Burnaby.engagement.nov.2011

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K-8 session, Tuning In- engaging all learners, for the Burnaby School District, hosted at Byrne Creek.

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Burnaby.engagement.nov.2011

  1. 1. Tuning  In:    Engaging  All  Learners   Nov.  21st,  2011   Burnaby   Faye  Brownlie   www.  slideshare.net  
  2. 2. Engagement•  Schlechty:    high  aCenDon  and  commitment  –   task  or  acDvity  has  inherent  meaning  or  value   to  the  student  •  Stuart  Shanker  –  self-­‐regulaDon;  calmly   focused  and  alert  •  Brownlie  and  Schnellert  –  voice  and  choice  
  3. 3. Highly Engaged ClassSource:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at  h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.    Accessed  November,  2010.  
  4. 4. Stuart Shanker: stages of arousalInhibiDon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded  AcDvaDon  
  5. 5. The  Progress  Principle:  Using  Small   Wins  to  Ignite  Joy,  Engagement,  and  CreaDvity  at  Work  –  Amabile  &  Kramer  •  Analyzed  238  electronic  daily  diaries  from   people  doing  innovaDve  work  in  7  companies  •  What  was  the  #1  source  of  engagement?  
  6. 6. #1  source  of  engagement  •  Making  progress  on  a  task  that  day,  no  maCer   how  trivial  
  7. 7. Causes  of  disengagement  •  Micro-­‐management  or  a  lack  of  autonomy  •  Failure  of  management  to  communicate  clear   goals  
  8. 8. BC Learning Principles•  Learning  requires  the  acDve  parDcipaDon  of  the   learner  •  People  learn  in  a  variety  of  ways  and  at  different   rates  •  Learning  is  both  an  individual  and  a  group   process  •  Ministry  of  EducaDon  
  9. 9. FrameworksIt’s All About Thinking – Brownlie & Schnellert, 2009
  10. 10. Universal Design for LearningMulDple  means:  -­‐to  tap  into  background  knowledge,  to  acDvate   prior  knowledge,  to  increase  engagement  and   moDvaDon  -­‐to  acquire  the  informaDon  and  knowledge  to   process  new  ideas  and  informaDon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  11. 11. 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  
  12. 12.   Open-ended teaching Assessment for learning & gradual releaseWorkshop & Cooperative Inquiry learning learning Differentiation & MI Literature and information circles
  13. 13. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  14. 14. Assessment for LearningPurpose   Guide  learning,  inform  instrucDon  Audience     Teachers  and  students  Timing     On-­‐going,  minute  by  minute,  day  by  day  Form     DescripDve  Feedback   ¶what’s  working?   •what’s  not?   •what’s  next?  Black  &  Wiliam,  1998   Hake  &  Timperley,  2007  
  15. 15. 1. Learning Intentions“Students  can  reach  any  target  as  long        as  it  holds  sDll  for  them.”    -­‐  SDggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.  3. Questions  Increase  quality  quesDons  to        show  evidence  of  learning  
  16. 16. 4.  Descrip+ve  Feedback  Timely,  relevant    descripDve  feedback  contributes  most    powerfully  to  student  learning!  5. Self & Peer AssessmentInvolve  learners  more  in  self  &  peer  assessment6. OwnershipHave  students  communicate    their  learning  with  others
  17. 17. Formative assessmentto determine students strengths and needs Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
  18. 18. Teresa Fayant KStzuminus First Nation
  19. 19. Teaching  with  the  end  in  mind  
  20. 20. Goal:    Learning  IntenDons,  self  assessment   Kate  Giffin,  Queen  Alexandra,  gr.  4/5  Learning   Quiz   Mastery   Prac+ce  on   Assistance   Where  I  get  Inten+on   my  own   please!   stuck…  I  can  create  equivalent  fracDons.  I  can  reduce  a  fracDon  to  its  lowest  terms.  
  21. 21. Math  Centres  –  gr.  1/2   Michelle  Hikada  •  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  paCerns  with  different  materials   (pracDce)  •  1  making  paCerns  with  sDckers  (pracDce)  •  1  graphing  in  partners  (pracDce)  
  22. 22. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  quesDons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
  23. 23. Goal: develop and apply mathematical language•  Sit  back  to  back  with  a  partner  •  Partner  A  observes  the  diagram  and  describes   it  to  partner  B  •  Partner  B  draws  what  he  hears  Partner  A   describing  •  Reflect:    what  worked  in  the  partnership?     What  didn’t?    How  can  it  be  improved?  
  24. 24. Inuit  Study  •  Now  try  the  same  strategy  with  content.  •  Back  to  back  drawing.  •  Ater  each  sketch,  check  out  the  image  and  write   a  one  sentence  synthesis  of  what  is  important  –   or  generate  5-­‐8  key  phrases  describing  the   picture.  •  Students  walk  through  the  ‘gallery’  and  observe   the  other  pictures  and  statements/phrases.  •  Students  web  what  they  now  know.  
  25. 25. Engaging  All  Learners  –  what  works?   Universal Design for Learning Backwards Design•  Open-­‐ended  teaching  and  gradual  release  •  Assessment  for  learning  •  Inquiry  •  DifferenDaDon  and  mulDple  intelligences  •  Literature  and  informaDon  circles  •  Workshop  and  cooperaDve  learning  
  26. 26. Think  Aloud:       Students  need  •  A  model  •  Guided  pracDce  in  following  the  model  •  An  opportunity  to  pracDce  the  strategy,  with   support  as  needed  •  Choice  in  the  degree  of  complexity  they  use  to   complete  the  task  
  27. 27. Sea  OCer  Pup  -­‐  Victoria  Miles  (Orca)  There  is  a  forest  of  seaweed  in  the  ocean.      It  is  a  forest  of  kelp.    At  the  boCom  of  the    kelp  forest,  Mother  sea  oCer  searches  for    food.  
  28. 28. High  above,  her  pup  is  waiDng.    He  is    wrapped  in  a  piece  of  kelp  so  he  can’t    drit  away  while  Mother  is  down    below.  
  29. 29. He  bobs,  floaDng  on  his  back  in  the    cold  waves,  holding  his  front  paws  and    hind  flippers  above  the  water  to  keep    them  dry.  
  30. 30. Resources    •  Grand  ConversaDons,  ThoughHul  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  –  collaboraDng  to  support  all  learners   (in  English,  Social  Studies  and  HumaniDes)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collaboraDng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  InstrucDon  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press  

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