This document summarizes a presentation on engaging students given by Faye Brownlie. It discusses various frameworks for engagement, including giving students voice and choice in assignments. Examples are provided of teachers who incorporated more student choice into their lessons, which increased engagement and understanding. Strategies presented include backwards design, formative assessment, and incorporating movement and collaboration into science lessons on electricity and atoms. The overall message is that providing opportunities for student choice and active learning can boost engagement.
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.
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.
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.
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
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
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
A day of activity and exploration on ways to make differentiation come alive in K-5 classrooms. Writing, research, literature circles, journal responses, and classroom based strategies are included.
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.
Third in the Performance Network Series, building on the theme of quality teaching and AFL. The Grade 12 circulatory system slides are filed separately due to size limits. K-12 session.
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
K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.
A focus on assessment for learning for adolescents in humanities, social studies and English language arts. Prepared for the 2nd Annual Literacy Summit in Winnipeg, April 26th, 2013
Supporting Students with Limited or Interrupted Formal Education London Ontar...Andrea DeCapua
Workshop for teachers working with SLIFE (Students with Limited or Interrupted Formal Education) in Thames Valley and Waterloo School Districts, London Ontario
A full day session for the Brandon Reading Council based on Allington and Gabriel's Every Child Every Day recommendations. Primary and
Elementary examples from BC classrooms were shown throughout the day to put these principles into practice.
A day of activity and exploration on ways to make differentiation come alive in K-5 classrooms. Writing, research, literature circles, journal responses, and classroom based strategies are included.
Continuing the conversation regarding district data collection on reading, supporting the development of readers in the schools, celebrations and challenges, staff support programs.
Burnaby Int.Sec (Nov 09)- It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.
Different ways to include choice of text and build background knowledge for intermediate and secondary students using information circles (non-fiction) text. Also references to beginning literature circles with senior and younger students.
Building on the comprehension strategies for students at risk that were presented 2 years ago, this emphasis is on writing, connecting the writing to reading comprehension, supporting with organizing and viewing writing as thinking.
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.
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.
A shortened 2nd day in the 3 day series, Quality Teaching, K-12. Focus on UDK, BD, open-ended strategies, engagement and feedback. Slides from connections in secondary science, a math lesson, early primary literacy centres. Afternoon co-presented with De Leyton Schnellert.
Geared to students in grades 5-9, learning is equated with thinking. Strategies such as literature circles and inquiry circles invite all students to be engaged and thoughtful by structuring high expectations, scaffolding, open-ended strategies, and choice.
An evening session on effective teaching practices and AFL. Fine reflective conversation in evidence around implementation of new practices and AFL during the adapted people search.
evening session for K-12 teachers - quality teaching and AFL. Fine work by teachers using the people search to examine and share the strategies they have been trying.
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.
Half day session to explore what is inquiry and how we can make our classrooms more inquiry based, K-7. 2nd half to follow in Feb. Taylor Park and Chaffey Burke.
Slides from the Monday evening and Tuesday sessions: teaching scenarios from across BC that focus on inclusion of all students. 4 pics, 1 word slides are missing the letters but the intent is captured.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
Similar to Fort la Bosse. March 2012.engagement (20)
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.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Fort la Bosse. March 2012.engagement
1. Tuning
In:
Engaging
All
Learners
March
16th,
2012
Fort
La
Bosse
Secondary
Teachers
Faye
Brownlie
www.
slideshare.net
2. Learning
IntenBons
• I
have
a
beEer
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
aEenBon
and
commitment
–
task
or
acBvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-‐regulaBon;
calmly
focused
and
alert
• Karen
Hume
–
competence,
creaBvity,
context,
community,
challenge
• Brownlie
and
Schnellert
–
voice
and
choice
4. Highly Engaged
Source:
Schlechty
Center
for
Leadership
in
School
Reform.
(2006).
Accessed
online
at
h"p://www.stlucie.k12.fl.us/includes/PDWeb/Files/Engagement.ppt
Accessed
December
2,
2007.
5. The
Progress
Principle:
Using
Small
Wins
to
Ignite
Joy,
Engagement,
and
CreaBvity
at
Work
–
Amabile
&
Kramer
• Analyzed
238
electronic
daily
diaries
from
people
doing
innovaBve
work
in
7
companies
• What
was
the
#1
source
of
engagement?
