Bulkley valley.leadership.may2012


Published on

4th in a series of planning, implementing and reflecting on our work as leaders of learning.

Published in: Education, Business
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Bulkley valley.leadership.may2012

  1. 1. A Leadership Series: Current andEffective Teaching Strategies across the Curriculum   Bulkley  Valley,  Session  4   Friday,  May  4,  2012   Faye  Brownlie   www.slideshare.net  
  2. 2. •  Intro/check  in   •  I  tried…with…   •  What  worked?    What  didn’t?    What’s  next?  •  Report  out:  commonaliHes  &  quesHons   •  Strategies   •  Team  planning   •  Report  Out  &  ReflecHons    
  3. 3. Group  work:  •  One  with  people  from  your  school  •  One  with  people  who  share  your  grade  or  your   subject  area  
  4. 4. •  1  minute  check  in  …  name,  school,  “an  example   from  my  class  of  UDL  or  BD…”  •  40  minute  group  work:    What  I  tried,  who  I   worked  with,  how  it  connects  to  the  big  ideas  of   UDL  and  BD   –  Groups  of  4   –  10  minutes  each   –  Report  out:   •  Common  threads   •  QuesHons  for  me  
  5. 5. 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.    
  6. 6. The teeter totter kids curriculumkids
  7. 7. Features  of  High-­‐Engagement  Learning   Environments  •  available  supply  of  appropriately  difficult  texts  •  opHons  that  allow  students  more  control  over   the  texts  to  be  read  and  the  work  to  be   accomplished  •  the  collaboraHve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and   wriaen  •  the  meaningfulness  of  the  acHviHes  •  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;   Turner,  1995  
  8. 8. 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   acHve,  collaboraHve  and  reading  in  chunks.  •  Starleigh  and  Mindy  in  It’s  All  about  Thinking  (Math  and  Science)  2011.  
  9. 9. Essential Question•  If  we  understand  how  materials  hold  and   transfer  electric  charge,  can  we  store  and   move  electric  charge  using  common   materials?    
  10. 10. •  Individually,  brainstorm  what  you  can  recall   about  the  characterisHcs  of  an  atom.  •  Meet  in  groups  of  3  to  add  to  and  revise  your   list.  •  Compare  this  list  to  the  master  list.  •  …(word  derivaHons,  label  an  atom…)  •  Exit  slip:    2  characterisHcs  you  want  to   remember  about  atoms.  
  11. 11. The  Atom  •  All  maaer  is  made  of  atoms.    •  Atoms  have  electrons,  neutrons,  and  protons.    Electrons   move,  protons  and  neutrons  do  not  move.  •  Atoms  have  negaHve  and  posiHve  charges.    •  Electrons  have  a  negaHve  charge;  protons  have  a  posiHve   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  negaHvely  or  posiHvely  charged,   depending  on  the  raHo  of  protons  and  neutrons.  
  12. 12. Goal  •  Change  the  interacHon  paaerns  –  involve   more  students  •  AcHvate  background  knowledge  •  Increase  engagement  •  Increase  student  quesHoning  •  Use  informaHon  from  student  work  to   influence  next  steps  
  13. 13. Inquiry and Thematic Teaching•  EssenHal  quesHon  •  Gradual  release  of  responsibility  •  Open-­‐ended  quesHons  •  Co-­‐creaHng  criteria  for  journals  •  Journal  selecHons  used  for  AoL  •  Krista,  Mehj  &  Leyton  in  It’s  All  about  Thinking  (English,  Social   Studies,  HumaniEes)  •  Grade  8  English  
  14. 14. Essential Question•  How  are  hope,  knowledge,  and  friendship   necessary  for  the  survival  of  the  human  spirit?  
  15. 15. Right  There   Think  and  Search  Factual  Ques1ons:   Interpreta1ve  Ques1ons:  -­‐can  locate  an  answer  by  finding  it   -­‐search  for  details,  then  put  them  together  to  directly  in  the  text…poin1ng   shape  an  answer  Author  and  Me   On  My  Own  Personal  Input  QuesHons:   EvaluaHve  or  AppreciaHve  QuesHons:  -­‐search  for  informaHon  in  the  text   -­‐ongoing  inquiry  quesHons  that  can  be  applied  and  fill  in  knowledge  gaps  with  their   to  many  situaHons…search  for  outside  sources  personal  background  knowledge   of  informaHon  to  support  your  opinion  
