2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.

1. It’s All about Thinking –
engaging all learners in worthwhile
activities (primary)
Learning to Play, Playing to Learn
Burnaby Focus Day
at Byrne Creek Secondary
Nov. 23, 2009
Faye Brownlie

2. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

3. Universal Design for Learning
Multiple means:
-to tap into background knowledge, to
activate prior knowledge, to increase
engagement and motivation
-to acquire the information and knowledge to
process new ideas and information
-to express what they know.
Rose & Meyer,
2002

4. 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

5. My students need to learn to
record notes when reading
information text.
Can I introduce the double-entry
journal to my grade 2/3 class?

6. Students need:
• A model
• Guided practice in following
the model
• An opportunity to practice the
strategy, with support as needed
• Choice in the degree of
complexity they use to complete
the task

13. My students need to gain
information and hold their
thinking when listening to a
picture book.
Can I introduce the quadrants of
a thought strategy to help my
students gain new information,
then use it to write factually?

14. Students need:
• Connecting: To begin with
background knowledge (1st
quadrant)
• Processing: A variety of ways to
hold their thinking (images,
language, facts)
• Partner work to provide feedback
on their quadrants
• Transforming: To write to show
their information knowledge

15. My knowledge of bears Images in my mind
Memorable language Facts I learned

16. I want my students to ask real
questions in research. Can K-3
students become insect experts
by following their own
questions?

17. Students need:
• Formative Assessment: To begin with
background knowledge (brainstorm-
categorize)
• Modeling:
– Looking at books and sharing questions
– Choosing an insect and generating class
questions
– Sorting questions – big & quick
– Choosing 5 to research as a class
– Teacher models one way to find an
answer to one question

18. Students need:
• Guided Practice
– Students work in small groups to
answer another question
– Share answers and how they found
it
– Each day, new question and model
a new strategy or highlight a
student’s strategy
– Students work in small groups on
another question

19. Students need:
• Independent Practice
– Repeat process
– Students chose own insect
– # and type of question depended
on skill level of student
– Worked in common insect groups,
K-3

20. 3 classes, 3 insects
K/1 - ants
1/2 - butterflies
2/3 - bees