What are the narraKves of self that our learners are developing? What is the story they tell about themselves as learners? • Our language and our acKons are immensely powerful in helping to narrate the ‘self’ that our learners are becoming.
Do your students receive individual feedback from you in every class?
Powerful feedback to build a sense of agency • What do you know how to do? • Where are you geSng stuck? • How does that connect to what we did yesterday? Or….? • What do you remember about…? • BriVany Stockley, Centennial
• What angle (between 0 and 360) – is in the second quadrant and a sine = 0.23? – Sketch the quadrants and tell me what you know. – Which is the second quadrant? – What do you know about the second quadrant? – What do you know about sine?
Powerful feedback to build a sense of agency • I see you know how to write the beginning of that word…. • Can you show me a word you took a risk at spelling/using? • Circle your 2 most powerful words/phrases. • I bet you’re proud of yourself. • Which part are you sure about, and which part are you not sure about?
“The most powerful single inﬂuence enhancing achievement is feedback” • Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance • Oral feedback is much more eﬀecKve than wriVen • The most powerful feedback is provided from the student to the teacher
K – Building Connections/Responseto Reading• PracKce making connecKons • Choose a symbol • Talk about how this helps our reading • Read together and make connecKons • Students show their connecKons by drawing and wriKng • with Jessica Chan, Inman, Burnaby
Features of High-Engagement LearningEnvironments • available supply of appropriately diﬃcult texts • opKons that allow students more control over the texts to be read and the work to be accomplished • the collaboraKve nature of much of the work • the opportunity to discuss what was read and wriVen • the meaningfulness of the acKviKes • Allington & Johnston, 2002; Presley, 2002; Wigﬁeld, 1997; Almasi & McKeown, 1996; Turner, 1995
Hot SeatThe Outsiders – gr.8 with Brent SpenceThe Glass Castle – gr.12 with Amy Stevenson• Students choose a role • May generate quesKons in advance that ‘could’ be asked of them • Begin with teacher as moderator • Audience of the class poses quesKons to the panel; can interview in role • Quick write between groups
The Outsiders• Three quesKons for quick writes: – What is the big deal about the Greasers? – Do the Greasers feel more than the Socs? – What will your character be doing in 10 years Kme?
Test Prep – Pre-Calc, gr. 11(trigonometry) with Brittany Stockley• 15 minutes – work on unit review quesKons with a partner • Inside/outside circle – 5 quesKons • Partner A explains, B listens, reﬁnes, quesKons • Outside circle, move 2 chairs, then Partner A explains, etc. • Teachers listen/coach for class confusion • Model process for soluKon for the challenging quesKon for the class • Students reﬂect: what I need to remember
Test Prep – Socials 11Canada in the 1930’s with Melanie Mattson• People Search – 12 boxes • Students made notes for each quesKon • Coached and listened to see if there were any challenging areas • 2 quesKons were most challenging • Melanie explained her ‘answer’ to each, using a Kmeline and associaKons • 2 addiKonal areas to study – With a concept map – With a chart
Canada in the 1930’s People Search Find someone who: …can describe 3 diﬀerences between life in the city and life in rural Canada during the Great Depression …can paint a vivid picture with words of relief camps …can tell the story of the beginning of the labour movement in Canada …understands the diﬀerence between totalitarism, socialism, communism, and fascism in the 1930’s
Power Paragraphs• Choose a topic • Choose 3 key details about the topic • Under each key detail, choose 2 further details, examples, support • Write one introductory sentence (topic) and one sentence each for each key detail and its supporKng informaKon • With Ken Porter and Kelly Zimmer, Mundy Road – in class support for students at risk
Explorer Trading Cards – Ken Porter,Mundy Road • Built from power paragraphs
Power Paragraphs• Model: build together • Same topic and one ‘2nd’ power • Students choose 2 ‘2nd’ powers from the brainstormed list • Walk and talk about what you will say • Co-‐construct the power structure • Write together • Share • PracKce in similar way for 3 more days • With Stephanie Perko, Mundy Road, gr. 2/3
Universal Design for LearningMulKple means: -‐to tap into background knowledge, to acKvate prior knowledge, to increase engagement and moKvaKon -‐to acquire the informaKon and knowledge to process new ideas and informaKon -‐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
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.