Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
This document provides an overview of 21st century learning approaches including differentiated instruction and changing assessment practices. It discusses differentiated instruction in terms of content, process, product, and learning environment. Assessment for learning and increasing student choice and ownership are emphasized. Specific strategies are proposed like universal design for learning, backwards design, open-ended teaching, workshop models, inquiry learning, and using feedback to build agency. The importance of individualized feedback and designing lesson sequences with formative assessments is highlighted. Examples are given of strategies like hot seating, critical literacy analysis, and setting learning goals and intentions.
This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.
This document provides an overview of 21st century learning approaches including differentiated instruction and changing assessment practices. It discusses differentiated instruction in terms of content, process, product, and learning environment. Assessment for learning and increasing student choice and ownership are emphasized. Specific strategies are proposed like universal design for learning, backwards design, open-ended teaching, workshop models, inquiry learning, and using feedback to build agency. The importance of individualized feedback and designing lesson sequences with formative assessments is highlighted. Examples are given of strategies like hot seating, critical literacy analysis, and setting learning goals and intentions.
This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.
Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
The document provides guidance for tutors on their roles and responsibilities. It discusses establishing rapport with students, listening skills, verbal and non-verbal communication techniques, addressing different learning styles, and helping students develop effective study skills. Specific topics covered include demonstrating empathy, asking clarifying questions, avoiding ineffective communication, and reflecting on students' perspectives. The overall goal is to help students become confident, independent learners.
The document provides an overview of a communication student learning pilot program. It includes discussions on feedback, assessment, and communicating student learning to parents. School teams are asked to share their experiences and strategies for moving forward with challenges. The purpose is to learn from each other and improve practices around ongoing assessment, communication with parents, and student involvement.
The document discusses how design thinking processes can be used to scaffold student thinking. It describes how an instructional coach worked with an engineering teacher to use the "Thinking Hats" approach to guide students through analyzing designs. The Thinking Hats approach separates feedback into categories represented by different colored hats to focus students' thinking. Students said this approach helped them look at both strengths and weaknesses of designs to improve them. The document also discusses how reverse engineering can be used across subjects to analyze components and effectiveness of "designs" like texts or processes.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
This document summarizes a presentation on reducing math anxiety in students. It discusses how math anxiety is linked to poor performance and negative attitudes. Several strategies are presented to address math anxiety, including having students admit their fears, getting to know learners, using interactive notebooks and math autobiographies. Cooperative learning strategies like think-pair-share and round robin are recommended. The use of games and real-world math problems are also suggested to make math more relevant and engaging for students. References on math anxiety and strategies for relief are provided.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
Six surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
This document discusses formative assessment strategies that teachers can use to gather evidence of student learning and guide instruction. It outlines six key strategies for formative assessment: 1) learning intentions, 2) criteria, 3) questions, 4) descriptive feedback, 5) peer and self-assessment, and 6) ownership. These strategies are designed to be used minute-by-minute and day-by-day in the classroom to continually assess student understanding and adapt teaching accordingly. The document also discusses occasional "grand events" like performance-based assessments to analyze student strengths and areas for improvement.
The document discusses strategies for teaching questioning skills to students. It explains that many students lack the language skills to formulate formal questions when they enter school. The ability to ask questions is crucial for building conceptual frameworks and accessing information. The strategies presented include teacher modeling of thinking aloud, guided practice using charts and reciprocal teaching, and independent practice with tools and graphic organizers to apply questioning skills independently.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
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.
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.
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.
The document provides an overview of a communication student learning pilot program. It includes discussions on feedback, assessment, and communicating student learning to parents. School teams are asked to share their experiences and strategies for moving forward with challenges. The purpose is to learn from each other and improve practices around ongoing assessment, communication with parents, and student involvement.
The document discusses how design thinking processes can be used to scaffold student thinking. It describes how an instructional coach worked with an engineering teacher to use the "Thinking Hats" approach to guide students through analyzing designs. The Thinking Hats approach separates feedback into categories represented by different colored hats to focus students' thinking. Students said this approach helped them look at both strengths and weaknesses of designs to improve them. The document also discusses how reverse engineering can be used across subjects to analyze components and effectiveness of "designs" like texts or processes.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
An overview of assessment of learning and assessment for learning with rationale and examples of embedded assessment for learning principles. K-12 audience.
