This document outlines an agenda for a leadership series session on teaching strategies. It includes an introduction and check-in, time for participants to report on strategies they tried and get feedback, and a group work session where participants discuss strategies in groups based on their school or subject area. The session aims to support designing lessons using universal design for learning and backwards design principles to engage all learners.
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.
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.
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.
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.
Teaching and research: What has neuroscience ever done for us?
The presenters critique the argument that research is irrelevant to teaching, focusing on the field of neuroscience. Using teaching examples, they argue that research findings can help teachers firstly, to recognize and avoid classroom practices based on misconceptions about brain-based learning, and secondly, to apply techniques that enhance and validate ideas of best practice.
IATEFL, Glasgow 2017
Carol Lethaby and Patricia Harries
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
Exposing Neuromyths and Evidence-Based Training TESOL 2017Carol Lethaby
Based on a talk at TESOL 2017
The presenters evaluate some commonly held misconceptions in education that may be influencing the practice of English language teachers. Referencing scientific evidence and recent research, they show why such beliefs are considered myths and how pervasive these ideas are. Alternative, evidence-based teacher education concepts and activities are proposed and exemplified.
Based on a talk by Carol Lethaby at TESOL, 2017 Seattle.
Some argue that girls and boys learn language differently. Using classroom video and the concepts of 'priming' and 'stereotype threat', the presenter asserts that education, not hardwiring, is what ensures that both sexes flourish when learning language. Teaching ideas to combat sexism and promote success with all children are presented.
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
From Guardian Teacher Network
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.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
Teaching and research: What has neuroscience ever done for us?
The presenters critique the argument that research is irrelevant to teaching, focusing on the field of neuroscience. Using teaching examples, they argue that research findings can help teachers firstly, to recognize and avoid classroom practices based on misconceptions about brain-based learning, and secondly, to apply techniques that enhance and validate ideas of best practice.
IATEFL, Glasgow 2017
Carol Lethaby and Patricia Harries
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
Exposing Neuromyths and Evidence-Based Training TESOL 2017Carol Lethaby
Based on a talk at TESOL 2017
The presenters evaluate some commonly held misconceptions in education that may be influencing the practice of English language teachers. Referencing scientific evidence and recent research, they show why such beliefs are considered myths and how pervasive these ideas are. Alternative, evidence-based teacher education concepts and activities are proposed and exemplified.
Based on a talk by Carol Lethaby at TESOL, 2017 Seattle.
Some argue that girls and boys learn language differently. Using classroom video and the concepts of 'priming' and 'stereotype threat', the presenter asserts that education, not hardwiring, is what ensures that both sexes flourish when learning language. Teaching ideas to combat sexism and promote success with all children are presented.
The Challenge Toolkit provides 50 different activities to stretch and extend students' thinking. They can be used for all ages and subjects.
From Guardian Teacher Network
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.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Continuing the inclusion discussion with secondary school teams, focusing on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
2nd in the series, Igniting a Passion for Literacy, K-7. Focus on writing and writers' workshop - K, building criteria sequence for 3-7, 1/2 writing after a mentor text. Connected to Big Ideas of English Language Arts curriculum.
What counts in literacy? How does this connect to the redesigned curriculum in BC? Balance. Allington's framework. Lisa's reading workshop. 2 lesson sequences.
By current estimates, we’re about a decade away from having exascale computing capability. That’s a pretty long time – especially in our world of HPC. What will the world be like in 2022? What form will exascale computing take when it’s real? These are difficult questions to answer. Never before has the HPC community focused so intensely on a machine so far beyond its grasp. Nevertheless, stalwart cadres around the globe are drafting strategies, plans, and roadmaps to get from here to exascale. So, what about the rest of us? Are there useful things we could do while waiting - or instead of waiting - for exascale? Perhaps there are. In this talk we’ll take a look at a few possibilities, including:
• Education
• eScience
• Big Data
• Broad HPC Deployment
• Computing in Industry
• Public Engagement
• Infrastructure Development and Build Out
• Success Metrics
Exascale computing may be a decade away, but there’s a lot to accomplish to be ready to exploit it. We’ll explore a few options here. We make no claim that these constitute the right agenda for the coming decade – nor do we suggest that we’ve given an exhaustive to-do list. Our intention is rather to open the conversation about what we should do while “waiting” for exascale.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
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.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
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
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
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
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.
