Effective Teaching Strategies to Engage Students Prairie Rose School Division September 14th, 2012 Faye Brownlie Slideshare.net
FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
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
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
Approaches• Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaBve learning • Literature circles and informaBon circles • Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
Teach Content to All Learning in Safe Schools - Brownlie, King"
What makes a diﬀerence for adolescent learners? – Reading Next, 2004 1. Direct, explicit comprehension instrucBon 2. EﬀecBve instrucBonal principles embedded in content
Think Aloud: Students need • A model • Guided pracBce in following the model • An opportunity to pracBce the strategy, with support as needed • Choice in the degree of complexity they use to complete the task
Sea O]er Pup -‐ Victoria Miles (Orca) There is a forest of seaweed in the ocean. It is a forest of kelp. At the bo]om of the kelp forest, Mother sea o]er searches for food.
High above, her pup is waiBng. He is wrapped in a piece of kelp so he can’t dria away while Mother is down below.
Sarah says that when she babysits, she earns $5 an hour plus a ﬂat rate of $10 to feed the children dinner. How can you represent relaBon this in an equaBon? Sarah earned $45 for babysieng on Saturday. How many hours did she work? How did you ﬁgure it out?
3. MoBvaBon and self-‐directed learning 4. Text-‐based collaboraBve learning
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.
Essential Question• If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
• 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.
The Atom • All ma]er 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.
5. Strategic tutoring 6. Diverse texts 7. Intensive wriBng
8. A technology component 9. On-‐going formaBve assessment
Assessment for LearningLearning inten*ons Criteria Descrip*ve feedback QuesBons Self and peer assessment Ownership
“Every Child, Every Day” – Richard Allington and Rachael Gabriel In EducaBonal Leadership, March 2012 6 elements of instrucBon for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately. -‐intensity and volume count! -‐98% accuracy -‐less than 90% accuracy, doesn’t improve reading at all
M – meaning Does this make sense? S – language structure Does this sound right? V – visual informaBon Does this look right?
3. Every child reads something he or she understands. -‐at least 2/3 of Bme spent reading and rereading NOT doing isolated skill pracBce or worksheets -‐build background knowledge before entering the text -‐read with quesBons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
5. Every child talks with peers about reading and wriBng.
6. Every child listens to a ﬂuent adult read aloud. -‐diﬀerent kinds of text -‐with some commentary
Yearly 17,655,265 passengers in Brussels Airport. 93% of them are visiBng the toilets. www.face2face.aero
• Show a poem to the students and have them see if they can ﬁnd the pa]ern – 5 lines with 2,4,6,8,2 syllables • Create a cinquain poem together • NoBce literacy elements used • Brainstorm for a list of potenBal topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Garnet’s 4/5s Literary Elements • Simile • Rhyme • AlliteraBon • Assonance
Sun Run Jog together Heaving panBng pushing The cumbersome mass moves along 10 K
Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
Majic LafaBng Wacing throw wals ﬂiing in air Macking enment objec Drec dans. Henry
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material) • 1 making pa]erns with diﬀerent materials (pracBce) • 1 making pa]erns with sBckers (pracBce) • 1 graphing in partners (pracBce)
The Plan • Background knowledge: what do you know? • New informaBon: read text • Response: discuss opBons • New informaBon: model web • Meet with EACH student -‐acknowledge what is working -‐extend the thinking/response • Plan for ‘what’s next’?
Intro to Circulation – Gr. 12 BiologyNatalie Burns, Burnaby Central
The Challenge: – A hook – More discussion – Thinking more deeply about the content – Building community in the classroom
First Class – 80 minutes • I wonder pictures • Big idea – circulaBon • 2 minute quick write – what I remember • 20 min. – alone or with a partner, terms – heart, blood, arteries, veins, capillaries, immune system, circulatory disorders – then mindmap • Connect to heart image • 10 min. – lecture, 3 slides • 15 min. -‐-‐-‐ essenBal quesBons – in groups, discuss each • Class discussion on essenBal quesBons • Exit slip – 1 thing I remembered, 2 things I am excited to learn
What do you know about the circulatory system?
Term What I know – words and diagram heart blood arteries veins capillaries The immune system Circulatory disorders
BCirculaBon: An Overview Circula*on: Ablood around the •Blood vessels transport n Overview body -‐Arteries carry blood away from the heart -‐Veins carry blood to the heart -‐Capillaries allow for gas, nutrient and waste exchange between blood cells and body cells • ood vessels transport blood around the body - Arteries carry blood away from the heart - Veins carry blood towards the heart - Capillaries allow for gas, nutrient & waste exchange between blood cells and body cells
• The heart is responsible for pumping blood throughout your whole body -‐There are chambers to separate oxygenated and deoxygenated blood -‐The right side of the heart pumps blood to the lungs and the lea side of the heart pumps blood throughout the body
• Blood is made up of more than just red stuﬀ! -‐Most of blood is plasma (liquid) -‐White blood cells help our immune system by ﬁghBng diseases -‐Platelets allow our blood to clot -‐Red blood cells carry O2 & nutrients to cells, and CO2 & waste away from cells
3 EssenBal QuesBons 1. How criBcal is a heart to the life of an organism? 2. How do the diﬀerences between arteries and veins aﬀect their jobs and where they are located? 3. Why must blood always be ﬂowing?
PlanningWhat are you going to try ASAP? Who will help you? Be prepared to talk about what you tried when we meet again in April.