Building Elementary Secondary Teams 2010-‐2011, a facilitated conversa<on Richmond February 16th, 2011 Faye Brownlie
Learning Inten<ons • I have a beEer understanding of how to use Universal Design for Learning and Backwards Design to guide my teaching. • I have determined something to let go of and something to do more of. • I know ‘what counts’ in my teaching. • I have made or deepened a contact with someone outside my school.
How the world’ best performing school systems come out on top – Sept. 2007, McKinsey & Co. 1. GeUng 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 recognize 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 seUng • 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
FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for LearningMul<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
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
Assessment for Learning• Learning inten<ons • Criteria • Descrip<ve feedback • Ques<oning • Peer and self assessment • Ownership
Grade 9 Science – Starleigh Grass & Mindy Casselman Electricity• The Challenge: • Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are ac<ve, collabora<ve and reading in chunks. • Starleigh and Mindy in It’s All about Thinking (Math and Science)-‐ Brownlie, Fullerton, Schnellert in press.
Essential Question• If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
• Individually, brainstorm what you can recall about the characteris<cs of an atom. • Meet in groups of 3 to add to and revise your list. • Compare this list to the master list. • …(word deriva<ons, label an atom…) • Exit slip: 2 characteris<cs you want to remember about atoms.
The Atom • All maEer is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. • Atoms have nega<ve and posi<ve charges. • Electrons have a nega<ve charge; protons have a posi<ve charge. • Protons and neutrons are located at the centre of the atom, in the nucleus. • Electrons orbit around the outside of the nucleus, in energy “shells.” • An object can be nega<vely or posi<vely charged, depending on the ra<o of protons and neutrons.
Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)