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Collab.counts.thinking.crosscurrents.pm.
- 1. Collaboration Counts! Teaching toDiversity: It’s All about Thinking Crosscurrents Conference March 2nd, 2012 Faye Brownlie www.slideshare.net
- 2. Frameworks It’s All aboutThinking – Brownlie & Schnellert, 2009
- 3. Universal Design forLearning Mul;ple means: -‐to tap into background knowledge, to ac;vate prior knowledge, to increase engagement and mo;va;on -‐to acquire the informa;on and knowledge to process new ideas and informa;on -‐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. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 6. Open-Ended Learning Strategies • Connect • Process • Transform and personalize
- 7. Teach Content toAll Learning in Safe Schools - Brownlie, King"
- 8. Assessment for Learning • Learning inten;ons • Criteria • Descrip;ve feedback • Ques;oning • Peer and self assessment • Ownership
- 9. 1. Learning Intentions “Students can reach any target as long as it holds s;ll for them.” -‐ S;ggins -‐ 2. Criteria Work with learners to develop criteria so they know what quality looks like. 3. Questions Increase quality ques;ons to show evidence of learning
- 10. 4. Descrip+ve Feedback Timely, relevant descrip;ve 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
- 11.
- 12. Joni Chui, Aliisa Sarte, Port Moody Secondary • I used this ac;vity as an introduc;on to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others). • We completed the ac;vity and I made sure every student in class wondered at least one thing. Let’s try it….
- 13. Earthquakes • You may ask ques;ons out loud. • You may NOT ANSWER any ques;ons. EVEN IF YOU KNOW THE ANSWER!!!! • All ques;ons should start with “I wonder”…
- 17. Example 2 Nerves – Biology 12
- 21. What We Found: • Every student could contribute. There is no risk in asking a ques;on that no one is supposed to answer. • Students remembered a lot of previous informa;on. • When moving on to the lesson, they actually cared about the material!!! • The ques;ons that they asked were ohen very good and related to the content that I was subsequently teaching.
- 22. 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 ac;ve, collabora;ve and reading in chunks. • Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.
- 23. Essential Question • If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
- 24. • Individually, brainstorm what you can recall about the characteris;cs of an atom. • Meet in groups of 3 to add to and revise your list. • Compare this list to the master list. • …(word deriva;ons, label an atom…) • Exit slip: 2 characteris;cs you want to remember about atoms.
- 25. The Atom • All majer is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. • Atoms have nega;ve and posi;ve charges. • Electrons have a nega;ve charge; protons have a posi;ve 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 nega;vely or posi;vely charged, depending on the ra;o of protons and neutrons.
- 26. Common Text-‐Choice Response • K-‐4 class • Goal: teach how to ‘show what you know’ – a form of response – to a mul;-‐age class • Structure: group lesson, differen;ated response – ;me for 1:1
- 27. The Plan • Background knowledge: what do you know? • New informa;on: read text • Response: discuss op;ons • New informa;on: model web • Meet with EACH student -‐acknowledge what is working -‐extend the thinking/response • Plan for ‘what’s next’?
- 42. Gallery Walk –writing lesson • In groups, 3 things that count in wri;ng • Made class list and categorized • Focus on meaning and thinking – Descrip;on – Imagina;on – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
- 43. • 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 wri;ng? • Build on one another’s thinking • View 4 pictures
- 47. • Eagle Dreams -‐ Wri8en by Sheryl McFarlane ; Illustra+ons by Ron Lightburn; • ISBN: 1-‐55143-‐016-‐9
- 48. • Task: a piece of wri;ng, choose your genre, think about the criteria • As you are moving to your desk, keep walking un;l you have your first line in your head • 12 minutes to write • As students are wri;ng, move about the room, underlining something powerful (criteria connected) in each person’s wri;ng
- 49. • 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 emo;on or made a picture – Hook – first line made me want to keep reading
- 50. 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. Aher 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.
- 51. 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 ;me to eat a dinner say mother say …
- 52. • Kids can add/edit/con;nue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can iden;fy criteria in their own work and ask for help with criteria that are struggling with • Aher repeated prac;ce, students choose one piece to work up, edit, revise, and hand in for marking • Feedback is con;nuous, personal, ;mely, focused
- 53. Resources • Grand ConversaEons, ThoughFul 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 – collaboraEng to support all learners (in English, Social Studies and HumaniEes) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collaboraEng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 • Assessment & InstrucEon of ESL Learners, 2nd ed – Brownlie, Feniak, & McCarthy, in press