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Coquitlam burnaby pns.jan2013
- 1. Quality Teaching inInclusive Classrooms and Schools: A Community of Professionals Coquitlam/Burnaby Performance Network Series January 28th, 2013 Faye Brownlie www.slideshare.net
- 2. Learning Intentions • I more fully understand how universal design for learning and backwards design support effecJve teaching for all students • I can implement more integrated, fluid assessment for learning pracJces • I have a plan to use more choice or more diverse texts with my students • I have a plan to implement a strategy that is new to me
- 3. PIRLS, 2011 Progress in International Reading Literacy Study • Grade 4, every 5 years • 2011 – 45 countries • 2600 students in 148 schools in BC in 2011 • BC also parJcipated in 2006 • Measures trends in reading achievement • Examines policies and pracJces related to literacy hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm
- 4. PIRLS, 2011 Progress in International Reading Literacy Study • 2 – 40 minute sessions • MulJple-‐choice and constructed response • 4 passages – 2 ficJon; 2 non-‐ficJon • QuesJonnaire for students, teachers, principals, parents – to beTer understand the pracJces associated with reading performance
- 5. PIRLS, 2011 –BC Results Progress in International Reading Literacy Study • Mean score significantly above internaJonal AND Canadian averages • No change from 2006 to 2011, but other countries did increase from 2006 • 15% -‐ Advanced Benchmark; 55% -‐ High Benchmark (4 InternaJonal Benchmarks) • Performed beTer in literary reading than in informaJonal reading
- 6. PIRLS, 2011 –BC Results Progress in International Reading Literacy Study • Reported high levels of enjoyment of reading and self-‐confidence • The more oden students read stories or novels, the beTer they tended to perform in reading • 26% of students reported not speaking En/Fr at home. No difference in their level of achievement!!!!
- 7. PIRLS, 2011 –BC Results Progress in International Reading Literacy Study • Comprehension Processes – retrieving and straighforward inferencing – interpreJng, integraJng, and evaluaJng *Most high performing countries, including BC, did beTer on the laTer.
- 8. Frameworks It’s All aboutThinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
- 9. Universal Design forLearning MulJple means: -‐to tap into background knowledge, to acJvate prior knowledge, to increase engagement and moJvaJon -‐to acquire the informaJon and knowledge to process new ideas and informaJon -‐to express what they know. Rose & Meyer, 2002
- 10. 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
- 11. The teeter totter kids curriculum kids
- 12. Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaJve learning • Literature circles and informaJon circles • Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
- 13. Open-ended Strategies • ConnecJng • Processing • Transforming and personalizing
- 14.
- 15. Teacher Collaboration • Mary Neto, Tina Sikkes and Teresa Monkman • English teachers and librarian • Smithers Secondary School • UDL, Backwards Design, AFL • What/so what? • EssenJal quesJon
- 16.
- 17. A/B Partner My partner, __________, and I decided who would be A and who would be B in a religious kind of way by ______________. Therefore _______ is A because __________________________
- 18. EssenJal QuesJon -‐ How might religious beliefs nega7vely impact human behaviour?
- 19. While looking at the image think about this EssenJal QuesJon – How might religious beliefs nega7vely impact human behaviour? What? So What? 1. 2. 3. 4. 5. 6.
- 20. What do you noJce about these images?
- 21. Some things my partner, ____________, and I no7ced about the image of __________ are: ______________________ ____________________________________
- 22. Religion and Conflict • Extremism • Terrorism • Racism • War • Ethnic cleansing • Genocide • Oppression / Control
- 23. Something to think about – How might religious beliefs posi7vely impact human behaviour?
- 24. How might religious beliefs posi7vely impact human behaviour? Brainstormed ideas from students -‐ • Help others in need • Find peace if you’re worried • Sin go to hell / be good go to heaven -‐ InspiraJon -‐ Connects people -‐ Encourages peace, love and unity -‐ Something to believe in – -‐ Places that offer support – caring for others -‐ Forces us to be beTer people
- 25. Building Language, PracticingReading Strategies: Paired Vocabulary Story Making • Partners meet to: – decode a phrase – create a story that uses this phrase – share the strategies they use to decode the phrase • As a class, share phrases and stories, encouraging the students to link their thinking with these new phrases • Read the story and watch for how the author uses these phrases • With Cathy Lloyd, Birchland
- 26. deep dark cave crumbly tumbly tower dense forest very loud roar clippety-‐clop shimmery, glimmery sword King’s forest stood on watch very tall wall faraway kingdom
- 27. Good Night, Good Knight -‐ Shelly Moore Thomas Pictures -‐ Jennifer Plecas DuTon Children’s Books
- 28. Introduction to Mitosis • Whip around – what do you remember about DNA? • QuesJoning from 3 pictures • AnJcipaJon guide – with partner • Read to find out and provide evidence for your answer • Sort and predict – groups of 3 • With Ken Asano, Centennial
- 29. Introduction to Mitosis • Whip around – what do you remember about DNA? • QuesJoning from 3 pictures • AnJcipaJon guide – with partner • Read to find out and provide evidence for your answer • Sort and predict – groups of 3 • With Ken Asano, Centennial
- 34. Before Ader
- 35. cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replicaJon replace spindle fibres funcJon for survival separate
- 38. Thermal Energy/Plate Tectonics • Sort and predict with vocab • Utube clip – resort your words as needed • Scan the text for what else you need to know • Use the words to make a concept map • Exit slip: how will you best remember • With Curt Dewolff, Moody Secondary
- 39. Writing • Build criteria for powerful story • Model with partner, 1 minute to tell your story, 30 seconds to respond; switch; pracJce • Walk and talk to rehearse story • Write • Code your wriJng with 2-‐3 aspects of the criteria With Craig Sung, Birchland