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Chilliwack.thinking
- 1. Thinking to Learningin Inclusive Classrooms Chilliwack April 4, 2014 Faye Brownlie Slideshare.net/fayebrownlie/chilliwack.thinking
- 2. The teeter totter kids kidscurriculum
- 3. Frameworks It’s All aboutThinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
- 4. Universal Design forLearning MulCple means: -‐to tap into background knowledge, to acCvate prior knowledge, to increase engagement and moCvaCon -‐to acquire the informaCon and knowledge to process new ideas and informaCon -‐to express what they know. Rose & Meyer, 2002
- 5. Choose a lesson • Think of all the users at the point of design. • Who mighty not be able to do this? • Think of the goal, not the acCvity/method. • Accessibility not accommodaCon.
- 6. 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
- 7. Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaCve learning • Literature circles and informaCon circles • Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
- 8. There is greatsuccess in engaging students with text and conversation using literature circles Literature Circles STUDENTS Within these groupings, choose their own books are never assigned roles read at their own pace engage in conversations keep journals about readings and conversations are taught comprehension strategies
- 9. Another Book Intro: Students need: • strategies to hook them into reading • mulCple ways into the books • an opportunity to apply the strategies you have been teaching • opportuniCes to talk with others about their thinking about their reading • Cme to read independently
- 10. The Plan • Distribute 5-‐6 different first pages • Have students read the page • Students sketch what they ‘see’ on the page • Students circle powerful words • Students ask quesCons around the text • Students meet with others reading the same page and compare their notes • Students meet with others not reading the same page and compare their notes • Students read independently, in the novel of their choosing
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- 12. Literature Circles: Residential Schools • A unit co-‐developed by – Marla Gamble, gr. 6 Classroom Teacher, Prince Rupert, BC – Marilyn Bryant, Aboriginal EducaCon Program Resource Teacher – Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive ImaginaCve Development) • Lesson 2: co-‐designed and co-‐taught: Marla & Faye
- 13. • 1st lesson – Slide presentaCon on First NaCons background in the geographic area with some reference to residenCal schools • 2nd lesson – Whip around – Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-‐Fenton & M. Poliak-‐Fenton (Annick Press) – Co-‐created criteria for effecCve group – Envelopes of 5-‐6 pictures from Fa#y Legs – Make a story – Share some stories – Walk and talk – 4 minute write – story behind the pictures
- 14. • My name is Olemaun Pokiak – that’s OO-‐lee-‐ mawn -‐ but some of my classmates used to call me “Fady Legs”. They called me that because a wicked nun forced me to wear a pair of red stockings that made my legs look enormous. But I put an end to it. How? Well, I am going to let you in on a secret that I have kept for more than 60 years: the secret of how I made those stockings disappear.
- 23. Inquiry Circles • Choose your inquiry quesCon • Model how to ask quesCons from an image, within the framework of the quesCon • Fishbowl an inquiry circle conversaCon • Other student observe for ‘what works’ • Build criteria for effecCve group behaviour
- 24. What is thesmartest adaptation for survival in their environment? How do animals adapt?
- 27. Vocabulary/terms Images Ques3ons Key ideas
- 28. Inquiry Circles • Select 4-‐5 different arCcles, focused on central topic or theme. • Present arCcles and have students choose the one they wish to read. • Present note-‐taking page. • Student fill in all boxes EXCEPT ‘key ideas’ before meeCng in the group. • Students meet in ‘like’ groups and discuss their arCcle, deciding together on ‘key ideas’. • Students meet in non-‐alike groups and present their informaCon from their arCcle.
- 36. • Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora3ng to support all learners in Math & Science, 2011 • Brownlie, King -‐ Learning in Safe Schools – Crea3ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011 • Brownlie, Schnellert – It’s All about Thinking – Collabora3ng to support all learners in English & Humani3es, 2009 • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006 • Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediCon, Nelson, 2006 • Brownlie -‐ Grand Conversa3ons, Portage and Main Press, 2005 • Brownlie,Feniak, McCarthy -‐ Instruc3on and Assessment of ESL Learners, Portage and Main Press, 2004