Carolina Forest International Elementary is implementing gifted pedagogy for all of the second grade students. This presentation is a first step in supporting teachers in that process.
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
This document summarizes a presentation on reducing math anxiety in students. It discusses how math anxiety is linked to poor performance and negative attitudes. Several strategies are presented to address math anxiety, including having students admit their fears, getting to know learners, using interactive notebooks and math autobiographies. Cooperative learning strategies like think-pair-share and round robin are recommended. The use of games and real-world math problems are also suggested to make math more relevant and engaging for students. References on math anxiety and strategies for relief are provided.
A revisiting of assessment for learning strategies that best support the learning of all students. Building from the work of Dylan Wiliam and John Hattie. (the appie session)
Six surprisingly simple strategies to engage students in complex learningTansy Jessop
This document outlines strategies for engaging students in complex learning. It discusses six strategies: 1) connecting to prior knowledge, 2) using writing as thinking, 3) having high expectations, 4) crossing boundaries, 5) using dialogue, and 6) surprising students. Some example activities are provided for each strategy, such as having students write journal article abstracts, participate in directed independent tasks, and provide mid-module feedback through critical incident questionnaires. The overall goal is to make learning more interactive, challenging, and relevant to better engage students.
This document discusses formative assessment strategies that teachers can use to gather evidence of student learning and guide instruction. It outlines six key strategies for formative assessment: 1) learning intentions, 2) criteria, 3) questions, 4) descriptive feedback, 5) peer and self-assessment, and 6) ownership. These strategies are designed to be used minute-by-minute and day-by-day in the classroom to continually assess student understanding and adapt teaching accordingly. The document also discusses occasional "grand events" like performance-based assessments to analyze student strengths and areas for improvement.
The document discusses strategies for teaching questioning skills to students. It explains that many students lack the language skills to formulate formal questions when they enter school. The ability to ask questions is crucial for building conceptual frameworks and accessing information. The strategies presented include teacher modeling of thinking aloud, guided practice using charts and reciprocal teaching, and independent practice with tools and graphic organizers to apply questioning skills independently.
Evidence based reading practices.cr4 yr,jan18, 2013Faye Brownlie
The document discusses a symposium on evidence-based practices for improving young readers. It provides information from the PIRLS 2011 international reading assessment which found that students in British Columbia performed above average, with more success in literary reading compared to informational reading. The document also discusses challenges in balancing basic reading skills instruction with using texts to build knowledge, as well as the importance of ensuring struggling readers have support to build an efficient reading process.
The document provides an overview of effective teaching strategies to engage students, as presented by Faye Brownlie. It discusses frameworks like universal design for learning and backwards design. Specific approaches are outlined, including assessment for learning, open-ended strategies, gradual release of responsibility, and inquiry-based learning. The importance of direct comprehension instruction, effective principles embedded in content, motivation, and formative assessment are also highlighted. Examples are given of thinking strategies applied in a grade 9 science classroom on teaching electricity concepts.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
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.
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.
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.
The document outlines strategies for effective literacy instruction across grades and subjects, including the principles of universal design for learning, formative assessment, feedback, developing a growth mindset in students, guided reading practices, and incorporating literacy instruction into the library period. Examples of lesson plans and activities are provided to illustrate how these strategies can be implemented in the classroom to support all learners.
EPCE phd counselor education orientation for p1_3Jongpil Cheon
This document provides an orientation for counselor education students regarding the evaluation process for Phase 1, 2, and 3 courses in the Counselor Education program at Texas Tech University. It outlines the mission and majors of the program, including MEd in Clinical Mental Health Counseling, MEd in School Counseling, and PhD in Counselor Education. It describes the phases of courses, assessments and rubrics used for evaluation, and provides contact information for questions.
This document outlines strategies for creating inclusive classrooms that engage all students in thinking and learning. It discusses frameworks like Universal Design for Learning that provide multiple means for students to acquire and demonstrate knowledge. Specific strategies presented include literature circles, inquiry circles, and backwards design of lessons around important ideas and thinking skills. Case studies demonstrate how these approaches were implemented successfully in diverse classrooms.
