Tonight's focus is redesigned curriculum planning, using loose parts in different ways, a structured, teacher-guided inquiry, and a lesson sequence to support students in creating more thoughtful on-line responses.
2nd in 3 day series, The Redesigned Curriculum, a home for quality teaching and learning. AFL, whole class vignettes from gr 1-10, focus on thinking, engagement, some core competency reflections.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
2nd in 3 day series, The Redesigned Curriculum, a home for quality teaching and learning. AFL, whole class vignettes from gr 1-10, focus on thinking, engagement, some core competency reflections.
K-9 day spent unpacking 'Every Child, Every Day' and how these practices look in the inclusive classroom. How are all kids included when their needs are very diverse? How do we make these practices manageable and thoughtful?
BJF.Delta.Nov Redesigned ELA Curriculum K-3Faye Brownlie
An evening in Delta, supported by the Barbara Jarvis Foundation, with K-3 teachers and led by myself, Lisa Schwartz and Michelle Hikida. Focus on explicit teaching of reading strategies in whole class, small groups and individually, and on building a literacy community of readers who belong, read and think about big ideas in a 2/3 class.
2 day seminar for middle and senior years teachers. First day focus on what counts in reading assessment, performance-based reading assessments, assessment for learning, and aligning assessments with a purpose of guiding teaching. Second day, strategy sequences to support all readers.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
3rd half day session with a focus on the redesigned curriculum. This session highlights core competencies, some considerations of levelled text, and teaching vocabulary decoding skills in context.
4th in Learning by Design series, 1st and 4th by Faye, 2nd and 3rd by Leyton Schnellert. K-12. Working with the re-designed curriculum. Choice, open-ended strategies, gradual release.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
A half day conversation on the research on assessment for learning strategies, the 6 strategies, examples of these strategies, and their impact on student learning.
UDL and Backwards Design in junior and senior English classes. Focus on inclusion of all learners in highly diverse communities. Inquiry and questioning framework, post-it note explosion, encouraging reading, writing and thinking.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
CR4YR school teams. Having met 3 times, this was the culmination to think about frameworks for reading for all learners, K-7, how this connects with the redesigned curriculum in BC, and consider school and class goals and plans.
MRLC MY SYHigh Impact Literacy Strategies Jan 2017Faye Brownlie
Day 3, high impact literacy strategies for middle and senior years students. Sequence to deepen thinking with The Cello of Mr O, sequence to support on-line responses to novels, literature circles. Information circles work with Student Diversity, 3 rd edition.
What counts in reading and writing assessment? How do we align our teaching and our assessment? What is valued? Are all students included? How much time is taken? How do we use the information we collect to inform our teaching? AFL counts!
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
Full day session for Manitoba CEC. Using strength-based class reviews/profiles to build toward school and division profiles. Included is a pilot from Louis Riel School Division as they work with 8 schools to transform practice toward needs-based support.
Teaching with ALL Students in Mind: Collaborative Literacy Practices
Considering the shifts of the re-designed curriculum, including a focus on core competencies, examples of story necklaces in writing classrooms and a sequence guided by an essential question are presented.
Literacy for All. Second in a 3 part series. Implementation of 'Every Child, Every Day', working with the core competencies, engaging all learners. How do we best work to include all leaners? K-7.
Langley 4 Igniting a Passion for LIteracyFaye Brownlie
Revisiting purpose and place of sharing levels of text. Two collaborative sequences: grade 2/3 writing and grade 4/5 deeper thinking, both with core competency focus included.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Literacy Stories: Readers and Writers at Work K-3.
Focus on redesigned curriculum, inclusion for all in a meaningful way, assessment to inform our teaching, working together. Stories collected from BC primary classrooms.
An introductory session to the past three years work with Changing Results for Young Readers, the results and the 'Every Child, Every Day' framework as introduced by Allington and Gabriel.
3rd day in the Professional Network Series, a focus on core competencies, using assessment to inform and adjust teaching, strategies and structures to include all learners in diverse classes.
3rd half day session with a focus on the redesigned curriculum. This session highlights core competencies, some considerations of levelled text, and teaching vocabulary decoding skills in context.
4th in Learning by Design series, 1st and 4th by Faye, 2nd and 3rd by Leyton Schnellert. K-12. Working with the re-designed curriculum. Choice, open-ended strategies, gradual release.
2nd district day with a focus on improving literacy practices K-8. Discussion of guided reading, whole class reading, writing, thinking strategies, access point for all students.
A half day conversation on the research on assessment for learning strategies, the 6 strategies, examples of these strategies, and their impact on student learning.
