Bulkley.feb15, 2013

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District Day with leadership teachers also leading sessions. Focus on elementary and secondary. Quality teaching and AFL.

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Bulkley.feb15, 2013

  1. 1. Current and Effective TeachingStrategies across the Curriculum Bulkley  Valley   Feb.  15,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. •  Keynote  9-­‐10:30  •  Breakout  sessions  10:45  –  11:30  •  Lunch  •  Breakout  sessions  12:15  –  1:00  •  Keynote  –  1:00  –  2:00  
  3. 3. Morning•  Lynn-­‐  Cyndy:  Primary  Rm  508   –  CR4YR    •  Jo-­‐Anne:  Int-­‐Sec    (REPEAT)  Rm  504   –  Strategies  in  Integrated  Study    •  Mary,  Teresa,  Tina:  Int-­‐Sec  Library   –  Inquiry,  what/so  what?    •  Rich,  Kristy:  Int-­‐Sec  Rm  403   –  Backwards  Design  •  Moreno:  Sec  Rm  511   –  Double  speak  •  Barb,  Ilona:  Int-­‐Sec  (BOTH)  Rm  401   –  Residen[al  schools,  lit  circles    
  4. 4. Afternoon•  Pat-­‐  Hum  (Int-­‐Sec)  Rm  509   –  Backwards  design,  pictures  with  a  point,  editorial  cartoons  •  Catherine:  Int-­‐Sec  Rm  507   –  Poetry  analysis  with  found  objects  •  Peter,  Mark:  Int-­‐Sec  Rm  510   –  Wikis,  white  boards  and  forma[ve  assessment    •  Shirley,  Jana:  Int-­‐Sec  Rm  406   –  Forma[ve  assessment  in  math  and  science    •  Barb,  Ilona:  Int-­‐Sec  (BOTH)  Rm  401    •  Jo-­‐Anne:  Int-­‐Sec  (REPEAT)  Rm  504    
  5. 5. Learning Intentions•  I  more  fully  understand  how  universal  design   for  learning  and  backwards  design  support   effec[ve  teaching  for  all  students  •  I  have  a  becer  idea  of  how  to  integrate   strategies  into  a  fluid  learning  sequence  •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  6. 6. PIRLS, 2011 Progress in International Reading Literacy Study•  Grade  4,  every  5  years  •  2011  –  45  countries  •  2600  students  in  148  schools  in  BC  in  2011  •  BC  also  par[cipated  in  2006  •  Measures  trends  in  reading  achievement  •  Examines  policies  and  prac[ces  related  to  literacy  hcp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm  
  7. 7. PIRLS, 2011 Progress in International Reading Literacy Study  •  2  –  40  minute  sessions  •  Mul[ple-­‐choice  and  constructed  response  •  4  passages  –  2  fic[on;  2  non-­‐fic[on  •  Ques[onnaire  for  students,  teachers,   principals,  parents  –  to  becer  understand  the   prac[ces  associated  with  reading  performance  
  8. 8. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Mean  score  significantly  above  interna[onal   AND  Canadian  averages  •  No  change  from  2006  to  2011,  but  other   countries  did  increase  from  2006  •  15%  -­‐  Advanced  Benchmark;  55%  -­‐  High   Benchmark  (4  Interna[onal  Benchmarks)  •  Performed  becer  in  literary  reading  than  in   informa[onal  reading  
  9. 9. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Reported  high  levels  of  enjoyment  of  reading   and  self-­‐confidence  •  The  more  omen  students  read  stories  or   novels,  the  becer  they  tended  to  perform  in   reading  •  26%  of  students  reported  not  speaking  En/Fr   at  home.    No  difference  in  their  level  of   achievement!!!!  
  10. 10. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Comprehension  Processes   –  retrieving  and  straighoorward  inferencing   –  interpre[ng,  integra[ng,  and  evalua[ng   *Most  high  performing  countries,  including  BC,  did   becer  on  the  lacer.    
  11. 11. 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  
  12. 12. Backward 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  
  13. 13. IRA Hot Topics•  Fic[on/non-­‐fic[on  –  Irene  Fountas  &  Gay  Su   Pinnell   –  Dis[nguishing  genre  •  K/1  –  expert  &  intensive  reading  lessons  –   Richard  Allington   –  All  reading  on  grade  level,  85%  con[nued  success  
  14. 14. •  Text  complexity  –  Doug  Fisher  &  Nancy  Frey   –  Teaching  how  to  read  complex  texts  so  students   can  do  so  independently  •  Deeper  understanding  with  student  discourse   –  Ellin  Keene   –  Oral  language  
  15. 15. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  16. 16. 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  
  17. 17. Introduction to Mitosis•  Whip  around  –  what  do  you  remember  about   DNA?  •  Ques[oning  from  3  pictures  •  An[cipa[on  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your   answer    •  Sort  and  predict  –  groups  of  3  •  With  Ken  Asano,  Centennial  
  18. 18. Before                      Amer  
  19. 19. cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replica[on      replace  spindle  fibres    func[on  for  survival  separate  
  20. 20. Thermal Energy/Plate Tectonics•  Sort  and  predict  with  vocab  •  Utube  clip  –  resort  your  words  as  needed  •  Scan  the  text  for  what  else  you  need  to  know  •  Use  the  words  to  make  a  concept  map  •  Exit  slip:    how  will  you  best  remember  •  With  Curt  Dewolff,  Moody  Secondary  
  21. 21. Making Inferences•  Backgrounder  and  predict  •  Model  with  picture:    inference,  evidence  •  In  groups,  with  an  image  and  a  cap[on,  ‘infer’   and  ‘evidence’  •  Share  images,  inferences,  evidence  •  Read  the  text,  no[cing  the  changes  in  thinking  •  With  Jody  Torrance,  Gr.  6,  Gilmore,  Burnaby  

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