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Bodwell.feb.2015
- 1. It’s All AboutThinking: engaging and achieving for all learners Bodwell High School February 23, 2015 www.slideshare.net/fayebrownlie/ bodwell/2015
- 2. Learning Intentions • I have more strategies to include ALL student voices in my classes. • I am conEnuing to grow my understanding of effecEve teaching pracEces for adolescent learners. • I have a plan to try something different in my classes.
- 3. My understanding ofBodwell goals • High performance • Increased skill in reading, wriEng and speaking English • Building a community of learners
- 4. McKinsey Report, 2007 • The top-‐performing school systems recognize that the only way to improve outcomes is to improve instrucEon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacEon.
- 5. How the world’smost improved school systems keep getting better –McKinsey, 2010 Three changes collaboraEve pracEce brought about: 1. Teachers moved from being private emperors to making their pracEce public and the enEre teaching populaEon sharing responsibility for student learning. 2. Focus shiOed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucEon’ and teachers became custodians of the model. (p. 79-‐81)
- 6. • “An impressive number of studies confirm that avid or “self-‐selected” reading is the main source of our reading ability, vocabulary knowledge, our ability to handle complex grammaEcal construcEons, spelling, and our ability to write in an acceptable style.” • Stephen Krashan in Reading Today, Nov/Dec 2014
- 7. The teeter totter kids kidscurriculum
- 8. Universal Design forLearning p. 54, It’s All about Thinking – Math/Science “Rather than taking the perspecEve that we should “fix” children because they do not learn in a parEcular way , UDL takes a student-‐centered approach, which means designing many ways to engage students, many ways for them to access and process informaEon, and many ways for them to express what they know and learn. We achieve this by using curricular materials and acEviEes that that provide mulEple paths for students with differing strengths, interests, and abiliEes. These alternaEves are built into the instrucEonal design of educaEonal materials; they are not added on aOer the fact.”
- 9. • Say something: – What does this mean to you? – What does this look like in your pracEce? – What do you do more consciously now than you did 2 years ago?
- 10. Backwards Design Teaching with the end in mind. QuesEons to guide our planning: -‐What do I want my students to know and do? -‐How will I know that they have developed these understandings and thinking strategies? -‐How will I engage students in construcEng understandings and developing key strategies?
- 11. Approaches • Assessment for learning (p.60-‐61) (p.47-‐48) • Open-‐ended strategies (p.61-‐63) (p.48-‐50) • Gradual release of responsibility (p.63) (p.50) • CooperaEve learning (p.63-‐64) (p.50-‐51) • Literature circles (p.51-‐53) • InformaEon circles (p.65) • Inquiry (p.66) (p.53)
- 12. Task • Groups of 3-‐4 • Read your secEon and discuss what it means to you • Create a 10 word poem – What is this? – Why does it maier?
- 13. “The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam • Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback and are more likely to use it to improve their performance • Oral feedback is much more effecEve than wriien • The most powerful feedback is provided from the student to the teacher
- 14. Strategy Sequences • Consider: – MulEple paths to the big idea – Who is talking? – Who is doing the work? – Engagement – Co-‐construcEon of knowledge
- 15. Introduction to Mitosis • Whip around – what do you remember about DNA? Quick write. • QuesEoning from 3 pictures • AnEcipaEon guide – with partner • Read to find out and provide evidence for your answer • Sort and predict – groups of 3 • With Ken Asano, Centennial
- 20. Before AOer
- 21. cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replicaEon replace spindle fibres funcEon for survival separate
- 27. Goal: Reading andWriting with Fluency • Grade 8 English • Dawnn Thorsen, CT and Sheryl Proskiw, ELD, Prince Rupert Middle School • Have co-‐taught for 2 years – TRUST – All we need is a GOAL – Every 2nd day in both classes
- 28. • Both classes have 24 kids • Both classes have 3 kids on IEPs • Classroom management improved with daily 20 minutes of silent reading • Class 1 – Lower self-‐esteem – 18 have had ESD support at some point • Class 2 – 4 students have challenged grade 8 math – EA – More diversity
- 29. Day 1: MysteryWriting • Enter class to see the scene of the crime • 5 minute write – Set the scene – What happened? – Why? – Mood? • Dawnn modeled a start on the board • Change groups according to your coloured name tag • Character (all names of actual people in the school) – One reads the character’s point of view – 5 minutes, add on • Change groups • Piece of evidence – Examine the evidence together – 5 minutes, add on
- 33. • WriEng is collected as kids leave • Plenty of Eme for both teachers to move around to support and extend all learners • Students very on task • Tomorrow: – Teachers will have chosen one phrase/line from each writer – Display for all to see – Look for strengths – Move to wriEng own detecEve story
- 34. Math 9 LO: multiplyand divide rational numbers (positive and negative mixed number fractions) • Challenge: – engaging and challenging the various levels of learners – Thinking about raEonale numbers not just operaEng on them
- 35. • Sara added two frac,ons. Her sum was a li5le more than 5.What could her frac,ons be? How many ways can you find?
