An evening session on effective teaching practices and AFL. Fine reflective conversation in evidence around implementation of new practices and AFL during the adapted people search.

1. Current
and
Effec-ve
Teaching
Strategies
across
the
Curriculum
Bulkley
Valley
May
3rd,
2012
Faye
Brownlie
www.slideshare.net

2. Learning
Inten-ons
• I
can
iden-fy
‘what
counts’
in
different
teaching
sequences
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me
and
to
my
students
• I
have
a
plan
to
con-nue
to
ask
the
ques-ons,
”How
is
what
I
am
doing
suppor-ng
the
learning
of
all
my
students?”
and
“How
do
I
know?”

3. People
Search
• New
rules!
• Choose
1
box
you’d
like
to
answer
yourself
• Hear
stories
from
no
more
than
2
at
your
table
• Talk
with
at
least
2
others
from
other
tables,
with
one
of
them
NOT
being
at
your
grade/
subject
level

4. Universal Design for Learning
Mul-ple
means:
-­‐to
tap
into
background
knowledge,
to
ac-vate
prior
knowledge,
to
increase
engagement
and
mo-va-on
(connec-ng)
-­‐to
acquire
the
informa-on
and
knowledge
to
process
new
ideas
and
informa-on
(processing)
-­‐to
express
what
they
know
(transforming/
personalizing).
Rose
&
Meyer,
2002

5. 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

6. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s-ll
for
them.”
-­‐
S-ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques-ons
to
show
evidence
of
learning

7. 4.
Descrip+ve
Feedback
Timely,
relevant
descrip-ve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

8. Goal: develop and apply mathematical
language
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?

10. Inuit
Study
• Now
try
the
same
strategy
with
content.
• Back
to
back
drawing.
• Aber
each
sketch,
check
out
the
image
and
write
a
one
sentence
synthesis
of
what
is
important
–
or
generate
5-­‐8
key
phrases
describing
the
picture.
• Students
walk
through
the
‘gallery’
and
observe
the
other
pictures
and
statements/phrases.
• Students
web
what
they
now
know.

12. Intro
to
Circula-on
–
Gr.
12
Biology
Natalie
Burns,
Burnaby
Central
The
Challenge:
–
A
hook
–
More
discussion
–
Thinking
more
deeply
about
the
content
–
Building
community
in
the
classroom

13. First
Class
–
80
minutes
•
I
wonder
pictures
•
Big
idea
–
circula-on
•
2
minute
quick
write
–
what
I
remember
•
20
min.
–
alone
or
with
a
partner,
terms
–
heart,
blood,
arteries,
veins,
capillaries,
immune
system,
circulatory
disorders
–
then
mindmap
•
Connect
to
heart
image
•
10
min.
–
lecture,
3
slides
•
15
min.
-­‐-­‐-­‐
essen-al
ques-ons
–
in
groups,
discuss
each
•
Class
discussion
on
essen-al
ques-ons
•
Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn

17. What
do
you
know
about
the
circulatory
system?

18. BCircula-on:
An
Overview
Circula+on:
Ablood
around
the
•Blood
vessels
transport
n
Overview
body
-­‐Arteries
carry
blood
away
from
the
heart
-­‐Veins
carry
blood
to
the
heart
-­‐Capillaries
allow
for
gas,
nutrient
and
waste
exchange
between
blood
cells
and
body
cells
• ood
vessels
transport
blood
around
the
body
-
Arteries
carry
blood
away
from
the
heart
-
Veins
carry
blood
towards
the
heart
-
Capillaries
allow
for
gas,
nutrient
&
waste
exchange
between
blood
cells
and
body
cells

19. • The
heart
is
responsible
for
pumping
blood
throughout
your
whole
body
-­‐There
are
chambers
to
separate
oxygenated
and
deoxygenated
blood
-­‐The
right
side
of
the
heart
pumps
blood
to
the
lungs
and
the
leb
side
of
the
heart
pumps
blood
throughout
the
body

20. • Blood
is
made
up
of
more
than
just
red
stuff!
-­‐Most
of
blood
is
plasma
(liquid)
-­‐White
blood
cells
help
our
immune
system
by
figh-ng
diseases
-­‐Platelets
allow
our
blood
to
clot
-­‐Red
blood
cells
carry
O2
&
nutrients
to
cells,
and
CO2
&
waste
away
from
cells

21. 3
Essen-al
Ques-ons
1. How
cri-cal
is
a
heart
to
the
life
of
an
organism?
2.
How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
their
loca-on?
3. Why
must
blood
always
be
flowing?

22. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011

23. Every
learner
will
realize
their
full
poten-al
and
contribute
to
the
well-­‐
being
of
our
province.
To
move
our
educa-on
system
from
good
to
great,
the
Plan
has
five
key
elements:
1) Personalized
learning
for
every
student
2)
Quality
teaching
and
learning
3)
Flexibility
and
choice
4) High
standards
5) Learning
empowered
by
technology