The document outlines effective teaching strategies and learning intentions focused on personalized education and student engagement. It emphasizes the importance of backward design in developing learning goals and includes specific methods for assessment, peer feedback, and community building in the classroom. Ultimately, it aims to enhance student learning and achieve educational excellence through flexible and technology-empowered approaches.

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