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.
Co-teaching and strategies for teaching writing, building from classroom co-teaching experiences: co-plan, co-teach, unpack the lesson and determine what's next.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Bulkley valley.leadership.may2012
1. A Leadership Series: Current and
Effective Teaching Strategies across
the Curriculum
Bulkley
Valley,
Session
4
Friday,
May
4,
2012
Faye
Brownlie
www.slideshare.net
2. • Intro/check
in
• I
tried…with…
• What
worked?
What
didn’t?
What’s
next?
• Report
out:
commonaliHes
&
quesHons
• Strategies
• Team
planning
• Report
Out
&
ReflecHons
3. Group
work:
• One
with
people
from
your
school
• One
with
people
who
share
your
grade
or
your
subject
area
4. • 1
minute
check
in
…
name,
school,
“an
example
from
my
class
of
UDL
or
BD…”
• 40
minute
group
work:
What
I
tried,
who
I
worked
with,
how
it
connects
to
the
big
ideas
of
UDL
and
BD
– Groups
of
4
– 10
minutes
each
– Report
out:
• Common
threads
• QuesHons
for
me
5. Learning Intentions
•
I
can
design
lesson
sequences
using
the
principles
of
universal
design
for
learning
and
backwards
design
to
support
all
learners.
•
I
have
a
plan
to
work
with
others
–
or
another.
• I
have
a
plan
to
try
something
that
is
new
to
me.
7. Features
of
High-‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opHons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraHve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriaen
• the
meaningfulness
of
the
acHviHes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
8. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
acHve,
collaboraHve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)
2011.
9. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
10. • Individually,
brainstorm
what
you
can
recall
about
the
characterisHcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaHons,
label
an
atom…)
• Exit
slip:
2
characterisHcs
you
want
to
remember
about
atoms.
11. The
Atom
• All
maaer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaHve
and
posiHve
charges.
• Electrons
have
a
negaHve
charge;
protons
have
a
posiHve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
negaHvely
or
posiHvely
charged,
depending
on
the
raHo
of
protons
and
neutrons.
12. Goal
• Change
the
interacHon
paaerns
–
involve
more
students
• AcHvate
background
knowledge
• Increase
engagement
• Increase
student
quesHoning
• Use
informaHon
from
student
work
to
influence
next
steps
13. Inquiry and Thematic Teaching
• EssenHal
quesHon
• Gradual
release
of
responsibility
• Open-‐ended
quesHons
• Co-‐creaHng
criteria
for
journals
• Journal
selecHons
used
for
AoL
• Krista,
Mehj
&
Leyton
in
It’s
All
about
Thinking
(English,
Social
Studies,
HumaniEes)
• Grade
8
English
14. Essential Question
• How
are
hope,
knowledge,
and
friendship
necessary
for
the
survival
of
the
human
spirit?
15. Right
There
Think
and
Search
Factual
Ques1ons:
Interpreta1ve
Ques1ons:
-‐can
locate
an
answer
by
finding
it
-‐search
for
details,
then
put
them
together
to
directly
in
the
text…poin1ng
shape
an
answer
Author
and
Me
On
My
Own
Personal
Input
QuesHons:
EvaluaHve
or
AppreciaHve
QuesHons:
-‐search
for
informaHon
in
the
text
-‐ongoing
inquiry
quesHons
that
can
be
applied
and
fill
in
knowledge
gaps
with
their
to
many
situaHons…search
for
outside
sources
personal
background
knowledge
of
informaHon
to
support
your
opinion
16. Right
There
Think
and
Search
Factual
Ques1ons:
Interpreta1ve
Ques1ons:
-‐What
are
some
ways
that
the
guide
-‐Is
the
guide’s
knowledge
unique
or
special
uses
his
knowledge
to
help
others?
in
some
way?
