This document discusses frameworks for professional collaboration to meet learner needs. It discusses Universal Design for Learning, which involves tapping into background knowledge and providing multiple means for students to acquire and express knowledge. It also discusses backwards design, essential lesson components like assessment for learning, inquiry-based learning, and gradual release of responsibility from teacher modeling to independent practice. The document provides examples of how to apply these frameworks.

1. Professional
Collabora.on
to
Meet
Learner
Needs
Surrey
Librarians
Sept.
8,
2010
Faye
Brownlie

2. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

3. Universal Design for Learning
Mul.ple
means:
-­‐to
tap
into
background
knowledge,
to
ac.vate
prior
knowledge,
to
increase
engagement
and
mo.va.on
-­‐to
acquire
the
informa.on
and
knowledge
to
process
new
ideas
and
informa.on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

4. 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

5. Essential Lesson Components
• Essen.al
ques.on/learning
inten.on/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• Differen.a.on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

6. Inquiry
• Presen.ng
an
open-­‐ended
ques.on
over
several
lessons
or
a
full
unit
of
study
• Students
collect,
compare,
and
synthesize
informa.on
over
.me
• Students
develop
thinking
strategies
which
lead
to
deeper
understanding
of
key
concepts

7. Open-Ended Learning Strategies
• Connect
• Process
• Transform
and
personalize

8. Assessment for Learning
• Learning
inten.ons
• Criteria
• Descrip.ve
feedback
• Ques.oning
• Peer
and
self
assessment
• Ownership

9. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

10. Egypt
In
ancient
.mes,
Egypt
grew
much
more
food
than
it
needed.
It
sold
the
extra
food
to
other
countries.
Today,
Egypt
can’t
grow
enough
food
for
its
people.
It
must
buy
more
than
half
its
food
from
other
countries.

11. In
ancient
Egypt,
farmers
used
donkeys
to
move
heavy
loads.
Today,
farmers
use
camels.
Ancient
Egyp.ans
did
not
have
camels.

12. Ancient
Egyp.ans
kept
careful
records,
or
lists,
of
their
crops
and
ca`le.
These
records
were
kept
for
tax
purposes.
Everyone
had
to
pay
taxes
on
their
crops
and
their
animals.
Farmers
were
even
taxed
on
the
number
of
eggs
their
chickens
produced!

13. Ques.oning
–
gr.
2/3
Goal:
crea.ng
real
ques.ons,
using
ques.ons
to
link
background
knowledge
with
new
informa.on,
create
curiosity
• Present
an
image
• Aber
each
image,
ask
students
to
pose
ques.ons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
ques.on
• Repeat
with
3-­‐4
images

17. • Salmon
Creek
–
Anne`e
LeBox
&
Karen
Reczuch
A
Groundwood
Book,
2002
0-­‐88899-­‐458-­‐3

18. Resources
• It’s
All
about
Thinking
Collabora.ng
to
support
all
learners
–
Brownlie
and
Schnellert
(2009)
• Student
Diversity
Classroom
strategies
to
meet
the
needs
of
all
learners
(2nd
ed)
–
Brownlie,
Feniak
&
Schnellert
(2006)