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Bulkley Vallley Leadership.sept2013 1


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Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.

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Bulkley Vallley Leadership.sept2013 1

  1. 1. Bulkley  Leadership  Group  2013-­‐14   Current and Effective Strategies across the grades and across the curriculum   September  2013   Faye  Brownlie  
  2. 2. Who are we? – AB  partners,  10  minutes   – Groups  of  4,  intro  your  partner   – Intro  partners  to  the  group     – Put  quesGons  from  the  group  on  cards   – Categorize  cards  as  whole  group   – Respond  to  quesGons  
  3. 3. Group  work:   •  One  with  people  from  your  school   •  One  with  people  who  share  your  grade  or  your   subject  area  
  4. 4. 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.    
  5. 5. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  6. 6. Universal Design for Learning MulGple  means:   -­‐to  tap  into  background  knowledge,  to  acGvate   prior  knowledge,  to  increase  engagement  and   moGvaGon   -­‐to  acquire  the  informaGon  and  knowledge  to   process  new  ideas  and  informaGon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  7. 7. 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  
  8. 8. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  CooperaGve  learning   •  Literature  circles  and  informaGon  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  9. 9. 1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sGll  for  them.”    -­‐  SGggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.   3. Questions  Increase  quality  quesGons  to        show  evidence  of  learning  
  10. 10. 4.  Descrip+ve  Feedback   Timely,  relevant    descripGve   feedback  contributes  most     powerfully  to  student  learning!   5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment 6. Ownership Have  students  communicate     their  learning  with  others
  11. 11. Big Ideas – Teaching  counts!     •  Our  instrucGonal  choices  impact  significantly  on   student  learning   – All  kids  can  learn  and  we  know  enough  collecGvely   to  teach  all  kids!   •  An  unwavering  belief  that  everyone  has  the  right  to  be   included  socially,  emoGonally,  and  intellectually  
  12. 12. Big Ideas – performance  based  assessment  and  assessment   FOR  learning   – -­‐framework  for  learning  (UDL,  BD),  mental  model   of  teaching  and  learning   – -­‐strategy  sequences   – -­‐co-­‐planning,  collaboraGng   – -­‐big  ideas  -­‐  cross  discipline,  cross  grade  
  13. 13. Know thy impact. Visible  Learning  for  Teachers     Maximizing  impact  on  learning     John  Hace,  2012
  14. 14. Feedback is information about how we are doing in our efforts to reach a goal. ‘Seven  Keys  to  EffecGve  Feedback”  in  EL,  Sept   2012  -­‐  Grant  Wiggins  
  15. 15. 2 kinds of feedback •  Observable  effects  (self)   – Bulbs   – Workshop   •  From  other  people   – Appie   – PresentaGon  
  16. 16. Feedback is NOT advice. Feedback is NOT value judgments. Feedback is description of actions toward a goal.
  17. 17. 7 elements of feedback 1.  Goal-­‐referenced   –  Do  your  students  know  the  goal  of  the  exercise   they  are  working  on?    Is  their  work  about   learning  or  doing?   2.  Tangible  and  transparent   –  NoGce  if  the  learners  actually  get  it,  not  that  you   just  give  it.  
  18. 18. 3.  AcGonable   –  What  next?   –  Something  to  work  on   •  biuld   •   beter   •  ried  
  19. 19. 4.  User-­‐friendly   –  Not  over-­‐whelming  or  too  technical     –  1-­‐2  pieces   5.  Timely   –  Not  always  immediate  but  when  it  can  sGll  be   used   –  Oral  reading     –  Papers  and  tests  
  20. 20. 6.  Ongoing   –  OpportuniGes  to  change  the  pracGce   7.  Consistent   –  Same  expectaGons  no  maler  who  the  teacher  is   •  WholisGc  scoring,  grade  or  subject  group  meeGngs   –  Same  language  from  all  who  give  the  feedback   •  At-­‐risk  reader  must  receive  the  same  feedback  from   all  who  help  –  EA,  RT,  CT,  peers,  parents    
  21. 21. hlp://  
  22. 22. Marco Cianfanelli, of Johannesburg, sculptor 50  ten  metre  high  laser  cut  steel  plates  set  into   the  landscape,  represen5ng  the  50  year   anniversary  of  when  and  where  Mandela  was   captured  and  arrested  in  1962  (prior  to  his  27   years  of  incarcera5on).  Standing  at  a   par5cular  point  (presumably  the  spot  where   the  people  are  standing  in  Photo  #2),  the   columns  come  into  focus  and  the  image  of   Mandela  can  be  seen.    At  Natal  Midlands