This document discusses strategies for teaching literacy across grades and subjects. It emphasizes the importance of high engagement learning environments that provide meaningful activities and opportunities for collaboration. Specific strategies discussed include teaching reading strategies through shared texts, formative reading assessments to identify student strengths and areas for growth, and ensuring every student reads accurately, understands what they read, writes about meaningful topics, and discusses their reading and writing. The document also provides examples of literacy activities and writing lessons incorporating student choice, criteria, and feedback.
Blogs and wikis can be useful tools for education. Blogs allow teachers to share class information, assignments, and updates with students and parents. Wikis enable collaborative learning by letting students and teachers create and edit shared web pages. Popular sites for creating free blogs include Blogger and WordPress, while Wikispaces and Wetpaint are options for setting up wikis. Both tools can increase engagement when used to facilitate communication, group projects, and the sharing of resources.
A 2 hour articulation meeting with grade 6/7 teachers and secondary teachers, focusing on information reading and inquiry, guided by the results of performance-based assessments and what students need to know in terms of how to deeply understand these texts.
The value chain of food is perhaps the most important system for people on earth, but simultaneously one of the most inefficient. It's time that we start caring not only about what we eat, but also about what we don't eat.
Food Fight is a fictive project that needs to become a reality. Efficient food is the western world's most important sustainability challenge an will remain so until people at large put pressure on government, producers, retail and each other to change their behavior.
Not that the numbers are fictive and for illustrative purpose (although far from unreasonable)
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.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
El documento describe los diferentes aspectos que componen un proyecto, incluyendo las fases de planificación, especificaciones, ejecución y documentación. Explica que un proyecto debe definir claramente los objetivos, plazos y recursos para alcanzar un resultado final de calidad a un precio competitivo.
This document discusses key concepts of assessment for learning (AFL) that administrators need to understand to support teachers. It defines AFL and assessment of learning, identifies six big AFL practices including learning intentions, criteria, descriptive feedback, questioning, self and peer assessment, and ownership. Examples are provided for each practice showing how teachers have implemented them in the classroom. The document emphasizes that AFL should be ongoing and inform teaching and learning, while assessment of learning happens at the end to measure achievement. It aims to help administrators determine next steps to further support teachers in using AFL.
This document outlines an administrative perspective on literacy in intermediate grades. It discusses the importance of effective instructional practices and teacher collaboration to improve student learning. It also provides an overview of the process for conducting classroom reviews to support teachers in meeting the diverse needs of all students.
The document provides guidance for writing with joy and passion in front of students. It recommends regularly modeling the writing process aloud and having students identify the criteria a piece meets. Teachers should confer with each student to provide feedback focused on the criteria. Specific criteria are suggested for grade 2/3 writing, such as an opening sentence with a hook and use of details. Sample student writing pieces are also included addressing various criteria.
George Washington was the first President of the United States from 1789 to 1797, serving two terms. The first executive branch consisted of the Department of State led by Thomas Jefferson and the Department of the Treasury led by Alexander Hamilton. The Judiciary Act of 1789 established the Supreme Court and a system of lower courts. Alexander Hamilton proposed paying off the nation's debt by issuing new bonds which bankers supported but many opposed as it rewarded speculators.
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.
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
This document outlines themes and strategies from a professional development session on meaningful instruction, assessment, and communication with parents. Key topics discussed include the power of feedback, making learning visible through student voice and agency, teaching with "big ideas", and ongoing communication with families. Specific assessment strategies are presented, such as using formative feedback to improve student performance, developing student self-assessment skills, and creating digital portfolios to showcase the learning process. The document encourages teachers to reflect on how to apply these ideas to increase student ownership of learning.
Here is an example using the objective strand you provided:
In order for students to use appropriate mathematical language (symbols, terminology) in both oral and written statements, students must comprehend and use language with accuracy, clarity, and discernment. (ATL Category: Thinking, ATL Cluster: Critical Thinking)
When considering the authentic assessment task, students will need to organize and interpret data and communicate their findings to an audience. Therefore, an additional skill that could be explicitly taught is:
Structure information in summaries, essays and reports. (ATL Category: Communication, ATL Cluster: Communication)
By identifying the key skills needed to successfully complete the task, teachers can ensure students have opportunities to develop those skills through the
Stu'ate lelum.what makes a difference in teaching.may.2011Faye Brownlie
This document summarizes Faye Brownlie's professional development session on teaching that makes a difference. The session focused on collaboration improving student learning, identifying quality teaching, and embedding assessment for learning. It discussed reports highlighting how top-performing school systems get teachers to become effective instructors. Frameworks for thinking and lesson design were also presented, including backwards design, universal design for learning, and assessment for and of learning. Specific teaching strategies like questioning, math centers, and lesson components were outlined.