- 36. • Tony subtracted one frac,on from another. The difference was almost nega,ve 2. What could his frac,ons be? How many ways can you find?
- 37. • Choose one or the other or both and then record as many as they can on their dry erase boards. • Use mixed numerals and/or improper fracEons. • Challenge: include integer fracEons. • Challenge: use one fracEon that’s really big and another that’s really • What’s the WEIRDEST one you can come up with??
- 38. Strategy Sequences • Using the language • Who is talking?
- 39. Lit 12: pracEce without penalty Naryn Searcy, PenEcton • Goal: learn how to represent your understanding of a poem in a different ways • Poet: Robert Burns – Auld Lang Syne (read aloud) – To a Mouse (teams)
- 40. 1. Read aloud and pracEce stanza with partner 2. Connect to themes: – Mankind has broken its union with nature – Even our best laid plans oOen do not work out 3. Microcosm & universal truths
- 41. Assignment 1. Mouse Dance – all 8 stanzas (2-‐4 students) 2. Comic (1-‐2 students) 3. Reduced poetry (1-‐2 students)
- 42. Criteria • Demonstrate understanding of the meaning of all 8 stanzas of the poem • Recognize and demonstrate the 2 themes
- 43. Feedback • What worked? • What’s missing? • What’s next?
- 44. Robert Burns (1759-‐1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, Km'rous beasKe, Oh, what a panic's in thy breasKe! Thou need na start awa sae hasty Wi' bickerin braOle! I wad be laith to rin an' chase thee Wi' murd'ring paOle!
- 47. Reduced Poem Poor liile mouse petrified Don’t run away quickly! Humans break nature’s contract – theme 1 No trust well deserved You don’t request much Have too much myself Oh your house gone! December approaches uncomfortably close Security beneath the chill Soon destroyed with cut Home lost high price Not alone in lesson: Best plans oOen fail – theme 2 Mouse lucky because humans Regret past/fear future
- 48. Mouse Dance Notes 1. Mouse (Mai) gathering materials for winter, builds house (Boyd) 2. Mouse is shivering – symbolizing winter 3. Famer & his equipment (Ethan & Corey) destroy mouse’s house – represents theme that man breaks nature’s fickle bond 4. Farmer feels bad, tries to apologize to mouse (nature) 5. Mouse won’t accept forgiveness – nothing leO to build a house 6. Mouse comes back and shoots the farmer 7. Mouse has heart aiack – represents the theme that plans oOen backfire – best laid plans of mouse and men don’t work!
- 49. Average velocity isthe rate of change in position Grade 10 science Sarah Johnson, Prince Rupert with thanks to Aliisa Sarta, Moody Secondary
- 50.
- 51. • Video of The Tortoise and the Hare • Describe the movement of them both • Handed out vocabulary matching with physics ‘moEon’ vocabulary words (but not the matches) • See the video again • Describe the movement with the new vocabulary • Match the vocabulary with the correct definiEon • 1:1 coaching: what are you certain of, where do you need help?
- 52. • Average velocity • Distance • Magnitude • NegaEve slope • PosiEve slope • Scalar • Slope • Speed • Time • Time interval • Uniform moEon • Vector • Velocity • Zero slope • PosiEon-‐Eme graph (displacement-‐Eme graph)
- 53. • How many of you have an answer? • How many of you would like to share?
