This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.

1. It’s All about Thinking – Collaborating
to Support All Learners
Reading, Writing, Thinking Strategies
Middle
Prince
Rupert
January
9,
2014
Faye
Brownlie
www.slideshare.net/fayebrownlie

2. Learning
IntenDons
• I
have
a
plan
to
collaborate
with
someone
in
the
classroom.
• I
have
a
plan
to
try
a
different
strategy
or
sequence
that
focuses
on
literacy
and
engagement.
• I
have
a
plan
to
conDnue
to
ask
the
quesDons,
”How
is
what
I
am
doing
supporDng
the
learning
of
all
my
students?”
and
“How
do
I
know?”

3. “Pedagogy
trumps
curriculum.”
(Dylan
Wiliam)

4. Four Minute Reflective Write
Think about what you know about your class as you
begin this next term.
What are the strengths of your class
as a whole?
What are some areas to strengthen
of your class as a whole?
How can what you saw this morning be
used with your students?

5. Synthesize
• What are two key words/phrases
from your write?
• Pick ONE to share & to explain why
you picked it.

6. Talk Time
A/ B Partners – Share your ONE key idea
(2 minutes each)
Square up – Share your partner’s idea
(5 minutes)
Decide as a group on ONE key thought to
share with the wider group
Group Report out –ONE key idea
(1 minute per group)

7. Background Knowledge
Close Reading
Think Aloud
Inquiry
How do animals adapt?

8. Background
knowledge
has
a
greater
impact
on
adolescents
being
able
to
read
a
text
than
anything
else.
-­‐Doug
Fisher,
Richard
Allington

13. Why is this adaptation the best for
this environment?
• Examine
the
pictures,
the
capDons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-­‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaDon
with
the
informaDon
behind
the
post-­‐it
notes

19. The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
• 100
Dtles
grades
6-­‐10
• 50
Dtles
grades
4-­‐8
Smartest Adaptations in Nature
-Scholastic

20. Barb Turney
•
•
•
•
Universal
Design
for
Learning
Inquiry
Deep
thinking
Personal
connecDons

21. With
Universal
Design
In
Mind
What
was
the
impact
of
residen2al
schools
on
Aboriginal
culture?
CONNECTING
What
ques2ons
do
you
have?
What
do
you
no2ce?
?
What
are
you
wondering?

22. Processing
Literature
Circles
• What
opened
your
eyes?
• What
touched
your
heart?
• What
made
you
think
more
deeply
or
differently?
• Journaling
&
Reflec2ng

23. Transforming
Phrases
and
words
were
used
to
describe
the
impact
of
Residen2al
Schools
on
the
person.