It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Prince Rupert Nov. 7 & 8th, 2012 www.slideshare.net
Learning Intentions• I understand and can explain Universal Design for Learning and Backwards Design • I recognize elements of both UDL and BD in my pracJce • I have a plan to try something new to beKer include all learners
McKinsey Report, 2007• The top-‐performing school systems recognise that the only way to improve outcomes is to improve instrucJon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacJon.
How the world’s most improved school systems keep getting better –McKinsey, 2010Three changes collaboraJve pracJce brought about: 1. Teachers moved from being private emperors to making their pracJce public and the enJre teaching populaJon sharing responsibility for student learning. 2. Focus shiQed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucJon’ and teachers became custodians of the model. (p. 79-‐81)
Why Inclusion: BC Principles of Learning• Learning requires the acJve parJcipaJon of the learner • People learning in a variety of ways and at diﬀerent rates • Learning is both an individual and a group process • BC Ministry of EducaJon at the beginning of every IRP (since 1994)
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 Learning - UDL 10 word story• Groups of 3 • Read UDL – p. 54 in Math/Science; p. 42 in English, Social Studies, HumaniJes • Together, create a 10 word story that answers these quesJons: – What is UDL? – Why UDL?
Universal Design for LearningMulJple means: -‐to tap into background knowledge, to acJvate prior knowledge, to increase engagement and moJvaJon -‐to acquire the informaJon and knowledge to process new ideas and informaJon -‐to express what they know. Rose & Meyer, 2002
Universal Design for Learning - UDL Three guiding principles Reading with a purpose:• Read the 3 guiding principles of UDL• Make notes on which strategies are mentioned in each guiding principle• Add on 2 strategies that you use in each guiding principle
Universal Design for Learning1.MulJple means to tap into background knowledge, to acJvate prior knowledge, to increase engagement and moJvaJon (connecJng) 2. MulJple means to acquire the informaJon and knowledge to process new ideas and informaJon (processing) 3. MulJple means to express what they know (transforming and personalizing).
UDL – mul)ple means -‐ Strategy purpose ConnecJng Processing Transforming and personalizing
Cinquain Poems – co-taught• Show a poem to the students and have them see if they can ﬁnd the paKern – 5 lines with 2,4,6,8,2 syllables • Create a cinquain poem together • NoJce literacy elements used • Brainstorm for a list of potenJal 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
Learning Intentions•I can write a cinquain poem, following thepattern•I can give and receive feedback on how tomake a cinquain poem be effective
How can I help my students develop more depth in their responses? They are wriJng with no voice when I ask them to imagine themselves as a demi-‐god in the novel.
Students need: • to ‘be’ a character • support in ‘becoming’ that character • to use speciﬁc detail and precise vocabulary to support their interpretaJon • choice • pracJce • to develop models of ‘what works’ • a chance to revise their work
The Plan • Review scene from novel • Review criteria for powerful journey response • Brainstorm who you could be in this scene • 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your wriJng with a partner
Stand if you have… • A phrase that shows strong feeling… • A phrase that uses speciﬁc names… • A parJcularly descripJve line – using details from the novel… • An eﬀecJve ﬁrst line… • Now, what will you change? What can you add, delete, revise?
Criteria • Write in role – use ‘I’ • Use speciﬁc names • Phrases/words that show feeling • ParJcularly descripJve details of the event • Powerful ﬁrst line • What will you change aQer listening to others?
How can I help my students see geography as an opportunity to problem solve, to address the impact of geographical features on people’s lives…? Catriona Misfeldt in It’s All about Thinking (English, Social Studies & Humani<es) 2010
EssenJal QuesJons What stories do these data or this chart, graph, or map tell? Whose stories are they? What data are the most revealing and representaJve of the quality of life? Catriona Misfeldt, MacNeil Secondary
The Plan: • Co-‐create criteria for measuring quality of human life • Model how to underline phrases that might aﬀect the quality of a life • Students read and underline phrases from 2 diﬀerent case studies • Students record + and – factors aﬀecJng life • Exit slip – deﬁniJon of a good life
Emma “I hate you. You’re such an idiot!” The back door slammed loudly. Emma opened her eyes quickly and pulled up her soQ comforter. Her heart was beaJng fast, and she had a knot in her stomach. It was her older sister who had yelled and slammed the door. “Lazy head, out of bed!” her father shouted from the boKom of the stairs.
Heavy footsteps moved quickly though the house and then the front door opened and slammed shut. The car started and with a screech pulled away. Dad must be late for work. He oQen seemed angry now. Emma remembered happier Jmes when he helped her with her homework and they would go to basketball games together. She wondered if it would every be like that again. Caring for Young People’s Rights – Roland Case
Jose Turning over on the woven sleeping mat, Jose bumped into his younger brother. He could see the early morning light through the cracks in the sJck wall of his family’s home. The sJcks broke easily but were a type of wood that the termites wouldn’t eat. Jose could hear his mother feeding the chickens in the yard outside. Gently raising the thin bed sheet that kept the bugs oﬀ at night, Jose sat up and climbed over Salvador and his Jny sister Rosita. Careful not to wake them, he replaced the sheet and stepped on to the dirt ﬂoor. Caring for Young People’s Rights – Roland Case
Questioning – Joni Tsui• IntroducJon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others). • We completed the acJvity and I made sure every student in class wondered at least one thing.
What We Found: • Every student could contribute. There is no risk in asking a quesJon that no one is supposed to answer. • Students remembered a lot of previous informaJon. • When moving on to the lesson, they actually cared about the material!!! • The quesJons that they asked were oQen very good and related to the content that I was subsequently teaching.