UDL and Backwards Design in junior and senior English classes. Focus on inclusion of all learners in highly diverse communities. Inquiry and questioning framework, post-it note explosion, encouraging reading, writing and thinking.
Building from what teachers had been trying and what they still had as goals, we continued to share strategies and structures that support literacy learning for all. K-7 plus ONE:)
CR4YR school teams. Having met 3 times, this was the culmination to think about frameworks for reading for all learners, K-7, how this connects with the redesigned curriculum in BC, and consider school and class goals and plans.
MRLC MY SYHigh Impact Literacy Strategies Jan 2017Faye Brownlie
Day 3, high impact literacy strategies for middle and senior years students. Sequence to deepen thinking with The Cello of Mr O, sequence to support on-line responses to novels, literature circles. Information circles work with Student Diversity, 3 rd edition.
How do you engage middle and secondary learners? With the premise that learners need to be doing the cognitive work in the classroom, learning sequences should be open-ended, collaborative, and accessible to all. Several cross-curricular examples are provided.
What are the elements that have the greatest impact on improving student learning for 11-18 years olds? How do they work together? The session presents each of the elements and explains their significance, then gives examples of these elements in humanities, English and social studies classrooms.
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
According to PMI, Projects and programs by their very nature create change. How you manage the impact of change is a key component to realizing of the strategic benefits of your project. This session will discuss effective behavioral change management techniques and provide you with the a basic knowledge of change management, so that you anticipate and manage resistance. Effective change management involves anticipating what in the organization is changing, who is impacted, and how they'll feel about it. Change - more specifically, transition - is a process. Understanding the process can help you navigate it faster and more successfully. Planning for change and transition will take the guesswork and panic out of communications down the road.
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.
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
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,
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.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Based on the work in Learning in Safe Schools, 2nd edition by Brownlie and King, a pedagogical framework to support co-teaching all children IN the classroom and examples of such are presented.
5 Techniques to know better for your students click to see onw well prepare technique for teachers to use in class
https://contentwritingcreatively.blogspot.com/2019/11/10-techniques-to-know-better-your.html
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.
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
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.
Balanced literacy in intermediate classrooms: deepening response writing with explode the sentence, co-constructing criteria, found poems; writing from questions of a picture, self assessment; purposeful homework.
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
1. How are all your students included
in meaningful reading and writing
throughout the day?
How does your formative
assessment today influence what
you do tomorrow?
What have you tried? How did it
go?
2. Igniting a Passion for Literacy,
Part 3
Langley Elementary Schools
Sept 28, Oct 18, Jan 19, Apr 12
Faye Brownlie
Slideshare.net/fayebrownlie/langleyjan19
4. Your Class Profile
• What are the strengths of your class?
– Think of 2 or 3!
– What are you celebraIng that they have learned?
• What are the areas you are wanIng to stretch or
strengthen this term?
– Choose no more than 2☺
• What is your plan?
5. When planning, consider…
• Big Ideas
– Stories and texts
– PerspecIve
– Language and its use
– Wondering
• Curricular Competencies
– Comprehend and connect
– Create and communicate
• Content
– Story/text
– Strategies and processes
– Language features, structures and convenIons
7. Oral Storytelling – Bev Marisco,
Campbell River
• Read class a FN story about local animals
hiding in the forest.
• Boys hid the animals in the forest because a
big flood was happening. One of the boys had
recently seen the flooding of the Campbell
River.
• It looked like chaos but they were reenacIng a
flood!
18. Belonging – grades 2/3
Michelle Hikida
• Structured Inquiry
– All teacher quesIons
• EssenIal quesIons
– What is the best part of you?
– What are your giKs?
– Who is the person you want to be?
31. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In preparaIon for on-line response posts
• Text: A Monster Calls – Patrick Ness
36. • Big ideas
• DescripIve
• AdjecIves
• Word choice
• Supported inferences
• EmoIons – felt
• Touched hearts
• Clear examples of
(emoIons, happenings)
• PersonificaIon
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine
37. The Sequence
• Whip around – catch up on the story
• Explode the sentence
• Write to show you understand – move beyond a
retelling, take a risk, go deep, explain why what
happens maGers and to whom
• Share a phrase, a word, a sentence that is powerful in
your wriIng
• Make a class list of what counts – beginning criteria
• Use those phrases to make a class found poem
• Reorganize twice to make the poem flow
42. The next day…
• Review the criteria and reorganize into categories
• Read the next chapter
• Have students meet in small groups
• Provide a choice of 2-3 sentences for students to
explode in small groups
• Students write a draK for their on-line post
• Students idenIfy, alone, then with a partner,
where their wriIng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post
