This document summarizes a presentation on engaging all learners. It discusses various frameworks for engagement, including providing student choice and voice. Research shows that making daily progress is the top driver of engagement. The presenters discussed implementing student choice in assignments to increase engagement and understanding in their own classrooms. Student feedback was positive, with most feeling they did better and being more interested with choice options.
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.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
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.
Suggestions for working with EAL/ESL students - K-12. Presented in Brandon, MB, May, 2010. Focus on oral language, building community, in-class support as well as small group.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
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.
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
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
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.
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
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
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.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
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.
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
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
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.
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
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
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.
CongreUEM 09. Madrid 2016: Más que un evento.
Otro de los aspectos importantes a cuidar en nuestra candidatura en el acondicinamiento para las personas con alguna discapacidad.
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.
K-7, 2nd in series of quality teaching and learning in inclusive classrooms and schools. Keynote as a wrap around specific sessions. Focus on reading, Allington's framework, 2 strategic sequences.
2nd in a K-12 series, Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals. This inter-district series includes work with the demonstration teachers from Burnaby, Coquitlam and Mission.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
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
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.
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
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.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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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.
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1.4 modern child centered education - mahatma gandhi-2.pptx
Cariboo.engagement
1. Tuning
In:
Engaging
All
Learners
Jan.
30th,
2012
Cariboo
Hill
Secondary,
Burnaby
Faye
Brownlie
www.
slideshare.net
2. Learning
IntenEons
• I
have
a
beGer
idea
of
what
counts
in
engaging
students.
• 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
aGenEon
and
commitment
–
task
or
acEvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-‐regulaEon;
calmly
focused
and
alert
• Karen
Hume
–
competence,
creaEvity,
context,
community,
challenge
• Brownlie
and
Schnellert
–
voice
and
choice
4. The
Progress
Principle:
Using
Small
Wins
to
Ignite
Joy,
Engagement,
and
CreaEvity
at
Work
–
Amabile
&
Kramer
• Analyzed
238
electronic
daily
diaries
from
people
doing
innovaEve
work
in
7
companies
• What
was
the
#1
source
of
engagement?
5. #1
source
of
engagement
• Making
progress
on
a
task
that
day,
no
maGer
how
trivial
6. Causes
of
disengagement
• Micro-‐management
or
a
lack
of
autonomy
• Failure
of
management
to
communicate
clear
goals
7. BC Learning Principles
• Learning
requires
the
acEve
parEcipaEon
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
EducaEon
8. Features
of
High-‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opEons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraEve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriGen
• the
meaningfulness
of
the
acEviEes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
10. Universal Design for Learning
MulEple
means:
-‐to
tap
into
background
knowledge,
to
acEvate
prior
knowledge,
to
increase
engagement
and
moEvaEon
-‐to
acquire
the
informaEon
and
knowledge
to
process
new
ideas
and
informaEon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
11. 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
12. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sEll
for
them.”
-‐
SEggins
-‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesEons
to
show
evidence
of
learning
13. 4.
Descrip+ve
Feedback
Timely,
relevant
descripEve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others
15. Erica
Foote,
Princess
Margaret
Secondary
• If
students
were
given
the
opportunity
(4
Emes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?
16. English
10
• 4
wriEng
assignments,
4
choice
assignments
– PowerPoint
presentaEons,
drawing,
poetry,
collages,
creaEng
their
own
test
with
answer
keys,
presenEng
their
informaEon
orally
or
using
drama
to
represent
their
thinking
• 6
students
• AFL
strategies
– Ranked
exemplars
with
the
PS
– Analyzed
the
exemplars
to
co-‐create
criteria
– Used
the
criteria
for
their
work
– Ownership
–
with
choice
17. 2
wriEng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
Approaching
Mee+ng
Exceeding
%/#
WriEng
16/2
41/5
25/3
16/2
(essay/
paragraph)
Choice
0/0
16/2
33/4
50/6
18. Erica’s
ReflecEons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beGer
with
choice
• About
50%
sEll
chose
some
form
of
wriEng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-‐choice
wriEng
assignments
• Fewer
assignments
were
handed
in
late
19. 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
acEve,
collaboraEve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.
20. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
21. • Individually,
brainstorm
what
you
can
recall
about
the
characterisEcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaEons,
label
an
atom…)
• Exit
slip:
2
characterisEcs
you
want
to
remember
about
atoms.
22. The
Atom
• All
maGer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaEve
and
posiEve
charges.
• Electrons
have
a
negaEve
charge;
protons
have
a
posiEve
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
negaEvely
or
posiEvely
charged,
depending
on
the
raEo
of
protons
and
neutrons.
23. Lit
12:
pracEce
without
penalty
Naryn
Searcy,
PenEcton
• Goal:
learn
how
to
represent
your
understanding
of
a
poem
in
a
different
ways
• Poet:
Robert
Burns
– Auld
Lang
Syne
(read
aloud)
– To
a
Mouse
(teams)
24. 1.
Read
aloud
and
pracEce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
osen
do
not
work
out
3.
Microcosm
&
universal
truths
28. Robert
Burns
(1759-‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
+m'rous
beas+e,
Oh,
what
a
panic's
in
thy
breas+e!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braXle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paXle!
29. A
Change
Journey
–
Jacob
Martens,
gr.
8
science,
11
physics
• Self-‐regulaEon
• Inquiry
and
criEcal
thinking
• engagement
• Jacob’s
blog:
hGp://martensvsb.wordpress.com
30. KinemaEcs
• The
future
locaEon
and
moEon
of
objects
can
be
predicted
based
on
their
past
locaEon
and
moEon.
31. B
D
A
Learning
Inten+ons
-‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi+on
and
event.
I
can
differenEate
between
a
clock
reading
and
a
+me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differenEate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.
32. B
D
A
Learning
Inten+ons
-‐
Doing
I
can
solve
problems
involving:
displacement,
Eme
interval,
and
average
velocity.
I
can
construct
posiEon-‐Eme
graphs
based
on
data
from
various
sources.
I
can
use
posiEon-‐Eme
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-‐Eme
graphs
based
on
data
from
various
sources.
34. Joni
Chui,
Aliisa
Sarte,
Port
Moody
Secondary
• I
used
this
acEvity
as
an
introducEon
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
acEvity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
Let’s
try
it….
35. Earthquakes
• You
may
ask
quesEons
out
loud.
• You
may
NOT
ANSWER
any
quesEons.
EVEN
IF
YOU
KNOW
THE
ANSWER!!!!
• All
quesEons
should
start
with
“I
wonder”…
43. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
quesEon
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informaEon.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
quesEons
that
they
asked
were
osen
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.