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.
This document summarizes a presentation on using reading assessments to guide instruction. The learning intentions included better understanding how to use assessment data, implementing performance assessments, and using formative assessment daily. The presentation covered selecting statements about assessment, formative assessment, feedback, and creating engaged learning environments. It also discussed frameworks like UDL and backwards design. Key recommendations were that every child reads accurately, understands what they read, writes about something meaningful, talks with peers, and listens to adult read alouds daily.
This document provides an agenda and materials for a class on community and connections in education. The agenda includes course evaluations, reviewing topics, discussing Dewey's Pedagogic Creed, creating their own pedagogic creed, reviewing grades, making a globe, networking, and parking lot discussion topics. Students will discuss their developing philosophies of education and create their own creed integrating course discussions. They will have a break and then collaborate on an inquiry-based lesson about a current event. Finally, students will represent themselves through words or symbols on paper strips to form a globe. The class aims to discuss educational theories and foster ongoing connections between students.
This document summarizes a professional development session on assessment for learning (AFL). The presenter discussed moving away from traditional assessment practices towards a more formative approach. Key points included:
1) The presenter advocated giving students more feedback and fewer grades in order to increase learning. Feedback should be specific and actionable for students.
2) Traditional practices like assigning grades for every assignment were questioned. Research suggests this has little impact on learning. The focus should be on learning, not task completion.
3) Creating student-friendly learning intentions and criteria was a focus. Teachers worked on drafting intentions for upcoming lessons to increase clarity and engagement.
4) Increasing feedback through methods like student conferences and
Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.
The document describes various strategies for assessment for learning (AFL). It discusses the six key AFL strategies: learning intentions, criteria, descriptive feedback, questioning, peer and self-assessment, and student ownership. Several examples are provided of teachers implementing AFL strategies in their classrooms to engage students in self-assessment and help guide their own learning. The examples illustrate how AFL can be embedded into daily teaching practices to make student learning more effective.
This document provides guidance on effective questioning techniques for teachers. It begins by outlining the learning objectives of being able to classify and ask questions according to different levels of comprehension. It then discusses why asking questions is important, such as making connections, predictions, ensuring understanding, and strengthening critical thinking. The document explains Bloom's Taxonomy for categorizing questions into different levels including remembering, understanding, applying, analyzing, evaluating, and creating. It provides examples of questions for each level. Finally, it offers tips for how questions should be asked in the classroom, such as reinforcing learning objectives, involving all students, encouraging speculation, and requiring complete answers.
The document discusses 5 best practices for creating authentic learning experiences:
1. Engage and discover - Build background knowledge and engage students with relevant problems. Have students take ownership of their learning.
2. Make connections - Help students connect learning to real-world issues and experiences. Facilitate analysis and discussion to help students form opinions.
3. Apply understanding - Have students transfer learning to new scenarios. Reinforce higher-order thinking skills and content knowledge.
4. Share knowledge - Publish student work and have students teach others. Help students contribute to the learning community.
5. Playback and reflect - Use feedback from multiple sources and reflect throughout learning, not just at the end. Student assessment should
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.
The document summarizes a CLIL training session that covered various topics:
1. The final session included an exam on creating CLIL units, implementation, and evaluation.
2. Participants took a quiz on CLIL and analyzed CLIL activities using Cummins' matrix.
3. Proper planning of CLIL units was discussed, including establishing a vision, context, unit concept and mind map, and selecting appropriate task types and materials.
4. Examples of CLIL activities and assessments were provided, focusing on making activities student-centered, meaningful, and inclusive of multiple intelligences.
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
Essential questions provide a rich, meaningful way to frame global learning experiences for students. They open doors to inquiry and invite students to truly grapple with the complex issues of the global curriculum. In this session, we will explore what makes a question essential and how to transform a good essential question into a great one. We will closely examine the ISSN Essential Question Matrix – a menu of high quality essential questions addressing 15 globally significant issues across all grade levels and content areas – and explore a variety of specific ways to use them to enhance global learning in our classrooms and schools.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
Similar to Quality teaching.coquitlam burnaby.april 2013 (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.
