Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
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,
Bulkely valley nov general session 2013Faye Brownlie
Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
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,
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
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.
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.
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals
Differentiation/ Stretch&Challenge TrainingAmjad Ali
Try This Ed Support- My Training and CPD company PowerPoint- Try This Ed Support.
I have removed some key ideas as schools have paid to have this session delivered.
I can be contacted on www.twitter.com/ASTSupportAAli
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
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.
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.
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals
Differentiation/ Stretch&Challenge TrainingAmjad Ali
Try This Ed Support- My Training and CPD company PowerPoint- Try This Ed Support.
I have removed some key ideas as schools have paid to have this session delivered.
I can be contacted on www.twitter.com/ASTSupportAAli
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
Designed for the spring forum for BCPTA, Stay Calm and Teach On, a selection of inclusive literacy practices - including grab bag writing, making inferences, setting up literacy centres and small group reading where children read, read, read.
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?
evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.
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
A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
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.
An afternoon follow-up session after classroom demonstration. Strategies for all learners: power paragraphs, descriptive feedback and oral language with tesselations in math, questioning from pictures.
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
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Current
and
Effec-ve
Teaching
Strategies
across
the
Curriculum
Bulkley
Valley
Friday
AM,
Feb.
10,
2012
Faye
Brownlie
www.slideshare.net
2. Learning
Inten-ons
• I
can
beHer
describe
why
quality
teaching
counts
and
what
it
look
like
• 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?”
4. Change
in
Workplace
Skill
Demand
in
US:
1969-‐1999
(Autor,
Levy,
Murnane,
2003)
Skill
Category
Change
Complex
communica-on
+14%
Expert
thinking
and
problem
solving
+8%
Rou-ne
manual
-‐2%
Non-‐rou-ne
manual
-‐5%
Rou-ne
cogni-ve
-‐8%
5. Seymour
Papert,
1998
“We
need
to
produce
people
who
know
how
to
act
when
they’re
faced
with
situa-ons
for
which
they
were
not
specifically
prepared.”
Educa-on
not
training
Confer
skills
AND
develop
new
skills
7. Dylan
Wiliam,
2011
Pedagogy
trumps
curriculum
How
you
are
taught
is
more
important
than
what
you
are
taught…greatest
impact
on
learning
8. Slavin
&
Lake,
2008;
Slavin,
Lake,
Cahmbers,
Cheung
&
Davis,
2009;
Slavin,
Lake
&
Groff,
2009
Student
achievement
changes
when:
•teaching
changes
•student
interac-ons
change
9. Wiliam,
2011;
PISA,
2007
• ‘value
added’
–
difference
between
what
a
student
knew
when
he
arrived
at
a
school
and
what
he
knew
when
he
lem
• School
or
classroom?
• 4
X
the
effect
size
10. Frameworks
It’s All About Thinking – English, SS, Humanities -
Brownlie & Schnellert, 2009; - Math & Science - Brownlie,
Fullerton & Schnellert, 2011
11. 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
12. 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
13. 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
14. 4.
Descrip6ve
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
16. Learning
Inten-ons
• I
can
iden-fy
what
the
Reforma-on
was
• I
can
iden-fy
3
causes
people
had
for
figh-ng
against
the
Catholic
Church
• I
can
iden-fy
the
5
W’s
of
the
Reforma-on
17. Big
Ideas
• people
iden-fied
with
the
lord
of
their
manor
(their
ruler)
and/or
a
united,
Catholic
Europe
• 16th
century
–
Reforma-on
began
a
change
from
a
united,
Catholic
Europe
to
na-on
states
and
countries
• complaints
against
the
Catholic
Church:
– taxes
– selling
jobs
or
posi-ons
(simony)
– charging
for
services
18. Before
During
A?er
simony
indulgence
nepo-sm
purgatory
mortal
sin
remission
here-cs
19. Common
Text-‐Choice
Response
• K-‐4
class
• Goal:
teach
how
to
‘show
what
you
know’
–
a
form
of
response
–
to
a
mul--‐age
class
• Structure:
group
lesson,
differen-ated
response
–
-me
for
1:1
20. The
Plan
• Background
knowledge:
what
do
you
know?
• New
informa-on:
read
text
• Response:
discuss
op-ons
• New
informa-on:
model
web
• Meet
with
EACH
student
-‐acknowledge
what
is
working
-‐extend
the
thinking/response
•
Plan
for
‘what’s
next’?
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35. • How
is
this
quality
teaching?
• How
is
this
AFL?
36. Math Centres – gr. 1/2
Michelle Hikada, Tait
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paHerns
with
different
materials
(prac-ce)
• 1
making
paHerns
with
s-ckers
(prac-ce)
• 1
graphing
in
partners
(prac-ce)
37. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques-ons
about
your
graph.
• Make
another
graph
with
a
different
material.
38.
39.
40. How can I move from a text-driven stance in
a math curriculum that is new to me?
42. Learning Intentions:
• I
can
make
a
tessella-on.
• I
know
what
polygons
will
tessellate.
• I
know
why
some
polygons
will
tessellate
and
some
won’t.
43. Criteria for a tessellation:
• Repeated
congruent
shape
• No
gaps
• No
overlaps
• Vertex
of
any
tessella-ng
angle
is
360°
44. We found out:
• Only
3
regular
polygons
will
tessellate:
– Triangle
– Square
– Hexagon
Assessment:
Be
prepared
to
explain
why
an
octagon
will
not…
I’m
listening
for
kids
who
use
the
words
-‐polygon,
tessellate,
vertex,
line
segments
45. Tessellations
octagon
polygon
tessellate
vertex
Line
seg-‐
ment
Beth
Dylan
Luca
Emma
46. 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
47. 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?
48. and
so...?
What
mathematical
processes did you
engage in?
49. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paHern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• No-ce
literacy
elements
used
• Brainstorm
for
a
list
of
poten-al
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher
51. Sun
Run
Jog
together
Heaving
pan-ng
pushing
The
cumbersome
mass
moves
along
10
K
52. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful
53.
54.
55.
56. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas
57. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah
58. Majic
Lafa-ng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry
59. Resources
• Assessment
&
Instruc6on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa6ons,
ThoughAul
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
–
collabora6ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani6es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora6ng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011