Effective Web Tools for Visual, Auditory and Kinesthetic (VAK) LearnersAmany AlKhayat
This presentation was given in the Global Education Conference, 2010, on integrating web 2.0 tools in the classroom to cater for the different learning styles and needs.
Kootenay Columbia - reading & writing with skill & passion Faye Brownlie
Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of Every Child Every Day, we examine how to put this into practice in the classroom.
The Chest of Secrets - universal program for children of age 5-9. Program which teach TOC tools (Cloud, Branch, Ambitious Target Tree). 30 scenarios for 1 school year with resrources for teacher (colour, printed, high quality, beach mats) and ready resources for children (each child has is own set).
Effective Web Tools for Visual, Auditory and Kinesthetic (VAK) LearnersAmany AlKhayat
This presentation was given in the Global Education Conference, 2010, on integrating web 2.0 tools in the classroom to cater for the different learning styles and needs.
Kootenay Columbia - reading & writing with skill & passion Faye Brownlie
Grades 2-5, first of three sessions, focusing on teaching all students to read and write with increased skill and passion. What does the research say? Using Allington and Gabriel's framework of Every Child Every Day, we examine how to put this into practice in the classroom.
The Chest of Secrets - universal program for children of age 5-9. Program which teach TOC tools (Cloud, Branch, Ambitious Target Tree). 30 scenarios for 1 school year with resrources for teacher (colour, printed, high quality, beach mats) and ready resources for children (each child has is own set).
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
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
Coquitlam Apr10 - Formative Assessment and Quality Teaching in Inclusive Clas...Faye Brownlie
3rd in a series, conducted with mentors/demonstration leaders from Coquitlam, Burnaby, Mission and Richmond. Focus K-5 and 8-12. This is the whole group section of the day.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
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.
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
Continuing the conversation regarding district data collection on reading, supporting the development of readers in the schools, celebrations and challenges, staff support programs.
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.
The second evening session, exploring curriculum, formative assessment and instruction. Collaborative examples from 4 Delta classrooms: Science 9, Social Studies 6/7, Personal and Social Core Competency 6/7, Writing 3/4.
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.
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.
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
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.
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.
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.
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
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.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
It is Possible! - Positive Communication and Literacy Outcomes for All Childr...Jane Farrall
Plenary from the Special Education Principal's Association of New Zealand (SEPANZ) conference 2011.
This presentation will outline the rationale and principles underlying the balanced literacy approach. This approach ensures that schools provide children with daily opportunities to engage in four key areas of literacy learning: guided reading for vocabulary and language comprehension skills, word instruction for phonics and sight word skills, self-directed reading for learning to choose books and read for pleasure, and writing instruction for targeting written language skills. All of these are critical for children with disabilities to develop conventional reading and writing skills. Specific strategies and adaptations will be outlined. Multi-level activities, which can be implemented with all students in a classroom, will be highlighted, as will ideas for older students who are beginning readers. The authors will discuss their recent experiences with school-wide model literacy programs. All students, regardless of their abilities, have the right to an opportunity to learn to read and write. This presentation will demonstrate how you and your school can make that happen.
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 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.
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.
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.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
Prince George Keynote: Teaching Makes a Difference
Burnaby Planning from Assessment.Feb.4
1. Planning from Results
Burnaby
Elementary
Schools
February
4th,
2013
Faye
Brownlie
www.slideshare.net
2. K – Building Connections/Response
to Reading
• Prac?ce
making
connec?ons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connec?ons
• Students
show
their
connec?ons
by
drawing
and
wri?ng
• with
Jessica
Chan,
Burnaby
9. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informa?on
Does
this
look
right?
10. Making Inferences
• Backgrounder
and
predict
• Model
with
picture:
inference,
evidence
• In
groups,
with
an
image
and
a
cap?on,
‘infer’
and
‘evidence’
• Share
images,
inferences,
evidence
• Read
the
text,
no?cing
the
changes
in
thinking
• With
Jody
Torrance,
Gr.
6,
Gilmore,
Burnaby
11.
12.
13.
14.
15.
16.
17.
18.
19.
20. Main Idea/Supporting Details
Showing what you know from
reading
• What
do
you
know
about:
– NYC,
barge,
landfill
• 90
second
write
your
predic?on
• Read
• What
will
happen
next?
• Read
• Here
are
some
details
from
the
text.
Can
you
add
to
them?
4
minute
write.
• With
Saru
Sharma,
Gr.
4/5,
Windsor,
Burnaby