- 54. Note-taking in FoodStudies • Best Secondary with Alexia Baldwin and Denise Nemblard, grade 9 Food Studies • Previously had lesson on grains and rice cooking demo • Challenge: S love pracEcal, not the theory; text is 1975, present by lecture • LO: – Rice is part of the grain group – NutriEonal values of different grains of rice – Factors influencing choice of rice – Wild rice, a Canadian component
- 55. • Whip around – know about rice (Alexia) • Lecture: background info on rice, S fill in notes (Denise) • Matching: S, in groups use the words provided to fill in the blanks on their note-‐taking sheet (Faye) – Working in groups – Plenty of Eme for individual and small group feedback • Tie to LO: something you know now that you didn’t know before
- 56. • Japanese • Thailand • India • short • nuiy • red • risoio • chewy • sEcky • floral
- 57. Specialty Rices 5 important types Arborio – essenEal for making ___________ BasmaE – extra long grain widely used in _________ with a unique, _______ flavour Jasmine – from __________ with a delicate and ___________fragrance Wehani -‐ _________ colour with a rich earthy flavour GluEnous – sweet-‐tasEng _______ grained rice that becomes _______ and _________ when cooked; used in Chinese and ________ cuisines
- 58.
- 59. Criteria: Physics 11 Checkpoints Jacob Martens, Vancouver • Exemplary: Complete & in depth understanding of concepts. Answers are correct, with elegant soluEon strategies. • Accomplished: Solid understanding of concepts. Most answers are correct. SoluEon strategy has few errors. • Developing: Basic understanding of concepts. Errors and inconsistency reveal some missing elements. • Beginning: Does not demonstrate basic understanding of concept. SubstanEal errors and/or omissions. • Criteria: Michelle Wood, West Van, Science 10 IRP
- 60. Criteria: Exemplary Accomplished Developing Basic Concept #11 Solve problems involving the law of conservaKon of energy. A 50. kg girl slides down a 5.0 m long playground slide. The top of the slide is 2.0 m above the ground and the boiom of the slide is 0.5 m above the ground. How fast would one expect her to be moving at the boOom of the slide? E A B D Map for improvement: drawing, formulas given, working shown, correct calculaEon, sig figs, answers clearly indicated.
- 61. Concept #9 Relate work done to energy transformaKon. In the quesEon above, the girl reaches the boiom of the slide moving at 1.5 m/s. How much “work” was done on the girl by the force of fricEon? E A D B Map for improvement: drawing, formulas given, working shown, correct calculaEon, sig figs, answers clearly indicated.
- 62. • On the back of this sheet please use the concepts learned in this unit to explain why the girl is moving slower than expected.
- 63. KinemaEcs • The future locaEon and moEon of objects can be predicted based on their past locaEon and moEon.
- 64. B D A Learning IntenKons -‐ Knowing I can define and relate the terms: clock reading, posiKon and event. I can differenEate between a clock reading and a Kme interval. I can define and relate distance and average speed. I can define and relate displacement and average velocity. I can differenEate between scalars and vectors. I can define instantaneous velocity and instantaneous speed.
- 65. B D A Learning IntenKons -‐ Doing I can solve problems involving: displacement, Eme interval, and average velocity. I can construct posiEon-‐Eme graphs based on data from various sources. I can use posiEon-‐Eme graphs to determine: •displacement & average velocity •distance travelled & average speed •instantaneous velocity I can construct velocity-‐Eme graphs based on data from various sources.
- 66. Art 9/10 with SheriTompkins, Heritage Woods • Teacher Modelling • Students have ‘Talking about Art’ sheet. • Teacher presents a piece of her art, using ‘Talking about Art’ sheet as her guide and adding her own ideas. • T turns her back; students discuss and record. • T writes down what is said on her paper.
- 67. Art 9/10 with SheriTompkins, Heritage Woods • Working together • Student chooses one piece of his art for feedback • Student self-‐assesses, presents his piece to his group (of 4 or 5), others observe silently, student adds his comments. • Student turns his back. Group members discuss the art work, using the criteria sheet. No judgment, likes or dislikes. Student records the remarks.
- 68. • Students summarizes his feedback and others with – 2 aspects I want you to noEce – 1 aspect for feedback • The art work, the self-‐assessment and the summary are handed in to the teacher. • Teacher responds, following the summary of the student direcEon.
- 71. QuesEons Focus on what you see and what you feel. Give first impressions. Give gut reacEons. Make guesses. #1 What stands out the most when you first see the work? The (subject, object, element, area) that stands out the most is__________________ #2 Explain the reason you noEce the thing you menEon in #1. The (object, subject, element, area) stands out because_____________________ #3 As you keep looking, what else seems important or stands out? The other part(s) that seem important or that stand out is/ are__________________ #4 Why does the thing you menEon in #3 seem important? These/this other part(s) stand out or seem important because ________________ … #13 …
- 72. Goals Plan Rationale Planning What do wewant to develop/ explore/change/ refine to better meet the diverse needs of diverse learners? Why are we choosing this focus? How will we do this?