A 2 hour session for myPITA, examining how to infuse creative and critical thinking into the intermediate language arts classroom. Consideration is given to connecting to the core competencies and how to use student self-assessment after their involvement in the strategic sequences.
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.
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.
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.
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.
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!
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.
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.
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.
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.
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.
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!
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.
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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?
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.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
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?
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:)
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.
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.
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.
A half day conversation examining what counts in adolescent literacy, beginning with big ideas and the ILA 2012 Adolescent Literacy Position Statement.
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.
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
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.
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 brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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?
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.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
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?
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:)
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.
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.
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.
A half day conversation examining what counts in adolescent literacy, beginning with big ideas and the ILA 2012 Adolescent Literacy Position Statement.
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.
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
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.
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.
Continuing the conversation on research-based reading practices, focusing on building flexible word strategies for decoding, timetabling, support for vulnerable learners, language.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
This presentation examines what is meant by progress in Early Years and KS1; it discusses the issue of hothousing with reference to the cognitive and neural development of children; it suggests that 'stretch and challenge' should be done through 'mastery' rather than by moving on to the next topic; finally it offers some practical strategies to provide extension tasks for younger pupils.
The presentation was given by Samantha Jaspal, Headteacher of Berkhamsted Pre-Prep to EY and KS1 parents on Thursday 13th February 2014
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.
A 2 hour session for myPITA examining literature circles without roles or assigned reading, with a focus on Indigenous texts and building background knowledge through specific 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.
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.
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.
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.
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
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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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!
1. Creative and Critical Thinking
in Language Arts
PITA Spring Conference
Friday, April 27, 2018
Whistler Hilton
Faye Brownlie
Slideshare.net/fayebrownlie/pita.thinking
2. 1. Focus on meaning
2. Read aloud
3. Do everything you can to get kids to read
4. Give beginning readers lots of opportuniOes to
interact with print
5. Provide opportuniOes for success
6. Teach phonics – but don’t overdo it
7. Provide a rich array of print choices
8. Give kids choice in what they read
9. Balance challenging texts with easier ones
18 Practices Proven Effective for
Teaching Reading - Heinemann
4. Do classroom assignments reflect
today’s higher standards?
• QuesOon examined by the EducaOon Trust,
2015, in US middle schools
• As quoted by Kelly Gallagher, “The WriOng
Journey” in EL, Feb 17
8. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In preparaOon for on-line response posts
• Text: A Monster Calls – Patrick Ness
13. • Big ideas
• DescripOve
• AdjecOves
• Word choice
• Supported inferences
• EmoOons – felt
• Touched hearts
• Clear examples of
(emoOons, happenings)
• PersonificaOon
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine
14. 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 mamers and to whom
• Share a phrase, a word, a sentence that is powerful in
your wriOng
• 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
19. 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 draX for their on-line post
• Students idenOfy, alone, then with a partner,
where their wriOng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post
20. From Loose Parts – Writing to
Inform
with Denise Upton, Grade 4
• Read a story
• Distribute collecOons of loose parts and have
the students create a story, based on the story
that has been read
• Share the created stories
30. Refugees – Grade 6/7
Courtney Bebluk
• How do we grow to understand each other’s
stories?
• The pamern:
– Visuals
– Key words and concepts
– Web ideas and short notes
42. Creative Thinking Profile
• I can get new ideas or build on or combine other
people’s ideas to create new things within the
constraints of a form, a problem, or materials.
• I can get new ideas, build on other’s ideas and
add new ideas of my own, or combine other
people’s ideas in new ways to create new things
or solve straighsorward problems. My ideas are
fun, entertaining, or useful for me and my peers,
and I have a sense of accomplishment.
43. Creative Thinking Profile
• I can get new ideas or reinterpret others’ ideas
in ways that have an impact on my peers.
• I get ideas that are new to my peers. My
creaOve ideas are oXen a form of self-
expression for me.
45. Deepening Thinking, Strengthening Writing
-with Julie Cornell at the Wheelhouse
• Examine a picture as a class
– See? Know? Evidence? CapOon?
• Repeat, if necessary
• Examine your picture in your group
– See? Know? Evidence? CapOon?
• Write the story behind your picture.
• As the students write, move around and highlight a phrase OR write
the phrase on a post-it and leave with the student.
• Share phrases.
• Phrases can move into a found poem.
• Can repeat with different picture or a group of pictures or write
aXer seeing/hearing from others.
• Choose the wriOng you are most interested in (different points of
view, theme – hardship, moving, loss, celebraOon, combinaOon of
pictures), edit and take to publicaOon. Discuss your edits through
the lens of the criteria.
57. Critical Thinking Profile
• I can ask quesOons and consider opOons. I can
use my observaOons, experience, and
imaginaOon to draw conclusions and make
judgments.
• I can ask open-ended quesOons, explore, gather
informaOon, and experiment purposefully to
develop opOons. I can contribute to and use
criteria. I can use observaOon, experience, and
imaginaOon to draw conclusions, make
judgments, and ask new quesOons. I can describe
my thinking and how it is changing.
59. Critical Thinking Core Competency
•I can ask quesOons and consider opOons.
Evidence:
•I can use my observaOons, experiences and imaginaOon to draw conclusions and make judgments.
Evidence:
•I can connect to a big idea or quesOon.
Evidence:
60.
61.
62.
63.
64. Lanyards supplied by Fairware’s Lanyard Library.
Because sharing is caring.
*Please make sure you return them at the end of the event.
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