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Rupert. 1st sessions.nov


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Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary

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Rupert. 1st sessions.nov

  1. 1. It’s All about Thinking – Collaborating to Support All LearnersReading, Writing, Thinking Strategies Prince  Rupert   Nov.  7  &  8th,  2012  
  2. 2. 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  
  3. 3. The teeter totter kids curriculumkids
  4. 4. 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.  
  5. 5. 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)  
  6. 6. 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)  
  7. 7. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  8. 8. 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?  
  9. 9. 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  
  10. 10. 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
  11. 11. 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).                          
  12. 12. UDL  –  mul)ple  means  -­‐   Strategy  purpose  ConnecJng  Processing  Transforming  and  personalizing  
  13. 13. Nov  7  am,  4/5  
  14. 14. 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  
  15. 15. Learning Intentions•I can write a cinquain poem, following thepattern•I can give and receive feedback on how tomake a cinquain poem be effective
  16. 16. Garnet’s 4/5s Literary Elements•  Simile  •  Rhyme  •  AlliteraJon  •  Assonance  
  17. 17. Sun  Run   Jog  together   Heaving  panJng  pushing  The  cumbersome  mass  moves  along   10  K  
  18. 18. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  19. 19. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  20. 20. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  21. 21. Majic   LafaJng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  22. 22. Nov  7  pm,  6/7  
  23. 23. 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.  
  24. 24. 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  
  25. 25. 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  
  26. 26. 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?  
  27. 27. 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?  
  28. 28. Nov  8  am,  8/9  humaniJes  
  29. 29. 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  
  30. 30. 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  
  31. 31. 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  
  32. 32. 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.  
  33. 33. 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  
  34. 34. 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  
  35. 35. Nov  8,  PM,  secondary  
  36. 36. Questioning
  37. 37. 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.          
  38. 38. 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.