This document summarizes literacy strategies for engaging all learners in the classroom. It discusses using a competency-based curriculum focused on students' strengths and needs. Some strategies described include clustering activities where students organize their knowledge on a topic, timed writing exercises, and using pictures to inspire story writing. Feedback is important to help students develop their skills. The document also discusses developing criteria to guide writing assessments.
This document summarizes key points from a professional learning session on effective literacy practices for inclusive classrooms. It discusses strategies like building background knowledge, using visuals, focusing on meaning over isolated skills, and providing choice and relationships. Specific practices that support struggling readers are highlighted, like one-on-one support and conferencing. Questioning round-robin reading and skills in isolation, it advocates for high expectations, comprehensive instruction, and addressing students' individual needs.
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
This document summarizes key points from a two-day professional development session on evidence-guided literacy instruction. The session focused on using student assessment data to identify strengths and gaps in literacy skills, and develop targeted instructional plans. Teachers learned about assessing reading through performance tasks, writing samples, and conferences. The document provides examples of instructional approaches like guided reading, literacy centers, and standard reading assessments. It emphasizes using a range of assessment methods to understand students and align instruction to support all learners in developing literacy.
This document provides guidance for principals and literacy coaches on understanding quality literacy instruction. It begins by outlining learning intentions around using data to understand student strengths and areas for growth, and developing plans to support literacy development for all students. It then presents frameworks for assessing students, analyzing data, planning instruction, and implementing and reassessing. The document emphasizes the importance of understanding individual student needs, setting goals, and choosing appropriate strategies. It also discusses elements of effective literacy instruction such as relationship building, choice, and a focus on meaning. Finally, it stresses the importance of coherence across a school system in order to improve literacy outcomes for all students.
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.
Volcano surfing is risky for several reasons. The steep slopes of the volcano make the tough climb to the top dangerous. Once at the top, surfers are exposed to billowing ash and crater eruptions, which can burn and injure them. The degree and angle of the slopes combined with ash and lava flows create hazardous conditions for those surfing down the volcano.
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.
The document discusses literacy education. It begins by providing the Ministry of Education's definition of literacy as involving making meaning from text, expressing oneself in various modes and purposes, and including skills like connecting, analyzing critically, comprehending, creating and communicating.
It then discusses recommendations for daily literacy activities in classrooms from authors Allington and Gabriel, including ensuring every child reads something they choose and understand, writes about meaningful topics, and engages in discussions about reading and writing.
The document ends by discussing the importance of read alouds, independent reading, and literacy centers/stations, and ensuring vulnerable students have support and engaging literacy activities throughout the day.
The document discusses strategies for developing literacy skills in students. It defines literacy and outlines six elements of effective literacy instruction for all students, including ensuring every student reads something they choose and understand, writes about something personally meaningful, and talks with peers about reading and writing. The document also discusses providing whole-class, small-group, and one-on-one instruction and feedback to students to help them improve accuracy and comprehension. Effective assessment involves using student observations and conversations to inform teaching.
1. The document discusses various writing strategies used in early and middle years classrooms, including writers' workshop, interview writing, quick writes, power paragraphs, and story necklace writing.
2. Specific examples are provided, such as having students write for 15 seconds about a prompt word, then allowing 3-4 minutes to write, and having them highlight powerful phrases to share.
3. The importance of modeling writing strategies, providing feedback, and giving students ample time and practice to write is emphasized throughout.
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.
1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
April
17,
2013
Faye
Brownlie
www.slideshare.net
4. What
are
the
narraKves
of
self
that
our
learners
are
developing?
What
is
the
story
they
tell
about
themselves
as
learners?
• Our
language
and
our
acKons
are
immensely
powerful
in
helping
to
narrate
the
‘self’
that
our
learners
are
becoming.
5. Do
your
students
receive
individual
feedback
from
you
in
every
class?
6. Powerful
feedback
to
build
a
sense
of
agency
• What
do
you
know
how
to
do?
• Where
are
you
geSng
stuck?
• How
does
that
connect
to
what
we
did
yesterday?
Or….?
• What
do
you
remember
about…?
