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.
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 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 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?
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
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.
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 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 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?
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
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.
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.
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.
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.
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
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.
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.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
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?
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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:)
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.
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.
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.
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.
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
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.
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.
2nd in a series - what counts? how do we include all learners with both access and extension? Quadrants of a thought, questioning from pictures, free writes into criteria into summary statements, sequencing sentences - time for conferences.
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?
A brief overview of 'Every Child, Every Day' and its implications for vulnerable readers. Including a whole class lesson on making thoughtful connections.
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:)
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.
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.
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.
Using the performance standards in grades 4-6: snapshot of where the students are, then use this to plan for where you would like to students to be. Reading and writing discussed.
Igniting a Passion for Literacy Coquitlam, #2Faye Brownlie
Continuing to work with 'Every Child, Every Day' as a framework and being guided by strengths and stretches from the EPRA, several whole class reading sequences are presented: making connections in K, deepening our understanding with networked connections, exploding a sentence.
Continuing the conversation of working with class and school profiles/reviews to better support inclusion. Includes a focus on what makes a difference in teaching, 'no plan, no point' and co-teaching.
Looking back and forward at our class review/profile process and refining it to better meet the needs of all students. How do we work together to focus on strengths and stretches for the class or team of students, and use these to set goals and make a plan?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Writing across the Curriculum - Middle/Senior Years, MRCL
1. Writing across the
Curriculum, Gr 8-12
MRLC in Portage
Oct 8, Jan 22, Apr 28
Faye Brownlie
Slideshare.net/fayebrownlie.writing8-12.oct
2. Learning Intentions
• I have a better idea of how to develop my students as writers.
• I can create criteria with my students of ‘what counts’ in writing.
• I can better include writing as an integral piece of my curriculum,
across disciplines.
• I understand that the purpose of writing is communication and that
writing is an expression of thought.
3. The Story behind the Pictures
• Look closely at the pictures, silently, thinking about:
• What do you think is happening?
• What happened before?
• What might happen next?
• How are they connected?
• In partners, share your thinking.
• Did your thinking grow when you heard from your partner?
• What do you think is the story behind these pictures?
• Quick write: 2/3 minutes. Begin the story.
• Choose a word or a phrase that you particularly like from your quick write. If you can’t decide,
read your first 3 words
• Whip around, listening to each.
• What do you notice about these words and phrases? (This is the first step in building criteria.)
• Add on background information about the picture sequence.
• With this new information, add on to your writing or begin again – 5 minutes. Feel free to use
anything you heard that sparked your thinking!
4.
5.
6.
7.
8.
9.
10. The pedagogy…
• What are your key beliefs in teaching writing?
• What counts?
• Are these evident in your practice?
• Why? Why not?
11. Beliefs about Writing
• Writing is thinking
• Write daily
• Precede writing with talk, reflection, time
• Focus on meaning and communication
• Model
• Explicitly teach writing and provide time for practice and feedback
• Feedback and co-developed criteria support the development of writing
• Writing is cross-curricular
• Set a purpose for writing
• All learners are writers
12. Stages of the Writing Process
• Pre-writing
• Co-creating criteria
• Establishing purpose and audience
• Drafting
• Oral feedback while writing, connected to criteria
• Editing
• Daily: one change
• Not necessarily needing a rewrite
• Proofreading
• Publishing and presenting
13. Writing Purposes
• To activate and/or build background knowledge, build curiosity,
motivate
• To process new information
• To show what you know
14. Feedback
• The purpose of feedback is to improve future performance.
• …most of the time the focus of feedback should be on changing the
student rather than changing the work…
• Dylan Wiliam, April 2016
16. Feedback
• Where am I going?
• Feed up (give the targets in advance)
• How am I going?
• Feed back (reference the targets)
• Where to next?
• Feed forward (develop self-regulation, clarity and understanding about what
they know and don’t know)
• Hattiei & Timperley, 2007
17. When students write, they generate
deeper thinking in any content area.
Gallagher, EL, Feb 2017
Improvement in writing is grounded in
practice, in getting words on the page –
lots of them. There are no shortcuts.
…a “four big essays approach” stifles
young writers. Worse, it ensures they
will never become excellent writers.”
Gallagher & Kittle, EL, April 2018
Focus on ideas, not on transcription –
punctuation, capitalization, spacing,
spelling, handwriting, high-frequency
words…they are mastered, long before
transcription skills”
Auguste, EL, April 2018
…if you want to revolutionize your
reading instruction, invite writing back
into the fold. Give your students time to
write during class, and give them
feedback that responds to their craft and
their composition.
Bambrick-Santoyo & Chiger, EL, Feb 17
18. Choice Beginnings, an activating strategy
• Collect 12-15 words or phrases from a text
• Read these words to the students 3 or 4 times
• Ask the students to NOT record the words, but to listen to them, then
write, draw or question the text behind these words and phrases
• Encourage drawing to link with the vocabulary, then ask for a quick
write if most are drawing…or you need them all to write
• Ask students to listen to them all once before they begin to write,
draw or question
• Share student responses
• Introduce the text and begin reading
19. Quadrants of a Thought, an acquiring strategy
• Ask students which 2 quadrants they are most likely to fill in. Remind
them that thinkers change their minds when their predicted
strategies are not working.
• While reading aloud, students fill in 2 of the 4 quadrants
• Collect what students have been filling in and make a class quadrant
• Continue reading and ask students to continue to fill in their
quadrants
21. Editing
• Link editing to what was taught in a recent mini-lesson. For example,
if you have been examining powerful sentences in published texts,
focus on creating powerful sentences in writing.
• Choose an editing focus, rather than try to edit for everything. This is
especially important with students who are learning English as an
additional language and for young students.
• Authors retain the right to hear editing advice and yet not use it.
22. • Editors have specific roles that need to be taught. The main roles are
to be an encourager and a really good listener. The editor suggests
alternatives, only after really thoughtful listening.
• Editors have responsibilities that need to be taught. These include
making smart and caring responses to an author's request for help
without going overboard or removing ownership.
23. • Teach the PQS strategy to all. P - positive comment, Q - question, S -
suggestion. This requires lots of teacher and whole group modeling
before students meet in small editing groups. If and when they do, it
is often helpful for only the author to have a pencil.
• Include the teacher or one student as a recorder of the feedback.
This can be reviewed with the group, then handed to the writer to
consider when editing.
24. Magnet Strategy
• Read a chunk of text – a paragraph, a short page, an overview
• Choose 1 word that best holds the essence of the text.
• Write this word in the centre of a card or post-it note.
• Reread the text and find words and phrases that support this word.
• Write these around the key word.
• Write ONE sentence that summarizes the text, using the key word and
surrounding words (some of these may be omitted)
• Model model model, before practice with partners, then alone.