Praire rosesept2012

349 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
349
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
5
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Praire rosesept2012

  1. 1. Effective Teaching Strategies to Engage Students Prairie  Rose  School  Division   September  14th,  2012   Faye  Brownlie   Slideshare.net  
  2. 2. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  3. 3. 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  
  4. 4. 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  
  5. 5. 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
  6. 6. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  7. 7. Open-ended strategies: connect processpersonalize/transform(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kameenui & Carnine, 2002; )
  8. 8. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  9. 9. The teeter totter kids curriculumkids
  10. 10. What  makes  a  difference  for  adolescent   learners?  –  Reading  Next,  2004  1.  Direct,  explicit  comprehension  instrucBon  2.  EffecBve  instrucBonal  principles  embedded  in   content  
  11. 11. 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  
  12. 12. Sea  O]er  Pup  
  13. 13. 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.  
  14. 14. 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.  
  15. 15. 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?  
  16. 16. 3.  MoBvaBon  and  self-­‐directed  learning  4.  Text-­‐based  collaboraBve  learning  
  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  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.  
  21. 21. 5.  Strategic  tutoring  6.  Diverse  texts  7.  Intensive  wriBng  
  22. 22. 8.  A  technology  component  9.  On-­‐going  formaBve  assessment  
  23. 23. Assessment for LearningLearning  inten*ons   Criteria   Descrip*ve  feedback  QuesBons   Self  and  peer  assessment   Ownership  
  24. 24. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel  In  EducaBonal  Leadership,  March  2012  6  elements  of  instrucBon  for  ALL  students!  
  25. 25. 1.    Every  child  reads  something  he  or  she   chooses.  
  26. 26. 2.  Every  child  reads  accurately.  -­‐intensity  and  volume  count!  -­‐98%  accuracy  -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  27. 27. M  –  meaning  Does  this  make  sense?  S  –  language  structure  Does  this  sound  right?  V  –  visual  informaBon   Does  this  look  right?  
  28. 28. 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        
  29. 29. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  30. 30. 5.    Every  child  talks  with  peers  about  reading   and  wriBng.  
  31. 31. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  32. 32. Yearly  17,655,265  passengers  in  Brussels   Airport.   93%  of  them  are  visiBng  the  toilets.   www.face2face.aero  
  33. 33. Putting it all together: classroom scenarios
  34. 34. Gr.  8  Science   “The  DigesBve  System”  Paul  Paling,  Prince  Rupert   Learning  IntenEon:   Demonstrate  where  in  the  body  digesBon  occurs  and  what  happens   to  the  food  
  35. 35. ConnecBng/processing  Strategy:    What’s  In,   What’s  Out?       (Reading  44,  adapted  by  PPaling)  stomach            squeezing  abdomen      hungry  saliva        ulcer    bolus          tongue  gastric  juices    mucus  pepsin          carbohydrates  muscles        mechanical  
  36. 36. Exit  Slips  •  Day  1    Choose  1  part  of  the  digesBve  system   and  describe  what  happens  to  food  there.  •  Day  2    Write  the  2  most  important  things   learned  today.  •  Day  4    3-­‐2-­‐1  for  digesBon.  
  37. 37. Introducing Cinquain Poems gr. 4/5 and gr.8
  38. 38. •  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  
  39. 39. Garnet’s  4/5s  Literary  Elements  •  Simile  •  Rhyme  •  AlliteraBon  •  Assonance  
  40. 40. Sun  Run   Jog  together   Heaving  panBng  pushing  The  cumbersome  mass  moves  along   10  K  
  41. 41. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  42. 42. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  43. 43. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  44. 44. Majic   LafaBng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  45. 45. •  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)  
  46. 46. Common Text-Choice Response Dease Lake, BC
  47. 47. 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’?  
  48. 48. Intro to Circulation – Gr. 12 BiologyNatalie Burns, Burnaby Central
  49. 49. The  Challenge:    –  A  hook    –  More  discussion  –  Thinking  more  deeply  about  the  content    –  Building  community  in  the  classroom    
  50. 50. 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    
  51. 51. What  do  you  know  about  the   circulatory  system?  
  52. 52. Term   What  I  know  –  words  and  diagram  heart  blood  arteries  veins  capillaries  The  immune  system  Circulatory  disorders  
  53. 53. 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  
  54. 54. •  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  
  55. 55. •  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  
  56. 56. 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?    
  57. 57. 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.  

×