Bulkely valley nov general session 2013


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Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.

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Bulkely valley nov general session 2013

  1. 1. Current and Effective Strategies across the grades and across the curriculum   Bulkley  Valley   November  23rd,  AM,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions •     I  can  design  lesson  sequences  using     the  principles  of  universal  design  for   learning  and  backwards  design  to   support  all  learners.   •    I  have  a  plan  to  work  with  others  –  or   another.   •  I  have  a  plan  to  try  something  that  is  new  to   me.    
  3. 3. Universal Design for Learning MulHple  means:   -­‐to  tap  into  background  knowledge,  to  acHvate   prior  knowledge,  to  increase  engagement  and   moHvaHon   -­‐to  acquire  the  informaHon  and  knowledge  to   process  new  ideas  and  informaHon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  4. 4. Choose a lesson •  Think  of  all  the  users  at  the  point  of  design.   •  Who  mighty  not  be  able  to  do  this?   •  Think  of  the  goal,  not  the  acHvity/method.   •  Accessibility  not  accommodaHon.  
  5. 5. 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  
  6. 6. According  to  teachers,  what  worked  in  CR4YR   2012-­‐13?   For  students  who  showed  major  gains,  what  worked  was:   •  1:1  support  (this  didn’t  necessarily  mean  pull  out)   •  feeling  safe  and  supported;  relaHonships   •  choice/personalizaHon  (kids  who  struggled  the  most  oXen   had  the  least  amount  of  choice)   •  A  focus  on  purpose  and  meaning     Sharon  Jeroski,  August  2013   sjeroski@shaw.ca  
  7. 7. “The  most  powerful  single  influence  enhancing   achievement  is  feedback”-­‐Dylan  Wiliam   •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effecHve  than  wriden   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  8. 8. Background  knowledge  has  a  greater  impact  on   being  able  to  read  a  text  than  anything  else.        -­‐Doug  Fisher,  Richard  Allington  
  9. 9. Background Knowledge Close Reading Think Aloud inquiry How do animals adapt?
  10. 10. Why is this adaptation the best? •  Examine  the  pictures,  the  capHons  and  the   graphics,  the  text   •  Look  for  what  strikes  you,  what  jumps  out  as   unique  and/or  important  to  remember   •  Place  3  post-­‐it  notes  on  3  different  points  that   support  your  inquiry/argument   •  Come  to  the  circle  to  start  the  conversaHon   with  the  informaHon  behind  the  post-­‐it  notes  
  11. 11. The 10 A Scholastic Series for Inquiry Editor: Jeff Wilhelm •  100  Htles  grades  6-­‐10   •  50  Htles  grades  4-­‐8   Smartest Adaptations in Nature -Scholastic  
  12. 12. Teresa Monkman, Mary Neto, Tina Sikkes, Kristy Bachman •  •  •  •  UDL   Personal  connecHons   Big  ideas   Moving  from  a  lesson  to  a  unit  
  13. 13. Character  Counts  
  14. 14. Learning  IntenHons   1.  To  connect  to  Canadian  Heroes  –   why  are  they  heroes?   2.  To  idenHfy  qualiHes  that  represent   good  character  
  15. 15. While  looking  at  the  images  think  about  this  EssenHal  QuesHon  –     Why  are  these  men  considered  Canadian  heroes?     WHAT?       (things  you  see  in  the  pictures)   1.     2.   So  What?     (what  these  things  make  you  wonder)  
  16. 16. Carousel  AcHvity   AXer  watching  the  video  clips,  you  will  be  put  in  a  team  that   rotates  to  each  chart  to  provide  examples  of  how  Terry  Fox  and                           Rick  Hansen  have  demonstrated  the  quality  characterisHcs  we   idenHfied  in  our  SPIRIT  poster.   Strong-­‐heart  (caring  /  empathy)   Perseverance  (working  hard  /  determinaHon)   Integrity  (trustworthiness  /  truthfulness  /  honesty)   Respect  (admiraHon  /  high  opinion)   InspiraHon  (moHvaHon  /  encouragement)   Teamwork  (cooperaHon  /  collaboraHon  /  joint  effort)  
  17. 17. Name: __________________ Choose four of the six traits from the SPIRIT poster and provide examples of how you have portrayed these character traits. One way in which I plan to demonstrate a quality character trait over the next week ---__________________________________________________________________
  18. 18. Perseverance:    persistence in doing something despite difficulty or delay in achieving success (Oxford English Dictionary)   Learning Intentions:   1. I will show a deep connection to and understanding of a variety of complex texts that address the theme of Perseverance. 2. I will understand that perseverance is a personal quality that changes people’s lives.
  19. 19. Assignment: You will produce an open-ended project based or inspired by a variety of complex texts. You will demonstrate your deep connection to, and understanding and analysis of the following texts.   Your project will be based on the following texts:   1.           Film:   2.           Poetry:   3.           Children’s Book:   4.           Fictional Texts:   5.           Nonfiction Articles:   6.           Primary Resource:  
