Fort la Bosse. March 2012.engagement


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Full day session. Engagement with secondary students. Theory and practice.

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Fort la Bosse. March 2012.engagement

  1. 1. Tuning  In:    Engaging  All  Learners   March  16th,  2012   Fort  La  Bosse  Secondary  Teachers   Faye  Brownlie   www.  
  2. 2. Learning  IntenBons  •  I  have  a  beEer  idea  of  what  counts  in  engaging   students.  •  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.  
  3. 3. Engagement•  Schlechty:    high  aEenBon  and  commitment  –   task  or  acBvity  has  inherent  meaning  or  value   to  the  student  •  Stuart  Shanker  –  self-­‐regulaBon;  calmly   focused  and  alert  •  Karen  Hume  –  competence,  creaBvity,  context,   community,  challenge  •  Brownlie  and  Schnellert  –  voice  and  choice  
  4. 4. Highly EngagedSource:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at  h"p://  Accessed  December  2,  2007.  
  5. 5. The  Progress  Principle:  Using  Small   Wins  to  Ignite  Joy,  Engagement,  and  CreaBvity  at  Work  –  Amabile  &  Kramer  •  Analyzed  238  electronic  daily  diaries  from   people  doing  innovaBve  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  maEer   how  trivial  
  7. 7. Causes  of  disengagement  •  Micro-­‐management  or  a  lack  of  autonomy  •  Failure  of  management  to  communicate  clear   goals  
  8. 8. 2  by  10  
  9. 9. The teeter totterlearners curriculumkids
  10. 10. FrameworksIt’s All About Thinking – Brownlie & Schnellert, 2009
  11. 11. Universal Design for LearningMulBple  means:  -­‐to  tap  into  background  knowledge,  to  acBvate   prior  knowledge,  to  increase  engagement  and   moBvaBon  -­‐to  acquire  the  informaBon  and  knowledge  to   process  new  ideas  and  informaBon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  12. 12. 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  
  13. 13. Erica  Foote,    Princess  Margaret  Secondary  •  If  students  were  given  the  opportunity  (4   Bmes  per  semester)  to  show  what  they  know   in  different  ways,  would  it  not  only  increase   their  interest  and  effort  but  also  increase  their   understanding?    
  14. 14. English  10  •  4  wriBng  assignments,  4  choice  assignments   –  PowerPoint  presentaBons,  drawing,  poetry,  collages,   creaBng  their  own  test  with  answer  keys,  presenBng   their  informaBon  orally  or  using  drama  to  represent   their  thinking    •  6  students    •  AFL  strategies   –  Ranked  exemplars  with  the  PS   –  Analyzed  the  exemplars  to  co-­‐create  criteria   –  Used  the  criteria  for  their  work   –  Ownership  –  with  choice  
  15. 15. 2  wriBng  2  choice  assignments  –     demonstrate  your  knowledge  &   understanding  of  various  literature   Not  yet   Approaching   Mee4ng   Exceeding   %/#  WriBng   16/2   41/5   25/3   16/2  (essay/paragraph)  Choice   0/0   16/2   33/4   50/6  
  16. 16. Erica’s  ReflecBons  •  100%  of  students  reported  they  liked  the  choice   and  wanted  to  do  have  choices  again  in  another   semester  •  91%  of  students  felt  they  did  beEer  with  choice  •  About  50%  sBll  chose  some  form  of  wriBng  when   given  a  choice,  but  liked  the  choice  •  Fewer  complained  about  the  non-­‐choice  wriBng   assignments  •  Fewer  assignments  were  handed  in  late  
  17. 17. Grade 9 Science – Starleigh Grass & Mindy Casselman Electricity•  The  Challenge:  •  Many  of  the  students  are  disengaged  and   dislike  ‘book  learning’.    They  acquire  more   knowledge,  concept  and  skill  when  they  are   acBve,  collaboraBve  and  reading  in  chunks.  •  Starleigh  and  Mindy  in  It’s  All  about  Thinking  (Math  and  Science),  2011.  
  18. 18. Essential Question•  If  we  understand  how  materials  hold  and   transfer  electric  charge,  can  we  store  and   move  electric  charge  using  common   materials?    
  19. 19. •  Individually,  brainstorm  what  you  can  recall   about  the  characterisBcs  of  an  atom.  •  Meet  in  groups  of  3  to  add  to  and  revise  your   list.  •  Compare  this  list  to  the  master  list.  •  …(word  derivaBons,  label  an  atom…)  •  Exit  slip:    2  characterisBcs  you  want  to   remember  about  atoms.  
