The document discusses effective teaching strategies, emphasizing the importance of engaging students in active learning and creating meaningful tasks that relate to real-world knowledge. It highlights the necessity for teachers to continually assess their methods to support all students’ learning and addresses the benefits of teamwork skills developed during high school. Additionally, there are examples demonstrating the integration of students' prior knowledge and collaborative discussions to enhance understanding.

1. Current and Effective Teaching
Strategies across the Curriculum
Bulkley Valley
November 23, 2012
Presented by 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. • American
5th
graders
spend
91%
of
their
day
either
listening
to
a
teacher
talk
or
working
alone
(Pianta
&
Belsky,
2007).

4. • 10
years
aQer
high
school,
graduates
who
had
honed
their
teamwork
skills
while
s+ll
in
high
school
had
significantly
higher
earnings
than
those
who
failed
to
do
so
(Science
Daily
2008).

5. Questioning
• Math
• Closed
vs
open

6. • 1
+
4
=
• 2
+
3
=
• 4
+
1
=
• 0
+
5
=

7. How can you show your
number for our number
book?

10. Questioning
• Who
is
answering
your
ques+ons?
• Who
is
asking
the
ques+ons?

11. What? So What?
• 2
column
notes
• Essen+al
ques+on:
– How
does
where
you
live
affect
how
you
live?

13. Yearly
17,655,265
passengers
in
Brussels
Airport.
93%
of
them
are
visi+ng
the
toilets.
www.face2face.aero

18. Powerful
Learning:
What
We
Know
about
Teaching
for
Understanding
(2008)
Darling-­‐Hammond,
Pearson,
Barron,
Schoenfeld
As
discussed
in
It’s
All
About
Thinking
–
Math
and
Science,
2011

19. 1. Crea+ng
meaningful
and
ambiguous
tasks
that
reflect
how
knowledge
is
used
in
the
field

20. 2.
Engaging
students
in
ac+ve
learning
so
they
will
apply
and
test
what
they
know

21. Sarah
says
that
when
she
babysits,
she
earns
$5
an
hour
plus
a
flat
rate
of
$10
to
feed
the
children
dinner.
How
can
you
represent
rela+on
this
in
an
equa+on?
Sarah
earned
$45
for
babysihng
on
Saturday.
How
many
hours
did
she
work?
How
did
you
figure
it
out?

22. Brian
babysits
as
well.
He
earns
$7.50
an
hour.
Show
Sarah's
wage
and
Brian's
wage
on
a
graph.
Which
mode
of
payment
would
you
prefer,
and
why?
Use
the
graph
to
explain
your
thinking.

23. 3.
Drawing
connec+ons
to
students’
prior
knowledge
and
experiences

24. Caitlin.
If
you
ever
want
to
talk
about
what
happened
you
just
let
me
know,
Mrs.
Johnson
says.
That’s
what
Mrs.
Brook
is
for,
I
tell
her.
Maybe
we
could
all
sit
down
together.
Why?
So
we
know
where
you’re
coming
from.
I
look
around
the
living
room.
I
come
from
here.

25. I’m
sorry.
I
meant
so
we
all
know
how
you’re
feeling.
Oh.
Mrs.
Brook
know
how
I’m
feeling
so
you
can
find
out
from
her.
I
would
be
superfluous.
My
DicJonary
says
suPERfluous
means
exceeding
what
is
sufficient
or
necessary.
I
just
thought
it
would
be
nice
to
take
some
Jme
to
sit
and
chat.
I
shake
my
head.
SuPERfluous
also
means
marked
by
wastefulness.
Well…okay
then,
she
says.
I
suppose
I
can
talk
with
Mrs.
Brook.

26. Mockingbird
–
Kathryn
Erskine

27. Choice
Beginnings
• Choose
15-­‐20
words
• Read
these
words
while
the
students
sketch,
predict,
or
write
ques+ons
• Reread
the
words
several
+mes
• In
2’s
and
3’s,
students
discuss
what
they
believe
they
know
and
what
they
wonder
• Present
informa+on
• Student
Diversity,
2nd
ed.
-­‐
Brownlie,
Feniak,
Schnellert

28. • Previously:
Big
Bang
Theory
• Topic:
Life
cycle
of
stars
and
the
sun
• Key
Idea:
Nuclear
fusion
powers
stars
and
is
the
force
behind
solar
flares,
prominences,
sunspots,
solar
wind.

29. • Choice
beginnings
• Read
and
discuss
• Create
a
graphic
of
nuclear
fusion
• What
do
you
know?
– Alone
and
with
a
partner
• Exit
slip
– What
ques+ons
do
you
have?
– What
are
you
unsure
of?