• BriVany
Stockley,
Centennial
7. • What
angle
(between
0
and
360)
– is
in
the
second
quadrant
and
a
sine
=
0.23?
– Sketch
the
quadrants
and
tell
me
what
you
know.
– Which
is
the
second
quadrant?
– What
do
you
know
about
the
second
quadrant?
– What
do
you
know
about
sine?
8. Powerful
feedback
to
build
a
sense
of
agency
• I
see
you
know
how
to
write
the
beginning
of
that
word….
• Can
you
show
me
a
word
you
took
a
risk
at
spelling/using?
• Circle
your
2
most
powerful
words/phrases.
• I
bet
you’re
proud
of
yourself.
• Which
part
are
you
sure
about,
and
which
part
are
you
not
sure
about?
9. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecKve
than
wriVen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher
10. K – Building Connections/Response
to Reading
• PracKce
making
connecKons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connecKons
• Students
show
their
connecKons
by
drawing
and
wriKng
• with
Jessica
Chan,
Inman,
Burnaby
11.
12.
13.
14.
15.
16.
17. Features of High-Engagement Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opKons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraKve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriVen
• the
meaningfulness
of
the
acKviKes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
18. Hot Seat
The Outsiders – gr.8 with Brent Spence
The Glass Castle – gr.12 with Amy Stevenson
• Students
choose
a
role
• May
generate
quesKons
in
advance
that
‘could’
be
asked
of
them
• Begin
with
teacher
as
moderator
• Audience
of
the
class
poses
quesKons
to
the
panel;
can
interview
in
role
• Quick
write
between
groups
19. The Outsiders
• Three
quesKons
for
quick
writes:
– What
is
the
big
deal
about
the
Greasers?
– Do
the
Greasers
feel
more
than
the
Socs?
– What
will
your
character
be
doing
in
10
years
Kme?
20.
21.
22. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15
minutes
–
work
on
unit
review
quesKons
with
a
partner
• Inside/outside
circle
–
5
quesKons
• Partner
A
explains,
B
listens,
refines,
quesKons
• Outside
circle,
move
2
chairs,
then
Partner
A
explains,
etc.
• Teachers
listen/coach
for
class
confusion
• Model
process
for
soluKon
for
the
challenging
quesKon
for
the
class
• Students
reflect:
what
I
need
to
remember
23.
24.
25.
26. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People
Search
–
12
boxes
• Students
made
notes
for
each
quesKon
• Coached
and
listened
to
see
if
there
were
any
challenging
areas
• 2
quesKons
were
most
challenging
• Melanie
explained
her
‘answer’
to
each,
using
a
Kmeline
and
associaKons
• 2
addiKonal
areas
to
study
– With
a
concept
map
– With
a
chart
27. Canada
in
the
1930’s
People
Search
Find
someone
who:
…can
describe
3
differences
between
life
in
the
city
and
life
in
rural
Canada
during
the
Great
Depression
…can
paint
a
vivid
picture
with
words
of
relief
camps
…can
tell
the
story
of
the
beginning
of
the
labour
movement
in
Canada
…understands
the
difference
between
totalitarism,
socialism,
communism,
and
fascism
in
the
1930’s
28. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
supporKng
informaKon
• With
Ken
Porter
and
Kelly
Zimmer,
Mundy
Road
–
in
class
support
for
students
at
risk
38. Power Paragraphs
• Model:
build
together
• Same
topic
and
one
‘2nd’
power
• Students
choose
2
‘2nd’
powers
from
the
brainstormed
list
• Walk
and
talk
about
what
you
will
say
• Co-‐construct
the
power
structure
• Write
together
• Share
• PracKce
in
similar
way
for
3
more
days
• With
Stephanie
Perko,
Mundy
Road,
gr.
2/3
39.
40.
41.
42.
43.
44.
45. Universal Design for Learning
MulKple
means:
-‐to
tap
into
background
knowledge,
to
acKvate
prior
knowledge,
to
increase
engagement
and
moKvaKon
-‐to
acquire
the
informaKon
and
knowledge
to
process
new
ideas
and
informaKon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
46. 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
47. Planning
What
are
you
going
to
try
ASAP?
Who
will
help
you?
Be
prepared
to
talk
about
what
you
tried
when
we
meet
again
in
April.