  20. 20. The  Atom  •  All  maEer  is  made  of  atoms.    •  Atoms  have  electrons,  neutrons,  and  protons.    Electrons   move,  protons  and  neutrons  do  not  move.  •  Atoms  have  negaBve  and  posiBve  charges.    •  Electrons  have  a  negaBve  charge;  protons  have  a  posiBve   charge.  •  Protons  and  neutrons  are  located  at  the  centre  of  the  atom,   in  the  nucleus.  •  Electrons  orbit  around  the  outside  of  the  nucleus,  in  energy   “shells.”  •  An  object  can  be  negaBvely  or  posiBvely  charged,   depending  on  the  raBo  of  protons  and  neutrons.  
  21. 21. Lit  12:    pracBce  without  penalty   Naryn  Searcy,  PenBcton  •  Goal:    learn  how  to  represent  your   understanding  of  a  poem  in  a  different  ways  •  Poet:    Robert  Burns       –  Auld  Lang  Syne  (read  aloud)   –  To  a  Mouse  (teams)  
  22. 22. 1.    Read  aloud  and  pracBce  stanza  with  partner  2.    Connect  to  themes:   –  Mankind  has  broken  its  union  with  nature   –  Even  our  best  laid  plans  open  do  not  work  out   3.    Microcosm  &  universal  truths  
  23. 23. Assignment  1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  2.  Comic  (1-­‐2  students)  3.  Reduced  poetry  (1-­‐2  students)  
  24. 24. Criteria  •  Demonstrate  understanding  of  the  meaning  of   all  8  stanzas  of  the  poem  •  Recognize  and  demonstrate  the  2  themes  
  25. 25. Feedback  •  What  worked?  •  What’s  missing?  •  What’s  next?  
  26. 26. Robert  Burns  (1759-­‐1796)To  a  Mouse   On  Turning  Up  Her  Nest  with  the   Plough,  November,  1785              Wee,  sleeket,  cowrin,  4mrous  beas4e,                             Oh,  what  a  panics  in  thy  breas4e!                             Thou  need  na  start  awa  sae  hasty                                      Wi  bickerin  braTle!                                      I  wad  be  laith  to  rin  an  chase  thee                                         Wi  murdring  paTle!  
  27. 27. Reduced PoemPoor  liEle  mouse  petrified  Don’t  run  away  quickly!  Humans  break  nature’s  contract  –  theme  1  No  trust  well  deserved  You  don’t  request  much  Have  too  much  myself  Oh  your  house  gone!  December  approaches  uncomfortably  close  Security  beneath  the  chill  Soon  destroyed  with  cut  Home  lost  high  price  Not  alone  in  lesson:  Best  plans  open  fail  –  theme  2  Mouse  lucky  because  humans  Regret  past/fear  future  
  28. 28. A  Change  Journey  –  Jacob  Martens,     gr.  8  science,  11  physics   •  Self-­‐regulaBon   •  Inquiry  and  criBcal  thinking   •   engagement  •  Jacob’s  blog:    hEp://  
  29. 29. KinemaBcs  •  The  future  locaBon  and  moBon  of   objects  can  be  predicted  based  on   their  past  locaBon  and  moBon.    
  30. 30. B    D    A   Learning  Inten4ons  -­‐  Knowing   I  can  define  and  relate  the  terms:    clock  reading,  posi4on  and  event.   I  can  differenBate  between  a  clock  reading  and  a  4me  interval.   I  can  define  and  relate  distance  and  average  speed.   I  can  define  and  relate  displacement  and  average  velocity.   I  can  differenBate  between  scalars  and  vectors.   I  can  define  instantaneous  velocity  and  instantaneous  speed.  
  31. 31. B    D    A   Learning  Inten4ons  -­‐  Doing   I  can  solve  problems  involving:    displacement,  Bme  interval,  and   average  velocity.   I  can  construct  posiBon-­‐Bme  graphs  based  on  data  from  various   sources.   I  can  use  posiBon-­‐Bme  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity   I  can  construct  velocity-­‐Bme  graphs  based  on  data  from  various   sources.  
  32. 32. questioning
  33. 33. Questioning through Pictures
  34. 34. Example  2  Nerves  –  Biology  12  
  35. 35. What  I  Found:  •  Every  student  could  contribute.    There  is  no  risk   in  asking  a  quesBon  that  no  one  is  supposed  to   answer.  •  Students  remembered  a  lot  of  previous   informaBon.  •  When  moving  on  to  the  lesson,  they  actually   cared  about  the  material!!!  •  The  quesBons  that  they  asked  were  open  very   good  and  related  to  the  content  that  I  was   subsequently  teaching.      
