “So What” column, students will explain why each observa<on is important, what it might mean, signiﬁcance, and so on.
Class discussion following partner work: What: So What: What do you see in the What might the signiﬁcance of the image be? image above? A garden Gardens are safe – this is probably a safe place There is a mask behind the Maybe this is not a safe place; girl Is he a stalker? Maybe this is a forbidden love? (spying?) The girl has ﬂowers in her Maybe he picked ﬂowers for her hair She might be a fairy The man is part donkey Maybe he had a curse put on him? (he has donkey ears and a Is this a magical place – it reminds (me) of Narnia hairy face) Magic must be involved Maybe it has to do with his agtude – “ass” The two are looking lovingly They must be in love at each other Maybe it is a forbidden love? It is weird that she loves him because he is part donkey Maybe she is under a love curse
Choice Beginnings • Choose 15-‐20 words • Read these words while the students sketch, predict, or write ques<ons • Reread the words several <mes • In 2’s and 3’s, students discuss what they believe they know and what they wonder • Present informa<on • Student Diversity, 2nd ed. -‐ Brownlie, Feniak, Schnellert
• Previously: Big Bang Theory • Topic: Life cycle of stars and the sun • Key Idea: Nuclear fusion powers stars and is the force behind solar ﬂares, prominences, sunspots, solar wind.
• Choice beginnings • Read and discuss • Create a graphic of nuclear fusion • What do you know? – Alone and with a partner • Exit slip – What ques<ons do you have? – What are you unsure of?