Burnaby Int.Sec (Nov 09)- It's All about Thinking

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2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.

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Burnaby Int.Sec (Nov 09)- It's All about Thinking

  1. 1. It’s All about Thinking – Intermediate/Secondary English, Humanities, Social Studies Learning to Play, Playing to Learn Burnaby Focus Day at Byrne Creek Secondary Nov. 23, 2009 Faye Brownlie
  2. 2. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  3. 3. Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know. Rose & Meyer, 2002
  4. 4. 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
  5. 5. How can I introduce a variety of novels to my students in a way that encourages them to read thoughtfully and deeply, using more independently, the strategies I have been teaching in my class novel? How can I help my students attend to the import of setting and character at the beginning of a novel – yet still WANT to read?
  6. 6. Students need: •  strategies to hook them into reading •  multiple ways into the books •  an opportunity to apply the strategies you have been teaching •  opportunities to talk with others about their thinking about their reading •  time to read independently
  7. 7. The Plan •  Distribute 5-6 different first pages •  Have students read the page •  Students sketch what they ‘see’ on the page •  Students circle powerful words •  Students ask questions around the text •  Students meet with others reading the same page and compare their notes •  Students meet with others not reading the same page and compare their notes •  Students read independently, in the novel of their choosing
  8. 8. Novels used in this session •  Family Matters – Rohinton Mistry •  Falling – Anne Simpson •  Half of a Yellow Sun – Chimamanda Adichie •  Bifocal – Deborah Ellis & Eric Walters •  Crank – Ellen Hopkins
  9. 9. How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt, It’s All about Thinking
  10. 10. Essential Questions  W hat stories do these data or this chart, graph, or map tell? Whose stories are they?  W hat data are the most revealing and representative of the quality of life? Catriona Misfeldt, It’s All about Thinking
  11. 11. The Plan: •  Co-create criteria for measuring quality of human life •  Model how to underline phrases that might affect the quality of a life •  Students read and underline phrases from 2 different case studies •  Students record + and – factors affecting life •  Exit slip – definition of a good life
  12. 12. Emma “I hate you. You’re such an idiot!” The back door slammed loudly. Emma opened her eyes quickly and pulled up her soft comforter. Her heart was beating fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. “Lazy head, out of bed!” her father shouted from the bottom of the stairs.
  13. 13. Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He often seemed angry now. Emma remembered happier times when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again. Caring for Young People’s Rights – Roland Case
  14. 14. Jose Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the stick wall of his family’s home. The sticks broke easily but were a type of wood that the termites wouldn’t eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs off at night, Jose sat up and climbed over Salvador and his tiny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt floor. Caring for Young People’s Rights – Roland Case
  15. 15. Learning Intention: I can understand the concept of a global village •  Anticipation guide on If the World Were a Village •  Predictions about statistical indicators •  Discuss the concept of global village •  Quick write – the big ideas of a global village; connection to qualities of life indicators
  16. 16. Anticipation Guide Before Reading After Reading The world’s population is about 6.2 billion people. Spanish is the most widely spoken language in the world. 25% of the world’s people do not have easy access to clean drinking water.
  17. 17. Predictions •  About the world’s nationalities? •  About schooling/literacy throughout the world? •  About electricity consumption throughout the world?
  18. 18. Quick Write Samples •  I understand global village to be an understanding of what is happening in the world and to accept that everyone is different. Also understanding that some places don’t have enough of something like food and water and live in poverty. –  Alan
  19. 19. •  My definition of a global village is that it’s a metaphor showing the ways of the world. It is a way people can define and see races and cultures as it we were all in one village. –  Terri
  20. 20. Resources •  It’s All about Thinking – Collaborating to Support All Learners – Brownlie and Schnellert, 2009 •  If the World Were a Village – Smith, 2002

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