  36. 36. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  3  boxes.    One  is  labeled  APPLES,  one   ORANGES  and  one  APPLES  AND  ORANGES.    All   the  boxes  are  labeled  incorrectly.    Pick  one   piece  of  fruit  from  one  box  and  re-­‐label  all  the   labels  correctly.  
  37. 37. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  20  socks  in  the  drawer,  10  are  blue,  10   are  brown.    What  is  the  minimum  number  of   socks  you  can  pull  out  to  make  a  pair?  
  38. 38. QuesBon:  Givens:                      Unknowns:  Work  Space:  Answer:  WriEen  Answer:  
  39. 39. How  to  read  the  text  –  co-­‐teaching  •  Think  aloud     –  Model   –  Guided  pracBce   –  Read  independently  
  40. 40. Learning Intentions•I can slow down my reading to reallyunderstand the text•I can describe the strategies my partnerand I use to make sense as we read
  41. 41. Mountain  Climate    Many  things  affect  a  mountain’s  climate.  One   factor  is  alBtude.    AlBtude  is  the  height  of  a   mountain  about  sea  level.    At  the  base  of  a   mountain  the  climate  can  be  warmer.    Higher   up,  it  will  be  much  colder.  p.  6.,  In  the  Mountains  
  42. 42. Farming  The  growing  season  in  the  mountains  is  open   shorter  than  in  low-­‐lying  regions.    Winters  are   also  colder.    Farmers  plant  corn,  beans,   potatoes,  and  other  hardy  crops.    These  plants   grow  well  in  cold  regions.  p.23  
  43. 43. Farmers  in  the  mountains  have  found  special   ways  to  grow  their  crops.    In  some  areas   they  cut  giant  steps  in  the  side  of  the   mountain.    This  technique  is  called   terracing.    Terracing  keeps  soil  and  water   from  washing  downhill.  p.23  
  44. 44. InformaBon  Circles  •  Select  4-­‐5  different  arBcles,  focused  on  central  topic  or   theme.  •  Present  arBcles  and  have  students  choose  the  one  they   wish  to  read.  •  Present  note-­‐taking  page.  •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before   meeBng  in  the  group.  •  Students  meet  in  ‘like’  groups  and  discuss  their  arBcle,   deciding  together  on  ‘key  ideas’.  •  Students  meet  in  non-­‐alike  groups  and  present  their   informaBon  from  their  arBcle.  
  45. 45. Vocabulary/terms   Images  Ques4ons   Key  ideas  
  46. 46. Double-­‐Entry  Response  Journals  –   InformaBon  Circles  •  Choose  a  book  that  works  for  you  •  Be  prepared  to  enter  a  conversaBon  with   others  who  are  reading  the  same  book.  •  Choose  a  secBon  of  the  text  to  read  aloud  to   start  the  conversaBon  •  Create  a  double-­‐entry  response  journal  to   show  your  thinking  about  some  aspect  of   what  you  have  read  
  47. 47. Communicating Mathematically•  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?  
  48. 48. People  living  in  the  mountains  of  Banaue,  Philippines,  use  terracing  to   grow  rice.  p.23  
  49. 49. Resources    •  Grand  ConversaQons,  ThoughRul  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  –  collaboraQng  to  support  all  learners   (in  English,  Social  Studies  and  HumaniQes)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collaboraQng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  InstrucQon  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press  
  50. 50. The  ReformaBon     RT  in  class  once  a  week  •  Co-­‐planned:    vocabulary  strategy  •  Co-­‐taught:    lesson  sequence  •  Co-­‐planned:    personal  connecBon   –  I  can  describe  what  it  would  take  for  me  to  speak   out  against  the  system   –  I  can  respond  ‘yes’  to  all  content  Learning   IntenBons  
  51. 51. Learning Intentions  •  I can identify what the Reformation was•  I can identify 3 causes people had for fighting against the Catholic Church•  I can identify the 5 W’s of the Reformation
  52. 52. Big  Ideas  •  people  idenBfied  with  the  lord  of  their  manor  (their   ruler)  and/or  a  united,  Catholic  Europe  •  16th  century  –  ReformaBon  began  a  change  from  a   united,  Catholic  Europe  to  naBon  states  and  countries  •  complaints  against  the  Catholic  Church:   –  taxes   –  selling  jobs  or  posiBons  (simony)   –  charging  for  services  
  53. 53. Before   During   A^er  simony  indulgence  nepoBsm  purgatory  mortal  sin  remission  hereBcs  
  54. 54. Lesson  Sequence  •  Learning  intenBons  •  ConnecBng:    QuesBoning  from  pictures  •  Processing:    Think  aloud  •  Transforming  and  Personalizing:    Power   paragraphs