6. #1
source
of
engagement
• Making
progress
on
a
task
that
day,
no
maEer
how
trivial
7. Causes
of
disengagement
• Micro-‐management
or
a
lack
of
autonomy
• Failure
of
management
to
communicate
clear
goals
11. Universal Design for Learning
MulBple
means:
-‐to
tap
into
background
knowledge,
to
acBvate
prior
knowledge,
to
increase
engagement
and
moBvaBon
-‐to
acquire
the
informaBon
and
knowledge
to
process
new
ideas
and
informaBon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
12. 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
13. Erica
Foote,
Princess
Margaret
Secondary
• If
students
were
given
the
opportunity
(4
Bmes
per
semester)
to
show
what
they
know
in
different
ways,
would
it
not
only
increase
their
interest
and
effort
but
also
increase
their
understanding?
14. English
10
• 4
wriBng
assignments,
4
choice
assignments
– PowerPoint
presentaBons,
drawing,
poetry,
collages,
creaBng
their
own
test
with
answer
keys,
presenBng
their
informaBon
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
15. 2
wriBng
2
choice
assignments
–
demonstrate
your
knowledge
&
understanding
of
various
literature
Not
yet
Approaching
Mee4ng
Exceeding
%/#
WriBng
16/2
41/5
25/3
16/2
(essay/
paragraph)
Choice
0/0
16/2
33/4
50/6
16. Erica’s
ReflecBons
• 100%
of
students
reported
they
liked
the
choice
and
wanted
to
do
have
choices
again
in
another
semester
• 91%
of
students
felt
they
did
beEer
with
choice
• About
50%
sBll
chose
some
form
of
wriBng
when
given
a
choice,
but
liked
the
choice
• Fewer
complained
about
the
non-‐choice
wriBng
assignments
• Fewer
assignments
were
handed
in
late
17. 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
acBve,
collaboraBve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.
18. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
19. • Individually,
brainstorm
what
you
can
recall
about
the
characterisBcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaBons,
label
an
atom…)
• Exit
slip:
2
characterisBcs
you
want
to
remember
about
atoms.
20. The
Atom
• All
maEer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaBve
and
posiBve
charges.
• Electrons
have
a
negaBve
charge;
protons
have
a
posiBve
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
negaBvely
or
posiBvely
charged,
depending
on
the
raBo
of
protons
and
neutrons.
21. Lit
12:
pracBce
without
penalty
Naryn
Searcy,
PenBcton
• 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)
22. 1.
Read
aloud
and
pracBce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
open
do
not
work
out
3.
Microcosm
&
universal
truths
26. Robert
Burns
(1759-‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
4m'rous
beas4e,
Oh,
what
a
panic's
in
thy
breas4e!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braTle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paTle!
27.
28.
29. Reduced Poem
Poor
liEle
mouse
petrified
Don’t
run
away
quickly!
Humans
break
nature’s
contract
–
theme
1
No
trust
well
deserved
You
don’t
request
much
Have
too
much
myself
Oh
your
house
gone!
December
approaches
uncomfortably
close
Security
beneath
the
chill
Soon
destroyed
with
cut
Home
lost
high
price
Not
alone
in
lesson:
Best
plans
open
fail
–
theme
2
Mouse
lucky
because
humans
Regret
past/fear
future
30. A
Change
Journey
–
Jacob
Martens,
gr.
8
science,
11
physics
• Self-‐regulaBon
• Inquiry
and
criBcal
thinking
• engagement
• Jacob’s
blog:
hEp://martensvsb.wordpress.com
31. KinemaBcs
• The
future
locaBon
and
moBon
of
objects
can
be
predicted
based
on
their
past
locaBon
and
moBon.
32. B
D
A
Learning
Inten4ons
-‐
Knowing
I
can
define
and
relate
the
terms:
clock
reading,
posi4on
and
event.
I
can
differenBate
between
a
clock
reading
and
a
4me
interval.
I
can
define
and
relate
distance
and
average
speed.
I
can
define
and
relate
displacement
and
average
velocity.
I
can
differenBate
between
scalars
and
vectors.
I
can
define
instantaneous
velocity
and
instantaneous
speed.
