Class reviews.st.james.assiniboia

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After conversations and class reviews in 12 schools, we met as a group to review progress and set goals for what's next.

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Class reviews.st.james.assiniboia

  1. 1. Class  Review:    Reflec.ons  and   Next  Steps   St.  James-­‐Assiniboia   September  21st,  2011   Faye  Brownlie  
  2. 2. Care  Collabora.on   Curiosity  
  3. 3. What  worked?  What  do  we  wonder?   What’s  next?  
  4. 4. Standard  Reading  Assessment  Ques.ons   Student  Diversity  –  Brownlie,  Feniak,  Schnellert,   2006  •  Connec.ons:    How  does  what  you  read  connect  with  what   you  know?  •  Summarizing:    Choose  a  way  to  show  the  main  ideas  and   details  of  this  text.  •  Vocabulary:    Here  are  2  challenging  words  ________    What   do  they  mean?    What  strategies  did  you  use  to  determine   their  meaning?  •  Inferring:    Read  between  the  lines  to  find  something  that   you  believe  to  be  true  but  that  it  not  actually  said.    What  is   your  evidence  that  it  is  true?  •  Reflec.on:    What  this  easy  or  hard?    Why?  
  5. 5. Early  Years  –  Belonging,  Respect,   Understanding  Differences  •  Lile  Beauty  –  Anthony  Browne  •  Stellaluna  –  Janell  Cannon  •  Scaredy  Squirrel  –  Melanie  Wa  •  Hunter’s  Best  Friend  at  School  –  Laura  Malone   Ellio  •  Wemberley  Worried  –  Kevin  Henkes  •  How  Full  Is  Your  Bucket?  For  Kids  –  Rath  &   Reckmeyer  
  6. 6. •  What’s  Next  for  This  Beginning  Writer?    –  Reid,  Schultz,  Peterson  2005    (Pembroke  Pub)  
  7. 7. •  sd72.bc.ca            (Campbell  River  SD)  •  Literacy  videos  •  It’s  all  in  the  bag  •  Squiggles  •  Clustering  from  text  
  8. 8. •  Grade  5  Canadian  History  –     –  Orca  Books  
  9. 9. Math  Resource  •  LEAPS  AND  BOUNDS  by  Nelson  (available  in   grade  3/4,  5/6  and  coming  in  October,  grade   7/8.)  •  hp://www.nelsonschoolcentral.com/cgi-­‐bin/ lansaweb?webapp=WBOOKSITE +webrtn=booksite+F%28LW3ITEMCD %29=9780176351526  •  Marian  Small  is  the  very  very  smart  Canadian   author.  
  10. 10. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  11. 11. The teeter totter kids curriculumkids
  12. 12. 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  
  13. 13. 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  
  14. 14. Co-­‐Teaching  •  Begin  with  a  plan  •  Know  your  purpose,  know  your  roles  -­‐1  teacher  takes  the  strategic  lead,  the  other   provides  support  -­‐working  with  different  groups  -­‐both  teachers  providing  support/extension  in   small  group  work  
  15. 15. Big  Idea:  Student  Outcomes/Learning  Inten.on/Essen.al  Ques.on:  Assessment  Criteria:  Stage   Purpose  Connec.ng   Engage,  ac.vate  prior  knowledge,  predict   content,  focus  on  a  big  idea/purpose  for   learning  Processing   Connect  meaning,  monitor   understanding,  process  ideas  Transforming  and  Personalizing   Process  ideas,  apply  knowledge,  reflect  on   thinking  and  learning  
  16. 16. Math  Centres  –  gr.  1/2   Michelle  Hikada  •  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  paerns  with  different  materials   (prac.ce)  •  1  making  paerns  with  s.ckers  (prac.ce)  •  1  graphing  in  partners  (prac.ce)  
  17. 17. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  ques.ons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
  18. 18. Ques.oning    Goal:    crea.ng  real  ques.ons,  using  ques.ons  to   link  background  knowledge  with  new   informa.on,  create  curiosity  •  Present  an  image  •  Aqer  each  image,  ask  students  to  pose   ques.ons  about  the  image  and  to  resist  the   urge  to  answer  someone  else’s  ques.on  •  Repeat  with  3-­‐4  images  
  19. 19. Caitlin.    If  you  ever  want  to  talk  about  what   happened  you  just  let  me  know,  Mrs.  Johnson   says.  That’s  what  Mrs.  Brook  is  for,  I  tell  her.  Maybe  we  could  all  sit  down  together.  Why?  So  we  know  where  you’re  coming  from.    I  look  around  the  living  room.    I  come  from  here.  
  20. 20. I’m  sorry.    I  meant  so  we  all  know  how  you’re   feeling.  Oh.    Mrs.  Brook  know  how  I’m  feeling  so  you  can   find  out  from  her.  I  would  be  superfluous.    My   DicJonary  says  suPERfluous  means  exceeing   what  is  sufficient  or  necessary.  I  just  thought  it  would  be  nice  to  take  some  Jme   to  sit  and  chat.  I  shake  my  head.    SuPERfluous  also  means   marked  by  wastefulness.  Well…okay  then,  she  says.    I  suppose  I  can  talk   with  Mrs.  Brook.  
  21. 21. Resources    •  Grand  ConversaJons,  ThoughQul  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  –  collaboraJng  to  support  all  learners   (in  English,  Social  Studies  and  HumaniJes)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collaboraJng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  InstrucJon  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press  

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