Strong classrooms.strong schools- Coquitlam, Nov. 2010

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What is thinking? How do we infuse thinking into our teaching to enable all students to become more able thinkers?

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Strong classrooms.strong schools- Coquitlam, Nov. 2010

  1. 1. Strong  Classrooms,     Strong  Schools   “Thinking,  Thinking,  Thinking”   Coquitlam   Monday,  November  15th,  2010   Faye  Brownlie  
  2. 2. Learning  IntenGons   •  I  have  a  personal  mental  model  of  thinking  in   the  classroom.   •  I  have  added  to  my  repertoire,  strategies  to   support  and  develop  my  students’  thinking.   •  I  have  a  plan  for  what  next.   •  I  have  a  plan  to  collaborate  with  someone   else.  
  3. 3. Teaching…   …making  decisions  based  on  your  knowledge  of   •    your  students   •    your  curriculum   •    instrucGon  
  4. 4. Goal:   •  To  develop  students  as  thinkers  who  use  their   knowledge  to  solve  problems  and  to  act  wisely   •  To  develop  students  who  can  act   independently  and  interdependently   •  To  develop  students  who  are  reflecGve   learners  
  5. 5. What  is  thinking?  
  6. 6. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  7. 7. Universal Design for Learning MulGple  means:   -­‐to  tap  into  background  knowledge,  to  acGvate   prior  knowledge,  to  increase  engagement  and   moGvaGon   -­‐to  acquire  the  informaGon  and  knowledge  to   process  new  ideas  and  informaGon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  8. 8. 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  
  9. 9. Model Guided practice Independent practice Independent application   Pearson  &  Gallagher  (1983)  
  10. 10. Connect: from pictures “How is he feeling?” “How can you tell?”
  11. 11. Little Beauty - Anthony Browne Candlewick Press, 2008
  12. 12. Connect: from pictures Read each picture. What connections is your brain making? What do you know? What do you wonder?
  13. 13. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?
  14. 14. Students need: •  To see themselves as writers •  To have fun •  To develop a sense of sound/ symbol relationships •  To find their stories •  To work with criteria •  Teacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)
  15. 15. K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria   Pearson  &  Gallagher  (1983)  
  16. 16. Criteria – K/1 What’s  Next  for  This  Beginning  Writer?  –  Reid,  Schultz,  Petersen   Big,  Bold,  Bright   Make  a  picture   that  tells  a  story   Tell  some  le^ers   you  know   Try  some  sounds  you   know  
  17. 17. Grade  2/3  WriGng  Criteria   •  An  opening  sentence  with  a  hook   •  Details   •  DisGnguished  words  
  18. 18. Autumn  Bear   Author-­‐Diane  Culling   Illustrator  -­‐  Cindy  Vincent   Snowberry  Books,  2007   ISBN  978-­‐0-­‐9736678-­‐2-­‐0  
  19. 19. One  September  morning  •a  piece  of  fog  touched  me.    As  I   looked  out  my  window  the  gold  leaves  driged  out  of  the   tree    as  I  dragged  my  feet  down  the  stairs  to  breakfreast,  as  I   waited  for  the  school  bus  I  feel  puffs  of  wind  pick  up  my  hair   when  the  school  bus  came  I  slowley  walk  up  the  stairs  as  I   bundled  •  in  a  seat  as  I  went  down  the  steps  I  saw  birds   migraGng  south  as  if  leaves  followed  them    it  looked  like   they  were  air  dancing.•    -­‐Allyson,  gr.2  
  20. 20. •  As  the  cool  fall  leafs  fall  the  aniamails  hide   in  thir  hafertat  an  the  people  put  worm  fire   on  and  they  have  hot  chocolet  with   mashmao.    If  feel  couze  with  the  blaket  on   you.    You  feel  like  you  want  to  stay  home   forever.    The  wind  hits  your  face  it  feels  like   somebudys  teeching  except  it’s  the  breeze.           -­‐by  Jason,  gr.3  
  21. 21. •  When  the  Autumn  wind  blows  it  makes  me  shiver.  It  really   makes  me  quiver.    The  wind  is  cold  and  really  bold,  it  feels   refreshing  on  my  face.    I  get  to  keep  my  own  pace.    My   hair  would  blow  I  can  be  slow,  I  walk  on  the  ground  I  don’t   have  a  frown,  it  feels  so  good  and  it  keeps  me  in  a  joyful   mood  it  keeps  me  happy  for  the  rest  of  the  day  and  I  want   to  play  and  play.    Ager  the  Autumn  wind  blows  on  my  face   it  is  really  cool,  it  almost  feels  as  cold  as  my  pool.            By  Samantha,  gr.3   Autumn  Wind  
  22. 22. Grade  1  WriGng  Criteria   •powerful  beginning   •detail  
  23. 23. Pinduli   By  Janell  Cannon   Harcourt,  2004  
  24. 24. Cinquain Poems •  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   •  NoGce  literacy  elements  used   •  Brainstorm  for  a  list  of  potenGal  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  
  25. 25. Garnet’s  4/5s  Literary  Elements   •  Simile   •  Rhyme   •  AlliteraGon   •  assonance  
  26. 26. Sun  Run   Jog  together   Heaving  panGng  pushing   The  cumbersome  mass  moves  along   10  K  
  27. 27. Vicky   Shy  and  happy   The  only  child  at  home   Always  have  a  smile  on  her  face                                                                  my   cheerful  
  28. 28. Candy   Choclate  bars   Tastes  like  a  gummy  drop   Lickrish  hard  like  gummys   Eat   Thomas  
  29. 29. Vampires   Quenching  the  thirst   These  bloodthirsty  demons   Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  30. 30. Think  Aloud:       Students  need   •  A  model   •  Guided  pracGce  in  following  the  model   •  An  opportunity  to  pracGce  the  strategy,  with   support  as  needed   •  Choice  in  the  degree  of  complexity  they  use  to   complete  the  task  
  31. 31. 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.  
  32. 32. High  above,  her  pup  is  waiGng.    He  is    wrapped  in  a  piece  of  kelp  so  he  can’t    drig  away  while  Mother  is  down    below.  
  33. 33. He  bobs,  floaGng  on  his  back  in  the    cold  waves,  holding  his  front  paws  and    hind  flippers  above  the  water  to  keep    them  dry.  
  34. 34. Online  literacy  videos   •  www.sd72.bc.ca  Literacy  Videos   •  Clustering  from  Text   •  Squiggles   •  It’s  All  in  the  Bag  
  35. 35. Goals Plan Rationale Planning Goals: What do we want to develop/ explore/change/ refine to better connect social responsibility and our curriculum teaching? Rationale: Why are we choosing this focus? Plan: How will we do this?

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