33. B
D
A
Learning
Inten4ons
-‐
Doing
I
can
solve
problems
involving:
displacement,
Bme
interval,
and
average
velocity.
I
can
construct
posiBon-‐Bme
graphs
based
on
data
from
various
sources.
I
can
use
posiBon-‐Bme
graphs
to
determine:
•displacement
&
average
velocity
•distance
travelled
&
average
speed
•instantaneous
velocity
I
can
construct
velocity-‐Bme
graphs
based
on
data
from
various
sources.
43. What
I
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
quesBon
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informaBon.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
quesBons
that
they
asked
were
open
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.
44. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
3
boxes.
One
is
labeled
APPLES,
one
ORANGES
and
one
APPLES
AND
ORANGES.
All
the
boxes
are
labeled
incorrectly.
Pick
one
piece
of
fruit
from
one
box
and
re-‐label
all
the
labels
correctly.
45. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?
47. How
to
read
the
text
–
co-‐teaching
• Think
aloud
– Model
– Guided
pracBce
– Read
independently
48. Learning Intentions
•I can slow down my reading to really
understand the text
•I can describe the strategies my partner
and I use to make sense as we read
49. Mountain
Climate
Many
things
affect
a
mountain’s
climate.
One
factor
is
alBtude.
AlBtude
is
the
height
of
a
mountain
about
sea
level.
At
the
base
of
a
mountain
the
climate
can
be
warmer.
Higher
up,
it
will
be
much
colder.
p.
6.,
In
the
Mountains
50. Farming
The
growing
season
in
the
mountains
is
open
shorter
than
in
low-‐lying
regions.
Winters
are
also
colder.
Farmers
plant
corn,
beans,
potatoes,
and
other
hardy
crops.
These
plants
grow
well
in
cold
regions.
p.23
51. Farmers
in
the
mountains
have
found
special
ways
to
grow
their
crops.
In
some
areas
they
cut
giant
steps
in
the
side
of
the
mountain.
This
technique
is
called
terracing.
Terracing
keeps
soil
and
water
from
washing
downhill.
p.23
52. InformaBon
Circles
• Select
4-‐5
different
arBcles,
focused
on
central
topic
or
theme.
• Present
arBcles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
meeBng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
arBcle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-‐alike
groups
and
present
their
informaBon
from
their
arBcle.
54. Double-‐Entry
Response
Journals
–
InformaBon
Circles
• Choose
a
book
that
works
for
you
• Be
prepared
to
enter
a
conversaBon
with
others
who
are
reading
the
same
book.
• Choose
a
secBon
of
the
text
to
read
aloud
to
start
the
conversaBon
• Create
a
double-‐entry
response
journal
to
show
your
thinking
about
some
aspect
of
what
you
have
read
55. Communicating Mathematically
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?
56.
57. People
living
in
the
mountains
of
Banaue,
Philippines,
use
terracing
to
grow
rice.
p.23
58. Resources
• Grand
ConversaQons,
ThoughRul
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
–
collaboraQng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniQes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraQng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
InstrucQon
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press
59. The
ReformaBon
RT
in
class
once
a
week
• Co-‐planned:
vocabulary
strategy
• Co-‐taught:
lesson
sequence
• Co-‐planned:
personal
connecBon
– I
can
describe
what
it
would
take
for
me
to
speak
out
against
the
system
– I
can
respond
‘yes’
to
all
content
Learning
IntenBons
60. Learning Intentions
• I can identify what the Reformation was
• I can identify 3 causes people had for
fighting against the Catholic Church
• I can identify the 5 W’s of the Reformation
61. Big
Ideas
• people
idenBfied
with
the
lord
of
their
manor
(their
ruler)
and/or
a
united,
Catholic
Europe
• 16th
century
–
ReformaBon
began
a
change
from
a
united,
Catholic
Europe
to
naBon
states
and
countries
• complaints
against
the
Catholic
Church:
– taxes
– selling
jobs
or
posiBons
(simony)
– charging
for
services
62. Before
During
A^er
simony
indulgence
nepoBsm
purgatory
mortal
sin
remission
hereBcs
63. Lesson
Sequence
• Learning
intenBons
• ConnecBng:
QuesBoning
from
pictures
• Processing:
Think
aloud
• Transforming
and
Personalizing:
Power
paragraphs