Stu'ate lelum.what makes a difference in teaching.may.2011
Teaching that Makes a Diﬀerence May 9, 2011 Stu-‐Ate Secondary School Faye Brownlie
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.
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
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.
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)
FrameworksIt’s All about Thinking – Brownlie & Schnellert, 2009
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
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
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
Assessment OF Learning Purpose: reporCng out, summaCve assessment, measuring learning Audience: parents and public Timing: end Form: le[er grades, rank order, percentage scores
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
The Six Big AFL Strategies 1. IntenCons 2. Criteria 3. DescripCve feedback 4. QuesCons 5. Self and peer assessment 6. Ownership
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
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.
Salmon Creek – Anne[e LeBox & Karen Reczuch 2002, Douglas & McIntyre
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.
How can you show yournumber for our number book?
Questioning• Who is answering your quesCons? • Who is asking the quesCons?
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)
• 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.
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
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?