Stu'ate lelum.what makes a difference in teaching.may.2011

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Stu'ate lelum.what makes a difference in teaching.may.2011

  1. 1. Teaching  that  Makes  a  Difference   May  9,  2011   Stu-­‐Ate  Secondary  School   Faye  Brownlie  
  2. 2. Learning  IntenCons  •  I  understand  the  power  of  collaboraCon  in   improving  student  learning.  •  I  can  idenCfy  ‘quality  teaching’  and  explain   what  aspects  of  it  make  a  difference  in   inclusive  classes.  •  I  can  find  more  ways  to  embed  assessment  for   learning  into  my  pracCce.  •  I  have  a  plan  to  try  something  new  to  me.  
  3. 3. How  the  world’  best  performing   school  systems  come  out  on  top  –   Sept.  2007,  McKinsey  &  Co.  1.  GeVng  the  right  people  to  become  teachers  2.  Developing  them  into  effecCve  instructors  3.  Ensuring  that  the  system  is  able  to  deliver  the   best  possible  instrucCon  for  every  child  
  4. 4. McKinsey  Report,  2007  •  The  top-­‐performing  school  systems  recognise   that  the  only  way  to  improve  outcomes  is  to   improve  instrucCon:    learning  occurs  when   students  and  teachers  interact,  and  thus  to   improve  learning  implies  improving  the  quality   of  that  interacCon.  
  5. 5. How  the  world’s  most  improved  school   systems  keep  geVng  be[er  – McKinsey,  2010  Three  changes  collaboraCve  pracCce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracCce  public  and  the  enCre  teaching   populaCon  sharing  responsibility  for  student  learning.  2.  Focus  shied  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucCon’  and   teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  6. 6. FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
  7. 7. Universal Design for LearningMulCple  means:  -­‐to  tap  into  background  knowledge,  to  acCvate   prior  knowledge,  to  increase  engagement  and   moCvaCon  -­‐to  acquire  the  informaCon  and  knowledge  to   process  new  ideas  and  informaCon  -­‐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. Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaCve  learning  •  Literature  circles  and  informaCon  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
  10. 10. Assessment  OF  Learning   Purpose:  reporCng  out,  summaCve        assessment,  measuring  learning   Audience:  parents  and  public   Timing:    end   Form:    le[er  grades,  rank  order,        percentage  scores  
  11. 11. Assessment  FOR  Learning   Purpose:  guide  instrucCon,  improve        learning   Audience:  teacher  and  student   Timing:    at  the  beginning,  day  by        day,  minute  by  minute   Form:    descripCve  feedback  
  12. 12. The  Six  Big  AFL  Strategies   1.     IntenCons   2.     Criteria   3.     DescripCve  feedback   4.     QuesCons   5.     Self  and  peer  assessment   6.     Ownership  
  13. 13. Open-ended strategies: connect processpersonalize/transform(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kameenui & Carnine, 2002; )
  14. 14. Teach Content to All    Learning in Safe Schools - Brownlie, King"
  15. 15. Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
  16. 16. Benne[,  2007  
  17. 17. Collaborative SkillsSocial Skills: taking turns, equal voice, calm voice,politeness, appreciation statements, waiting yourturn, encouraging othersCommunication Skills: attentive listening,paraphrasing, seeking clarification, accepting andextending the ideas of others, probingCritical Thinking Skills: suspending judgment,examining both sides of an issue, considering allfactors, disagreeing agreeably
  18. 18. The teeter totter kids curriculumkids
  19. 19. Essential Lesson Components•  EssenCal  quesCon/learning  intenCon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenCaCon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  
  20. 20. QuesConing  –  gr.  2/3  Goal:    creaCng  real  quesCons,  using  quesCons  to   link  background  knowledge  with  new   informaCon,  create  curiosity  •  Present  an  image.  •  Aer  each  image,  ask  students  to  pose   quesCons  about  the  image  and  to  resist  the   urge  to  answer  someone  else’s  quesCon.  •  Repeat  with  3-­‐4  images.  
  21. 21. Salmon  Creek  –  Anne[e  LeBox  &  Karen  Reczuch          2002,  Douglas  &  McIntyre  
  22. 22. Questioning – Joni Tsui•  IntroducCon  to  earthquakes  in  geology  12.    •  Students  have  all  seen  earthquakes  in   previous  classes  (some  more  than  others).  •  We  completed  the  acCvity  and  I  made  sure   every  student  in  class  wondered  at  least  one   thing.          
  23. 23. Questioning•  Math  •  Closed  vs  open  
  24. 24. •  1  +  4  =    •  2  +  3  =  •  4  +  1  =  •  0  +  5  =  
  25. 25. How can you show yournumber for our number book?
  26. 26. Questioning•  Who  is  answering  your  quesCons?  •  Who  is  asking  the  quesCons?  
  27. 27. Math Centres – gr. 1/2 Michelle Hikada, Tait•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  pa[erns  with  different  materials   (pracCce)  •  1  making  pa[erns  with  sCckers  (pracCce)  •  1  graphing  in  partners  (pracCce)  
  28. 28. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  quesCons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
  29. 29. Critical thinking & Problem-Solving•  How  much  forest  must  be  removed  to  create  a   4-­‐lane  highway  15  km  long?  •  How  can  you  figure  it  out?  •  What  thinking  skills  do  you  use?  It’s  all  about  thinking  in  math  &  science  –  Brownlie,  Fullerton,  Schnellert  
  30. 30. Critical thinking & Problem-Solving•  How  much  forest  must   be  removed  to  create  a   4-­‐lane  highway  15  km   long?  •  How  can  you  figure  it   out?  

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