Quality Teaching: Structures and Strategies to Engage All Learners Burnaby District Day, Feb. 24, 2012 Grades 3-‐9 Faye Brownlie www. slideshare.net
Learning IntenHons • I have a beJer idea of what counts in quality teaching. • I have a plan to incorporate a diﬀerent teaching strategy/sequence into my teaching. • I have a plan to increase student choice in my assignments or in my assessments.
Engagement• Schlechty: high aJenHon and commitment – task or acHvity has inherent meaning or value to the student • Stuart Shanker – self-‐regulaHon; calmly focused and alert • Karen Hume – competence, creaHvity, context, community, challenge • Brownlie and Schnellert – voice and choice
BC Learning Principles• Learning requires the acHve parHcipaHon 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 EducaHon
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 wriJen • the meaningfulness of the acHviHes • Allington & Johnston, 2002; Presley, 2002; Wigﬁeld, 1997; Almasi & McKeown, 1996; Turner, 1995
Gallery Walk – writing lesson• In groups, 3 things that count in wriHng • Made class list and categorized • Focus on meaning and thinking – DescripHon – ImaginaHon – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
• Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture • Chat – How could you use this image in your wriHng? • Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ Wri.en by Sheryl McFarlane ; Illustra;ons by Ron Lightburn; • ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wriHng, choose your genre, think about the criteria • As you are moving to your desk, keep walking unHl you have your ﬁrst line in your head • 12 minutes to write • As students are wriHng, move about the room, underlining something powerful (criteria connected) in each person’s wriHng
• Each student shares what was underlined • Listen to hear something you might want to borrow • As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emoHon or made a picture – Hook – ﬁrst line made me want to keep reading
Sample 1 One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Ajer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned oﬀ his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Sample 4 At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home! At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is Hme to eat a dinner say mother say …
• Kids can add/edit/conHnue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can idenHfy criteria in their own work and ask for help with criteria that are struggling with • Ajer repeated pracHce, students choose one piece to work up, edit, revise, and hand in for marking • Feedback is conHnuous, personal, Hmely, focused
• How is this quality teaching? • How is this AFL?
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
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
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
WriHng in Role • Learning IntenHon: I can write in role to another character • Students developed criteria • Wrote their leJers • Self and peer assessed with criteria and descripHve feedback • Wrote second leJer
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
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
• How is this quality teaching? • How is this AFL?
Resources • Assessment & Instruc-on of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand Conversa-ons, Though<ul 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 – collabora-ng to support all learners (in English, Social Studies and Humani-es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora-ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011