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Coq Continuing Ed Literacy


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Reading Next, Writing Next, Principles of Learning, 21st century literacy skills, instructional frameworks

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Coq Continuing Ed Literacy

  1. 1. Current  Literacy  Research  –     What  Works?   Coquitlam  Con8nuing  Educa8on   Sept.  9,  2010   Faye  Brownlie  
  2. 2. BC Learning Principles •  Learning  requires  the  ac8ve  par8cipa8on  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  Educa8on  
  3. 3. 21st Century Learning Skills •  Cri8cal  thinking   •  Collabora8on   •  Problem  solving   •  Rotherham  &  Willingham,  2009  
  4. 4. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  5. 5. Universal Design for Learning Mul8ple  means:   -­‐to  tap  into  background  knowledge,  to  ac8vate   prior  knowledge,  to  increase  engagement  and   mo8va8on   -­‐to  acquire  the  informa8on  and  knowledge  to   process  new  ideas  and  informa8on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  6. 6. 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  
  7. 7. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  8. 8. Reading  Next  -­‐  Biancarosa  &  Snow,  2004   •  Instruc(onal  Improvements   1.  Direct,  explicit  comprehension  instruc8on   2.  Effec8ve  instruc8onal  principles  embedded  in  content   3.  Mo8va8on  and  self-­‐directed  learning   4.  Text-­‐based  collabora8ve  learning   5.  Strategic  tutoring   6.  Diverse  texts   7.  Intensive  wri8ng   8.  A  technology  component   9.  Ongoing  forma8ve  assessment  of  students    
  9. 9. Direct,  explicit  comprehension  instruc8on   Think  Aloud  
  10. 10. Direct,  explicit  comprehension  instruc8on   Africa’s  World  of  Forced  Labor,  in  a  6-­‐Year-­‐Old’s  Eyes  -­‐  by  Sharon  La  Franiere        KETE  KRACHI,  Ghana  -­‐  Just  before  5  a.m.,  with  the  sky  s8ll  dark   over  Lake  Volta,  Mark  Kwadwo  was  rousted  from  his  spot  on   the  damp  dirt  floor.  It  was  8me  for  work.  
  11. 11. Direct,  explicit  comprehension  instruc8on        Shivering  in  the  predawn  chill,  he  helped   paddle  a  canoe  a  mile  out  from  shore.    For  five   more  hours,  as  his  coworkers  yanked  up  a   fishing  net,  inch  by  inch,  Mark  bailed  water  to   keep  the  canoe  from  swamping.  
  12. 12. Direct,  explicit  comprehension  instruc8on        He  last  ate  the  day  before.    His  broken  wooden   paddle  was  so  heavy  he  could  barely  lih  it.     But  he  raptly  followed  each  command  from   Kwadwo  Takyi,  the  powerfully  built  31-­‐year-­‐ old  in  the  back  of  the  canoe  who  freely  deals   out  bea8ngs.      
  13. 13. Direct,  explicit  comprehension  instruc8on          “I  don’t  like  it  here,”  he  whispered,  out  of  Mr.  Takyi’s  earshot.            Mark  Kwadwo  is  6  years  old.    About  30  pounds,  dressed  in  a  pair  of  blue  and  red   underpants  and  a  Likle  Mermaid  T-­‐shirt,  he  looks  more  like  an  oversized  toddler   than  a  boat  hand.  He  is  too  likle  to  understand  why  he  has  wound  up  in  this  fishing   village,  a  two-­‐day  trek  from  his  home.            But  the  three  older  boys  who  work  with  him  know  why.    Like  Mark,  they  are   indentured  servants,  leased  by  their  parents  to  Mr.  Takyi  for  as  likle  as  $20  a  year.   •  The  New  York  Times,  29/10/06  
