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.
What is inclusion? How do class reviews and focusing on in-class support help us build more inclusive schools where all students belong socially, emotionally and intellectually? How do we work as district staff within this focus to keep the dream alive?
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
A day's session on fiction and non-fiction reading, K-7 with Queen Elizabeth and General Gordon staffs. Every Child, Every Day; small group instruction, whole group instruction.
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.
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.
What is inclusion? How do class reviews and focusing on in-class support help us build more inclusive schools where all students belong socially, emotionally and intellectually? How do we work as district staff within this focus to keep the dream alive?
Continuing the conversation. What is going well with our vision of inclusion? How do class reviews and focusing on in-class support for all learners work to enhance learning and belonging for all students?
A day's session on fiction and non-fiction reading, K-7 with Queen Elizabeth and General Gordon staffs. Every Child, Every Day; small group instruction, whole group instruction.
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.
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.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
Continuing the conversation of what makes a difference in literacy each day for all learners. This session focused on 2 whole class strategy sequences, conferences and reading trains.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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.
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.
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!
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
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.
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.
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.
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.
A day's discussion re: literacy for all, with a particular focus on K-7. Discussion grew from 'Every Child, Every Day' into writing, whole class reading strategies, and support for the vulnerable reader.
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:)
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.
Leaders of Learning: BC stories of inspiration, change, and challenge. Keynote address at Primary Teachers Convention in Nanaimo. BC stories of teachers working to include all students in meaningful literacy actives, guided by the redesigned curriculum.
Continuing the conversation of what makes a difference in literacy each day for all learners. This session focused on 2 whole class strategy sequences, conferences and reading trains.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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.
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.
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!
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
Langley 3 Igniting a Passion for LiteracyFaye Brownlie
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.
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.
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.
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.
A day's discussion re: literacy for all, with a particular focus on K-7. Discussion grew from 'Every Child, Every Day' into writing, whole class reading strategies, and support for the vulnerable reader.
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:)
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.
Day 1 of a 2 day conversation about leading the learning in literacy. What counts in assessment? How does assessment reflect your values? Formative and summative.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Writing is Thinking. An all day session of suggestions for engaging all students as writers, K-8. Focus on pre-writing, oral language, working with image and pictures, descriptive feedback and criteria.
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 half day conversation on student diversity and the redesigned curriculum. How do we teach so all have access and can participate, all want to participate?
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.
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.
Finding out what you need to know.pba.reading.sd20Faye Brownlie
Grade 4/5 classroom teachers. What counts in reading? What practices make the greatest difference in developing readers? How do we create a Standard Reading Assessment?
Meaning-making is the goal of reading. In this 2 hour session, we focus on creating teaching reading to all students through a meaning-based approach and creating readers who can read and who enjoy reading.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
What are we finding out from the Changing Results for Young Readers initiative? What evidence-based reading practices are being used by teachers in the project, throughout BC? What do teachers report helps to make a difference for vulnerable readers?
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
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,
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.
K-7, 2nd in series of quality teaching and learning in inclusive classrooms and schools. Keynote as a wrap around specific sessions. Focus on reading, Allington's framework, 2 strategic sequences.
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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. Creating Readers and Writers:
Literacy Frameworks and
Strategies to Include ALL Learners
Lloyd George Elementary
Kamloops
May 16, 2016
www.slideshare.net/
fayebrownlie.lloydgeorge
3. Big Ideas
– Teaching counts!
• Our instrucFonal choices impact significantly on
student learning
• We teach responsively
• We need a mental model of ‘what works’ to guide our
teaching
• Learning should be fun, based on big ideas and not
stressful
4. Big Ideas
– Reading and writing
• ‘float on a sea of talk’ – James BriIon
• Are apprenFceships – Frank Smith
– Engage the learners!
• If you are not engaged, you can’t be learning
• Thinking is the basis of all our learning
– Provide access for all!
• Low floor, high ceiling
• Work Frelessly to keep students within the community of
the classroom…How can we work together in the classroom?
5. Redesigned Curriculum
• Core Competencies
– CommunicaFon
– Thinking:
• creaFve
• criFcal
– Personal and Social:
• PosiFve & cultural idenFty
• Personal responsibility & awareness
• Social responsibility
• Big Ideas
• Learning Standards
– Curricular competencies
– Content
6. If we want to change
achievement, we must change
instruction.
16. Literacy Centres, Gr 1/2
with Lisa Schwartz
• Begin with whole class modeling of flexible
use of strategies
• OpportuniFes for guided pracFce – 10
minutes per centre
• Reflect, whole group: something you learned
or a challenge you solved in reading/wriFng
29. Feedback Frames & Criteria in FI –
Brooke Douglas, Richmond
• StarFng with a feedback frame students and
teachers know the goals of the lesson/unit. These
are glued beside student work for students and
teachers to respond to.
• The big idea or quesFon is on the board or on the
wall and being referred to by the teacher and the
students as a focus for the session.
• The learning sequence is posted and explained so
that students can work, generally at their own
pace, and have something to refer to should they
need a reminder.