The document discusses effective teaching strategies and emphasizes the importance of quality teaching in enhancing student learning. It outlines various learning intentions, assessment approaches, and pedagogical frameworks, including the concept of universal design for learning and backwards design. Additionally, it highlights the need for critical thinking, problem-solving, and student engagement through diverse instructional methods.

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?”

3. The Context

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

6. The power of teaching

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

15. The
Reforma-on

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’?

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.

40. How can I move from a text-driven stance in
a math curriculum that is new to me?

41. Essential Questions:
What
is
a
tessella-on?
How
do
these
shapes
work
together?

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

50. Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• Allitera-on
• Assonance

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

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