Current and Effective Strategiesacross the grades and across thecurriculumMay 2 and 3, 2013 Bulkley Valley Faye Brownlie
Universal Design for LearningMul7ple means: -‐to tap into background knowledge, to ac7vate prior knowledge, to increase engagement and mo7va7on -‐to acquire the informa7on and knowledge to process new ideas and informa7on -‐to express what they know. Rose & Meyer, 2002
Effect Size – What makes a difference?John Hattie in Visible Learning (> .4 effect size)• Student self-‐assessment/self-‐grading • Response to interven7on • Teacher credibility • Providing forma7ve assessments • Classroom discussion • Teacher clarity • Feedback • Reciprocal teaching • Teacher-‐student rela7onships fostered • Spaced vs. mass prac7ce
What are the narra7ves of self that our learners are developing? What is the story they tell about themselves as learners? • Our language and our ac7ons are immensely powerful in helping to narrate the ‘self’ that our learners are becoming.
Do your students receive individual feedback from you in every class?
Powerful feedback to build a sense of agency • What do you know how to do? • Where are you geTng stuck? • How does that connect to what we did yesterday? Or….? • What do you remember about…? • BriWany Stockley, Centennial
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23? – Sketch the quadrants and tell me what you know. – Which is the second quadrant? – What do you know about the second quadrant? – What do you know about sine?
Powerful feedback to build a sense of agency • I see you know how to write the beginning of that word…. • Can you show me a word you took a risk at spelling/using? • Circle your 2 most powerful words/phrases. • I bet you’re proud of yourself. • Which part are you sure about, and which part are you not sure about?
“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 eﬀec7ve than wriWen • The most powerful feedback is provided from the student to the teacher
Hot SeatThe Outsiders – gr.8 with Brent SpencerThe Glass Castle – gr.12 with Amy Stevenson• Students choose a role • May generate ques7ons in advance that ‘could’ be asked of them • Begin with teacher as moderator • Audience of the class poses ques7ons to the panel; can interview in role • Quick write between groups
The Outsiders – S. E. Hinton• Three ques7ons for quick writes: – What is the big deal about the Greasers? – Do the Greasers feel more than the Socs? – What will your character be doing in 10 years 7me?
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
Critical Literacy with AmyStevenson, gr. 12The Glass Castle – Jeannette Walls• Analyzing habits of thinking, reading, wri7ng, speaking • Understanding social contexts and consequences • Deep meaning • Applying deep meaning to self
Goal: begin an exploration withcritical analysis/critical literacy• Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, ac7on • Pass your paper. 2nd student reads and responds/adds on – 2 minutes • Repeat 2 more 7mes • Read your own paper, others responses, and discuss – 5-‐10 minutes
Literature Circles: ResidentialSchools• A unit co-‐developed by – Marla Gamble, gr. 6 Classroom Teacher, Prince Rupert, BC – Marilyn Bryant, Aboriginal Educa7on Program Resource Teacher – Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive Imagina7ve Development) • Lesson 2: co-‐designed and co-‐taught: Marla & Faye
• 1st lesson – Slide presenta7on on First Na7ons background in the geographic area with some reference to residen7al schools • 2nd lesson – Whip around – Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-‐Fenton & M. Poliak-‐Fenton (Annick Press) – Co-‐created criteria for eﬀec7ve group – Envelopes of 5-‐6 pictures from Fa#y Legs – Make a story – Share some stories – Walk and talk – 4 minute write – story behind the pictures
K – Building Connections/Responseto Reading• Prac7ce making connec7ons • Choose a symbol • Talk about how this helps our reading • Read together and make connec7ons • Students show their connec7ons by drawing and wri7ng • with Jessica Chan, Burnaby
Test Prep – Pre-Calc, gr. 11(trigonometry) with Brittany Stockley• 15 minutes – work on unit review ques7ons with a partner • Inside/outside circle – 5 ques7ons • Partner A explains, B listens, reﬁnes, ques7ons • Outside circle, move 2 chairs, then Partner A explains, etc. • Teachers listen/coach for class confusion • Model process for solu7on for the challenging ques7on for the class • Students reﬂect: what I need to remember
Test Prep – Socials 11Canada in the 1930’s with Melanie Mattson• People Search – 12 boxes • Students made notes for each ques7on • Coached and listened to see if there were any challenging areas • 2 ques7ons were most challenging • Melanie explained her ‘answer’ to each, using a 7meline and associa7ons • 2 addi7onal areas to study – With a concept map – With a chart
Canada in the 1930’s People Search Find someone who: …can describe 3 diﬀerences between life in the city and life in rural Canada during the Great Depression …can paint a vivid picture with words of relief camps …can tell the story of the beginning of the labour movement in Canada …understands the diﬀerence between totalitarism, socialism, communism, and fascism in the 1930’s
Power Paragraphs• Choose a topic • Choose 3 key details about the topic • Under each key detail, choose 2 further details, examples, support • Write one introductory sentence (topic) and one sentence each for each key detail and its suppor7ng informa7on • With Ken Porter and Kelly Zimmer, Mundy Road – in class support for students at risk
Explorer Trading Cards – Ken Porter,Mundy Road • Built from power paragraphs