Current and Eﬀec-ve Teaching Strategies across the Curriculum Bulkley Valley May 3rd, 2012 Faye Brownlie www.slideshare.net
Learning Inten-ons • I can iden-fy ‘what counts’ in diﬀerent teaching sequences • I have a plan to implement a strategy that is new to me and to my students • 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?”
People Search • New rules! • Choose 1 box you’d like to answer yourself • Hear stories from no more than 2 at your table • Talk with at least 2 others from other tables, with one of them NOT being at your grade/ subject level
Universal Design for LearningMul-ple means: -‐to tap into background knowledge, to ac-vate prior knowledge, to increase engagement and mo-va-on (connec-ng) -‐to acquire the informa-on and knowledge to process new ideas and informa-on (processing) -‐to express what they know (transforming/ personalizing). 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
1. Learning Intentions“Students can reach any target as long as it holds s-ll for them.” -‐ S-ggins -‐ 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality ques-ons to show evidence of learning
4. Descrip+ve Feedback Timely, relevant descrip-ve feedback contributes most powerfully to student learning! 5. Self & Peer AssessmentInvolve learners more in self & peer assessment6. OwnershipHave students communicate their learning with others
Goal: develop and apply mathematical language• Sit back to back with a partner • Partner A observes the diagram and describes it to partner B • Partner B draws what he hears Partner A describing • Reﬂect: what worked in the partnership? What didn’t? How can it be improved?
Inuit Study • Now try the same strategy with content. • Back to back drawing. • Aber each sketch, check out the image and write a one sentence synthesis of what is important – or generate 5-‐8 key phrases describing the picture. • Students walk through the ‘gallery’ and observe the other pictures and statements/phrases. • Students web what they now know.
Intro to Circula-on – Gr. 12 Biology Natalie Burns, Burnaby Central The Challenge: – A hook – More discussion – Thinking more deeply about the content – Building community in the classroom
First Class – 80 minutes • I wonder pictures • Big idea – circula-on • 2 minute quick write – what I remember • 20 min. – alone or with a partner, terms – heart, blood, arteries, veins, capillaries, immune system, circulatory disorders – then mindmap • Connect to heart image • 10 min. – lecture, 3 slides • 15 min. -‐-‐-‐ essen-al ques-ons – in groups, discuss each • Class discussion on essen-al ques-ons • Exit slip – 1 thing I remembered, 2 things I am excited to learn
What do you know about the circulatory system?
BCircula-on: An Overview Circula+on: Ablood around the •Blood vessels transport n Overview body -‐Arteries carry blood away from the heart -‐Veins carry blood to the heart -‐Capillaries allow for gas, nutrient and waste exchange between blood cells and body cells • ood vessels transport blood around the body - Arteries carry blood away from the heart - Veins carry blood towards the heart - Capillaries allow for gas, nutrient & waste exchange between blood cells and body cells
• The heart is responsible for pumping blood throughout your whole body -‐There are chambers to separate oxygenated and deoxygenated blood -‐The right side of the heart pumps blood to the lungs and the leb side of the heart pumps blood throughout the body
• Blood is made up of more than just red stuﬀ! -‐Most of blood is plasma (liquid) -‐White blood cells help our immune system by ﬁgh-ng diseases -‐Platelets allow our blood to clot -‐Red blood cells carry O2 & nutrients to cells, and CO2 & waste away from cells
3 Essen-al Ques-ons 1. How cri-cal is a heart to the life of an organism? 2. How do the diﬀerences between arteries and veins aﬀect their jobs and their loca-on? 3. Why must blood always be ﬂowing?
Resources • Assessment & Instruc-on of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand Conversa-ons, Though<ul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora-ng to support all learners (in English, Social Studies and Humani-es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora-ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011
Every learner will realize their full poten-al and contribute to the well-‐ being of our province. To move our educa-on system from good to great, the Plan has ﬁve key elements: 1) Personalized learning for every student 2) Quality teaching and learning 3) Flexibility and choice 4) High standards 5) Learning empowered by technology