  16. 16. Right  There   Think  and  Search  Factual  Ques1ons:   Interpreta1ve  Ques1ons:  -­‐What  are  some  ways  that  the  guide   -­‐Is  the  guide’s  knowledge  unique  or  special  uses  his  knowledge  to  help  others?   in  some  way?  Author  and  Me   On  My  Own  Personal  Input  QuesHons:   EvaluaHve  or  AppreciaHve  QuesHons:  -­‐In  our  society,  or  in  your  experience,  do   -­‐Is  knowledge  the  same  as  wisdom?  you  know  of  people  who  have  knowledge  like  the  guide?  
  17. 17. Assessment of Learning - Journals•  Students  choose  3  journal  responses  for  their   mark.  •  Students  may  rework  any  of  their  responses.  •  Self-­‐regulated  learning:    deciding  on  and   pracHcing  what  you  feel  is  most  important  –   gives  control.  
  18. 18. •  Team  Planning   –  The  plan   –  ConnecHons  to  UDK  and  BD   –  AFL  included   –  The  partner(s)  
  19. 19. Tammy Renyard & Graham Scargall Grade 9 A Mid-Summer Night’s Dream Mt. Prevost Middle School Cowichan ValeyGoals of thecollaboration: A/B partner talk Daily learning intentions Expanded definitions of the text Student reflections on their learning processes
  20. 20. Different  Ways  to  Access  InformaHon  •  Listening  to  the  play  and  acHng  out  roles  in   the  play  •  Reading  a  graphic  novel  •  Watching  movie  clips  •  Listening  to  the  teacher  •  Working  in  small  groups  to  analyze  pieces  
  21. 21. Graphic  RepresentaHons  •  Learning  IntenHon:    I  can  interpret  lines  of  text  using  graphics  •  Each  student  has  several  lines  to  represent  •  Done  first  without  clear  criteria  •  Analyzed  their  work  in  a  carousel  •  Created  criteria  and  1-­‐4  rubric  •  Coded  own  work  -­‐  descripHve  feedback  •  New  lines,  represented  again,  with  criteria  
  22. 22. WriHng  in  Role  •  Learning  IntenHon:    I  can  write  in  role  to   another  character  •  Students  developed  criteria  •  Wrote  their  leaers  •  Self  and  peer  assessed  with  criteria  and   descripHve  feedback  •  Wrote  second  leaer  
  23. 23. Dear Aunt, I have some news that may distress you in the worst way. My fair Hermia and I are forbidden to wed. We must elope, but have nowhere to stay. I seek you intelligence and hospitality. You are my dearest and most beloved relative and I offer my greatest apologies for such short notice. I have won the love of a woman whose beauty many a man only dreamed of. My dear Hermia will be forced to wed another who she does not love or be sentenced to live as a nun if we do not flee. Her third option is one that makes my skin crawl and my heart break just thinking about it. Death is thee punishment – O hell! What would I do without her? The true desire of my heart is to be wed to Hermia for all eternity. Alas, I cannot do so without your help. Deeply and without judgment, in two moons time, the sunset will mark my arrival.Sincerely,Lysander
  24. 24. CulminaHng  Project:       Mind  Map  •  Learning  IntenHon:    I  can  represent  my   understanding  of  the  play  through  a  mind  map  •  Built  criteria  •  Gave  descripHve  feedback  while  students   worked  •  Students  included  a  personal  reflecHon  on   their  learning  style  and  the  unit  
  25. 25. •  How  is  this  quality  teaching?  •  How  is  this  AFL?  
  26. 26. Resources    •  Assessment  &  InstrucEon  of  ESL  Learners  –  Brownlie,  Feniak,   &  McCarthy,  2004  •  Grand  ConversaEons,  ThoughJul  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  –  collaboraEng  to  support  all  learners   (in  English,  Social  Studies  and  HumaniEes)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collaboraEng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  
  27. 27. The  Assignment:    by  mid-­‐June  •  Try  out  something  –  large  or  small  •  Write  it  up:    noHce  impact  on  student  learning     –  I  tried   –  I  noHced   –  I  wondered   –  I  liked   Email  this  to  Faye:    fayebrownlie@shaw.ca   –  I  will  highlight  something  wonderful  in  what  you   did,  and  we  will  post  it  to  Moodle