Author
and
Me
On
My
Own
Personal
Input
QuesHons:
EvaluaHve
or
AppreciaHve
QuesHons:
-‐In
our
society,
or
in
your
experience,
do
-‐Is
knowledge
the
same
as
wisdom?
you
know
of
people
who
have
knowledge
like
the
guide?
17. Assessment of Learning - Journals
• Students
choose
3
journal
responses
for
their
mark.
• Students
may
rework
any
of
their
responses.
• Self-‐regulated
learning:
deciding
on
and
pracHcing
what
you
feel
is
most
important
–
gives
control.
18. • Team
Planning
– The
plan
– ConnecHons
to
UDK
and
BD
– AFL
included
– The
partner(s)
19. Tammy Renyard & Graham Scargall
Grade 9
A Mid-Summer Night’s Dream
Mt. Prevost Middle School
Cowichan Valey
Goals of the
collaboration:
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their
learning processes
20. Different
Ways
to
Access
InformaHon
• Listening
to
the
play
and
acHng
out
roles
in
the
play
• Reading
a
graphic
novel
• Watching
movie
clips
• Listening
to
the
teacher
• Working
in
small
groups
to
analyze
pieces
21. Graphic
RepresentaHons
• Learning
IntenHon:
I
can
interpret
lines
of
text
using
graphics
• Each
student
has
several
lines
to
represent
• Done
first
without
clear
criteria
• Analyzed
their
work
in
a
carousel
• Created
criteria
and
1-‐4
rubric
• Coded
own
work
-‐
descripHve
feedback
• New
lines,
represented
again,
with
criteria
22.
23. WriHng
in
Role
• Learning
IntenHon:
I
can
write
in
role
to
another
character
• Students
developed
criteria
• Wrote
their
leaers
• Self
and
peer
assessed
with
criteria
and
descripHve
feedback
• Wrote
second
leaer
24. Dear Aunt,
I have some news that may distress you in the worst way. My
fair Hermia and I are forbidden to wed. We must elope, but
have nowhere to stay. I seek you intelligence and hospitality.
You are my dearest and most beloved relative and I offer my
greatest apologies for such short notice. I have won the love of
a woman whose beauty many a man only dreamed of. My dear
Hermia will be forced to wed another who she does not love or
be sentenced to live as a nun if we do not flee. Her third option
is one that makes my skin crawl and my heart break just
thinking about it. Death is thee punishment – O hell! What
would I do without her? The true desire of my heart is to be
wed to Hermia for all eternity. Alas, I cannot do so without your
help. Deeply and without judgment, in two moons time, the
sunset will mark my arrival.
Sincerely,
Lysander
25. CulminaHng
Project:
Mind
Map
• Learning
IntenHon:
I
can
represent
my
understanding
of
the
play
through
a
mind
map
• Built
criteria
• Gave
descripHve
feedback
while
students
worked
• Students
included
a
personal
reflecHon
on
their
learning
style
and
the
unit
26.
27. • How
is
this
quality
teaching?
• How
is
this
AFL?
28. Resources
• Assessment
&
InstrucEon
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
ConversaEons,
ThoughJul
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
–
collaboraEng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniEes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraEng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
29. The
Assignment:
by
mid-‐June
• Try
out
something
–
large
or
small
• Write
it
up:
noHce
impact
on
student
learning
– I
tried
– I
noHced
– I
wondered
– I
liked
Email
this
to
Faye:
fayebrownlie@shaw.ca
– I
will
highlight
something
wonderful
in
what
you
did,
and
we
will
post
it
to
Moodle