The document outlines effective teaching strategies and structures aimed at engaging students from grades 3-9. Key concepts include high engagement through student choice, collaboration, and meaningful learning activities, along with practical examples of writing lessons and collaborative literary analysis. It emphasizes the importance of self-regulation, diverse learning methods, and regular feedback to enhance student learning experiences.

1. Quality
Teaching:
Structures
and
Strategies
to
Engage
All
Learners
Burnaby
District
Day,
Feb.
24,
2012
Grades
3-­‐9
Faye
Brownlie
www.
slideshare.net

2. Learning
IntenHons
• I
have
a
beJer
idea
of
what
counts
in
quality
teaching.
• I
have
a
plan
to
incorporate
a
different
teaching
strategy/sequence
into
my
teaching.
• I
have
a
plan
to
increase
student
choice
in
my
assignments
or
in
my
assessments.

3. Engagement
• Schlechty:
high
aJenHon
and
commitment
–
task
or
acHvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-­‐regulaHon;
calmly
focused
and
alert
• Karen
Hume
–
competence,
creaHvity,
context,
community,
challenge
• Brownlie
and
Schnellert
–
voice
and
choice

4. BC Learning Principles
• Learning
requires
the
acHve
parHcipaHon
of
the
learner
• People
learn
in
a
variety
of
ways
and
at
different
rates
• Learning
is
both
an
individual
and
a
group
process
• Ministry
of
EducaHon

5. 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
wriJen
• the
meaningfulness
of
the
acHviHes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995

6. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriHng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripHon
– ImaginaHon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

7. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wriHng?
• Build
on
one
another’s
thinking
• View
4
pictures

11. • Eagle
Dreams
-­‐
Wri.en
by
Sheryl
McFarlane
;
Illustra;ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

12. • Task:
a
piece
of
wriHng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unHl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriHng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriHng

13. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoHon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

14. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Ajer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

15. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Hme
to
eat
a
dinner
say
mother
say
…

16. • Kids
can
add/edit/conHnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenHfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Ajer
repeated
pracHce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conHnuous,
personal,
Hmely,
focused

17. • How
is
this
quality
teaching?
• How
is
this
AFL?

18. 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

19. 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

20. 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. WriHng
in
Role
• Learning
IntenHon:
I
can
write
in
role
to
another
character
• Students
developed
criteria
• Wrote
their
leJers
• Self
and
peer
assessed
with
criteria
and
descripHve
feedback
• Wrote
second
leJer

23. 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

24. 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. • QuesHoning
• DescripHve
feedback
• Criteria
• Ownership

27. • How
is
this
quality
teaching?
• How
is
this
AFL?

28. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
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
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011