  14. 14. Effec8ve  instruc8onal  principles  embedded  in   context   •  Connec&ng  -­‐  with  background  knowledge  and  with  others,   building  background  knowledge   •  Processing  -­‐  new  informa8on  by  interac8ng  with  it,  making   new  connec8ons,  revising  former  understandings   •  Transforming  and  personalizing  -­‐  new  informa8on  so  it  is   stored  in  long-­‐term  memory   •  Student  Diversity,  2nd  ed.  -­‐  p.  16,  36-­‐37  
  15. 15. Direct,  explicit  comprehension  instruc8on   •  Secret  of  the  Dance  -­‐     •  Andrea  Spalding  and  Alfred  Scow,  Illustra8ons   -­‐  Darlene  Gait   •  Orca  Publishing,  2006   •  #9  781551  433967  
  16. 16. Connec8ng/Processing  Strategy:      What’s  In,  What’s  Out?       (Reading  44,  adapted  by  Paul  Paling)   stomach        squeezing   abdomen        hungry   saliva          ulcer     bolus            tongue   gastric  juices      mucus   pepsin            carbohydrates   muscles          mechanical  
  17. 17.   •  Infrastructure  Improvements   1.  Extended  8me  for  literacy   2.  Professional  development   3.  Ongoing  summa8ve  assessment  of  students  and   programs   4.  Teacher  teams   5.  Leadership   6.  A  comprehensive  and  coordinated  literacy  program  
  18. 18. 15-­‐3=0   Without - •  professional development •  ongoing formative assessment of students and •  ongoing summative assessment of students and programs Reading Next - Biancarosa & Snow, 2004  
  19. 19. Wri8ng  Next  –  Graham  &  Perrin,  2007   Wri8ng  Next:    Effec8ve  Strategies  to  Improve  Wri8ng  of   Adolescents  in  Middle  and  High  School  (gr.4-­‐12)   -­‐Steve  Graham  and  Dolores  Perin   Alliance  for  Excellent  Educa8on   •   
  20. 20. Wri8ng  Next  –  Graham  &  Perrin,  2007   1.    Wri8ng  strategies   2.    Summariza8on   3.    Collabora8ve  Wri8ng   4.    Specific  Product  Goals   5.    Word  Processing   6.    Sentence  Combining  
  21. 21. 7.    Prewri8ng   8.    Inquiry  Ac8vi8es   9.    Process  Wri8ng  Approach   10.    Study  of  Models   11.    Wri8ng  for  Content  Learning  
  22. 22. Elements  necessary  to  learn  to  write   well  and  to  use  wri8ng  as  a  tool  for   learning   •  All  supported  by  rigorous  research   •  Do  not  cons8tute  a  full  wri8ng   curriculum  
  23. 23. A  Wri8ng  Strategy   •  1  minute  story  telling   •  30  second  response   •  1  minute  story  telling   •  30  second  response   •  3  minute  write   •  Choose  powerful  line  or  phrase   •  Whip  around   •  Criteria  
  24. 24. Sentence  Combining  -­‐     basic  prac8ce   •  It  is  a  dull  day.   •  It  is  raining.   •  I  don’t  want  to  go  outside.   •  I  don’t  want  to  get  groceries.  
  25. 25. Sentence  Combining  -­‐  with  student   wri8ng   •  The  Arc8c  pup  starts  to  hunt  at  14-­‐15  weeks.     They  eat  field  mice.    When  they  hunt  they  listen   under  the  snow.  (21-­‐16)   •  The  Arc8c  fox  are  born  in  May  or  June.    They  are   born  brown.    Some8mes  the  mother  has  11  pups.   (19-­‐10)                Naomi,  gr.3  
  26. 26. Sentence  Combining  -­‐     with  content   •  Mary Gray was selling. •  Her merchandise was microwaves. •  High unit price was of crucial importance to her. •  She made a decision. •  The decision was to soften her position. •  The position concerned delivery and warranty.
  27. 27. Resources   •  It’s  All  about  Thinking   Collabora8ng  to  support  all  learners  –  Brownlie   and  Schnellert  (2009)   •  Student  Diversity   Classroom  strategies  to  meet  the  needs  of  all   learners  (2nd  ed)  –  Brownlie,  Feniak  &   Schnellert  (2006)