The document summarizes a discussion on effective teaching practices. It discusses using universal design for learning and backwards design to guide teaching. Key frameworks discussed include universal design for learning, backwards design, and assessment for learning. Specific lesson components are identified as essential, including establishing an essential question, using open-ended strategies, differentiation, and gradual release of responsibility.
Presentation from TESOL 2015, Toronto, Canada.
Bridging the Gap: Neuroscience, Learning Styles and Teacher Training by Carol Lethaby and Patricia Harries
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Presentation from TESOL 2015, Toronto, Canada.
Bridging the Gap: Neuroscience, Learning Styles and Teacher Training by Carol Lethaby and Patricia Harries
This was presented at the University of Strathclyde, Glasgow, Sotland, on 29th November 2007. The main focus is Inquiry Based Learning (IBL) but at the end I introduce Second Life and talk about my work with students in SL. Firstly I talked about what IBL is and then moved on to describe the work of the Centre for Inquiry Based Learning in the Arts and Social Sciences (CILASS) which is based at Sheffield University. I mentioned the level 1 module "Inquiry in Infrmation Management" (new last year), where I am part of the teaching team, and in particular I talked about the activity in Second Life with my first year "Information Literacy" class.
Introduces the unit and the philosophical, theoretical and historical context of psychological understanding and investigation of motivation and emotion.
Introduces the unit and the philosophical, theoretical and historical context of psychological understanding and investigation of motivation and emotion.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
Covers the top ten most common mistakes project managers make and how to avoid them. Using research and literature from sports psychology, such as James Loehr\'s The Mental Game, you\'ll learn techniques from positive psychology and competitive sports that focus on how to quickly rebound from mistakes. And, how to cultivate and use a strategic system for mitigating them. You will also learn how to manage your own reaction along with the loss of trust or damage to one’s reputation that can happen.
Reading and Writing with Skill and Passion, grades 2-5. Third day in the series. Focus on primary lit circles, building shared understanding of immigration in social studies with a picture book, 2 writing strategies, graffiti walls.
Backgrounder on assessment for learning and 3 classroom scenarios of 6 AFL strategies in action in classrooms - grades 4-10. Delivered in Toronto, Feb., 2010.
Afternoon follow-up session to classroom co-teaching. Focus on using Here Comes the Garbage Barge - Jonah Winter (Red Nose Studio) to teach inference and writing.
A half day conversation on student diversity and the redesigned curriculum. How do we teach so all have access and can participate, all want to participate?
Full day session 'It's All about Thinking: Engaging and Achieving for All Learners', grades 8-12. Focus on open-ended strategies, increasing oral language in the classroom, assessment for learning, engaging all learners in building their English language skills
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Quality Teaching and Assessment for Learning - the first of the 2011-12 PNS series, K-12, with demonstration teachers. This session focuses on frameworks for learning and AFL.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
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
Teacher Leaders: Leading Change in Difficult Times
What will schools look like 20 years from now? What role should teacher leaders play in this process? Come hear a national presenter discuss lessons learned from the nations’ most rapidly improving schools. This presentation looks at moving to CCSS using high levels of rigor for student learning and preparing classrooms for high student engagement.
Presenter: Bobby Ashley - Jefferson, NC
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
1. Building
Elementary
Secondary
Teams
2010-‐2011,
a
facilitated
conversa<on
Richmond
February
16th,
2011
Faye
Brownlie
2. Learning
Inten<ons
• I
have
a
beEer
understanding
of
how
to
use
Universal
Design
for
Learning
and
Backwards
Design
to
guide
my
teaching.
• I
have
determined
something
to
let
go
of
and
something
to
do
more
of.
• I
know
‘what
counts’
in
my
teaching.
• I
have
made
or
deepened
a
contact
with
someone
outside
my
school.
3. How
the
world’
best
performing
school
systems
come
out
on
top
–
Sept.
2007,
McKinsey
&
Co.
1. GeUng
the
right
people
to
become
teachers
2. Developing
them
into
effec<ve
instructors
3. Ensuring
that
the
system
is
able
to
deliver
the
best
possible
instruc<on
for
every
child
4. McKinsey
Report,
2007
• The
top-‐performing
school
systems
recognize
that
the
only
way
to
improve
outcomes
is
to
improve
instruc<on:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interac<on.
5. • Coaching
classroom
prac<ce
• Moving
teacher
training
to
the
classroom
• Developing
stronger
school
leaders
• Enabling
teachers
to
learn
from
each
other
6. Individual
teachers:
• Become
aware
of
areas
to
grow
in
their
prac<ce
• Gain
an
understanding
of
best
prac<ce
–
most
effec<ve
when
demonstrated
in
an
authen<c
seUng
• Are
mo<vated
to
improve
– Teachers
have
high
expecta<ons
– Share
a
common
purpose
– Have
a
collec<ve
belief
in
their
ability
to
make
a
difference
8. Universal Design for Learning
Mul<ple
means:
-‐to
tap
into
background
knowledge,
to
ac<vate
prior
knowledge,
to
increase
engagement
and
mo<va<on
-‐to
acquire
the
informa<on
and
knowledge
to
process
new
ideas
and
informa<on
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
9. 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
10. Approaches
• Assessment
for
learning
• Open-‐ended
strategies
• Gradual
release
of
responsibility
• Coopera<ve
learning
• Literature
circles
and
informa<on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
11. Essential Lesson Components
• Essen<al
ques<on/learning
inten<on/a
big
idea
• Open-‐ended
strategies:
connect-‐process-‐transform
• Differen<a<on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility
13. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
ac<ve,
collabora<ve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)-‐
Brownlie,
Fullerton,
Schnellert
in
press.
14. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
15. • Individually,
brainstorm
what
you
can
recall
about
the
characteris<cs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
deriva<ons,
label
an
atom…)
• Exit
slip:
2
characteris<cs
you
want
to
remember
about
atoms.
16. The
Atom
• All
maEer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
nega<ve
and
posi<ve
charges.
• Electrons
have
a
nega<ve
charge;
protons
have
a
posi<ve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
nega<vely
or
posi<vely
charged,
depending
on
the
ra<o
of
protons
and
neutrons.
17. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)