  20. 20. Barb Turney •  •  •  •  Universal  Design  for  Learning   Inquiry   Deep  thinking   Personal  connecHons  
  21. 21. With  Universal  Design  In  Mind    What  was  the  impact  of  residen2al  schools  on  Aboriginal  culture?   CONNECTING   What  ques2ons  do  you  have?   What  do  you  no2ce?   ?   What  are  you  wondering?  
  22. 22. Processing Literature  Circles   • What  opened  your  eyes?   • What  touched  your  heart?   • What  made  you  think  more  deeply  or   differently?   • Journaling  &  Reflec2ng  
  23. 23. Transforming   Phrases  and  words  were  used  to  describe  the    impact  of  Residen2al  Schools  on  the  person.  
  24. 24. Shared Reading Lesson Picture Book Strategy Lesson
  25. 25. Gr 3 Joni Cunningham, Richmond •  •  •  •  •  Building  vocabulary  from  pictures   Establishing  ficHon/non-­‐ficHon   PredicHng     Directed  drawing   WriHng  to  retell  and  connect  
  26. 26. The Swaps Who   Give  away   Want   scarecrow   hat   walking  sHck   badger   walking  sHck   ribbon   crow  
  27. 27. Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert •  Math   –  Solving  problems  with  large  numbers.   –  I  can  solve  problems  with  large  numbers   •  Language  Arts   –  Readers  are  aware  of  and  use  strategies  when  reading   for  understanding.   –  I  can  idenHfy  my  reading  strategies.   –  I  can  use  quesHoning  and  summarizing  to  understand   and  remember  big  ideas  as  I  read.  
  28. 28. •  •  •  •  •  •  •  •  •  Write  down  these  digits:   A/B   Jujube  problem   Work  to  solve  the  problem   Report  out  on  the  strategies  you  used   Share   Local  newspaper  arHcle   Circle  numbers   Design  a  problem  
  29. 29. •  Mr.  Barrow  gave  Ms  Brownlie  half  of  his   jujubes.    She  ate  ½  of  the  jujubes  and  gave  the   rest  to  Mr.  K.    He  kept  8  of  the  juubes  and  gave   the  last  10  to  Mrs  Jones.    How  many  jujubes   did  Mr  Barrow  eat?  
  30. 30. •  A/B  partners   •  What  strategies  do  good  readers  use?   •  Specks  in  Space  –  1  min.    Post-­‐it  note  –  what   do  you  know?    Placed  on  whiteboard.   •  A/B  modeling   •  A  reads,  B  quesHons  a  couple  of  ?    Students   watched.   •  Choose  one  secHon.    A/B  read,?,  summarize.  
  31. 31. Specks in Space Reading & Responding, 6 Besides  the  planets  and  their  moons,  billions  of   other  objects  whirl  around  the  sun.    Most  are   Hny  parHcles  of  dust,  but  there  are  also  lumps   of  rock  of  every  shape  and  many  sizes,  up  to   one  with  a  diameter  greater  than  that  of  the   BriHsh  Isles.    Giant  ‘snowballs’  several  km   across  also  speed  around  the  solar  system.     From  Hme  to  Hme,  scraps  of  ‘space  junk’  fall  to   Earth.    Some  hold  fascinaHng  clues  to  how  the   solar  system  started.  
  32. 32. Asteroids   In  the  late  1700s,  astronomers  noHced  that  the   orbits  of  the  planets  seemed  to  be  spaced  out  in   a  definite  padern.    But  with  one  excepHon:    a   great  gap  yawned  between  the  orbits  of  the   planets  Mars  and  Jupiter.    Astronomers  suggested   that  somewhere  in  this  gap  revolved  an   undiscovered  planet.    In  1801  the  Italian   astronomer,  Giuseppe  Piazzi,  discovered  Ceres,  a   ‘mini-­‐planet’  only  1000  km  across.    Ceres  is  far   smaller  than  any  of  the  nine  major  planets.  
  33. 33. The  more  the  student  becomes  the   teacher  and  the  more  the  teacher   becomes  the  learner,  then  the   more  successful  are  the  outcomes.    -­‐John  Hate  
  34. 34. Shirley White and Jana Fox •  Guiding  quesHons   •  Backward  design   •  Self-­‐regulaHon  
  35. 35. Guiding  QuesHons   Backward  By  Design   •  Science  8  Cells  &  Systems  Unit   •  Introduced  Self-­‐RegulaHon  through  the   scienHfic  method  and  the  guiding  quesHon  
  36. 36. •  Final  project  based   on  the  guiding   quesHon   •  Gradual  Release   –  Modeled  all  the   skills  required  for   the  project  through   our  invesHgaHon  of   cells,  systems  and   self-­‐regulaHon.  
  37. 37. To  be  conHnued…   ConHnuing  to  answer  the  guiding  quesHon:  how   to  funcHon  to  the  best  of  my  ability?   –  Exploring  strategies  for  self-­‐regulaHons  
  38. 38. Jo-Anne Goble •  Assessment  for  learning   •  Self  regulaHon   •  Owning  the  learning  
  39. 39. Learning  intenHons   Quick identification of skills/outcomes at beginning of lesson
  40. 40. Intentions Descriptive feedback
  41. 41. Prior  knowledge   Learning intentions feedback Student  quesHon   Evidence  of   learning   What  does  it   mean?  
  42. 42. Notes From Previous lesson Intentions : •  •  compare adaptations (physical/ behavioural think deeply
  43. 43. •  What’s  your  plan?   •  Who  will  you  work  with?   •  How  will  you  know  that  what  you  have  done  is   making  a  difference?