Post on 20-Aug-2015
Current and Effective Strategies across the grades and across the curriculum
Bulkley Valley November 23rd, AM, 2013
Faye Brownlie
www.slideshare.net
Learning Intentions • I can design lesson sequences using the principles of universal design for learning and backwards design to support all learners.
• I have a plan to work with others – or another.
• I have a plan to try something that is new to me.
Universal Design for Learning MulHple means: -‐to tap into background knowledge, to acHvate prior knowledge, to increase engagement and moHvaHon
-‐to acquire the informaHon and knowledge to process new ideas and informaHon
-‐to express what they know.
Rose & Meyer, 2002
Choose a lesson • Think of all the users at the point of design. • Who mighty not be able to do this?
• Think of the goal, not the acHvity/method.
• Accessibility not accommodaHon.
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
According to teachers, what worked in CR4YR 2012-‐13?
For students who showed major gains, what worked was:
• 1:1 support (this didn’t necessarily mean pull out)
• feeling safe and supported; relaHonships
• choice/personalizaHon (kids who struggled the most oXen had the least amount of choice)
• A focus on purpose and meaning
Sharon Jeroski, August 2013 sjeroski@shaw.ca
“The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam
• 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 effecHve than wriden • The most powerful feedback is provided from the
student to the teacher
Background knowledge has a greater impact on being able to read a text than anything else.
-‐Doug Fisher, Richard Allington
Background Knowledge Close Reading Think Aloud
inquiry
How do animals adapt?
Why is this adaptation the best? • Examine the pictures, the capHons 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 conversaHon with the informaHon behind the post-‐it notes
The 10 A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
• 100 Htles grades 6-‐10 • 50 Htles grades 4-‐8
Smartest Adaptations in Nature -Scholastic
Teresa Monkman, Mary Neto, Tina Sikkes, Kristy Bachman
• UDL • Personal connecHons • Big ideas • Moving from a lesson to a unit
Character Counts
Learning IntenHons
1. To connect to Canadian Heroes – why are they heroes?
2. To idenHfy qualiHes that represent good character
While looking at the images think about this EssenHal QuesHon –
Why are these men considered Canadian heroes? WHAT? (things you see in the pictures)
So What? (what these things make you wonder)
1.
2.
Carousel AcHvity AXer watching the video clips, you will be put in a team that rotates to each chart to provide examples of how Terry Fox and Rick Hansen have demonstrated the quality characterisHcs we idenHfied in our SPIRIT poster.
Strong-‐heart (caring / empathy)
Perseverance (working hard / determinaHon)
Integrity (trustworthiness / truthfulness / honesty)
Respect (admiraHon / high opinion)
InspiraHon (moHvaHon / encouragement)
Teamwork (cooperaHon / collaboraHon / joint effort)
Name: __________________
Choose four of the six traits from the SPIRIT poster and provide examples of how you have portrayed these character traits.
One way in which I plan to demonstrate a quality character trait over the next week ---- __________________________________________________________________
Perseverance: persistence in doing something despite difficulty or delay in achieving success (Oxford English Dictionary)
Learning Intentions: 1. I will show a deep connection to and understanding of a variety of complex texts that address the theme of Perseverance. 2. I will understand that perseverance is a personal quality that changes people’s lives.
Assignment: You will produce an open-ended project based or inspired by a variety of complex texts. You will demonstrate your deep connection to, and understanding and analysis of the following texts.
Your project will be based on the following texts: 1. Film: 2. Poetry: 3. Children’s Book: 4. Fictional Texts: 5. Nonfiction Articles: 6. Primary Resource:
Barb Turney • Universal Design for Learning • Inquiry • Deep thinking • Personal connecHons
With Universal Design In Mind What was the impact of residen2al schools on Aboriginal culture?
?
What do you no2ce?
CONNECTING
What are you wondering?
What ques2ons do you have?
Processing
Literature Circles • What opened your eyes?
• What touched your heart?
• What made you think more deeply or differently? • Journaling & Reflec2ng
Transforming
Phrases and words were used to describe the impact of Residen2al Schools on the person.
Shared Reading Lesson
Picture Book Strategy Lesson
Gr 3 Joni Cunningham, Richmond
• Building vocabulary from pictures • Establishing ficHon/non-‐ficHon • PredicHng • Directed drawing • WriHng to retell and connect
The Swaps Who Give away Want
scarecrow hat walking sHck
badger walking sHck ribbon
crow
Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert
• Math – Solving problems with large numbers. – I can solve problems with large numbers
• Language Arts – Readers are aware of and use strategies when reading for understanding.
– I can idenHfy my reading strategies. – I can use quesHoning and summarizing to understand and remember big ideas as I read.
• Write down these digits: • A/B • Jujube problem • Work to solve the problem • Report out on the strategies you used • Share • Local newspaper arHcle • Circle numbers • Design a problem
• Mr. Barrow gave Ms Brownlie half of his jujubes. She ate ½ of the jujubes and gave the rest to Mr. K. He kept 8 of the juubes and gave the last 10 to Mrs Jones. How many jujubes did Mr Barrow eat?
• A/B partners • What strategies do good readers use?
• Specks in Space – 1 min. Post-‐it note – what do you know? Placed on whiteboard.
• A/B modeling
• A reads, B quesHons a couple of ? Students watched.
• Choose one secHon. A/B read,?, summarize.
Specks in Space Reading & Responding, 6
Besides the planets and their moons, billions of other objects whirl around the sun. Most are Hny parHcles of dust, but there are also lumps of rock of every shape and many sizes, up to one with a diameter greater than that of the BriHsh Isles. Giant ‘snowballs’ several km across also speed around the solar system. From Hme to Hme, scraps of ‘space junk’ fall to Earth. Some hold fascinaHng clues to how the solar system started.
Asteroids
In the late 1700s, astronomers noHced that the orbits of the planets seemed to be spaced out in a definite padern. But with one excepHon: a great gap yawned between the orbits of the planets Mars and Jupiter. Astronomers suggested that somewhere in this gap revolved an undiscovered planet. In 1801 the Italian astronomer, Giuseppe Piazzi, discovered Ceres, a ‘mini-‐planet’ only 1000 km across. Ceres is far smaller than any of the nine major planets.
The more the student becomes the teacher and the more the teacher becomes the learner, then the
more successful are the outcomes.
-‐John Hate
Shirley White and Jana Fox • Guiding quesHons • Backward design • Self-‐regulaHon
Guiding QuesHons Backward By Design
• Science 8 Cells & Systems Unit • Introduced Self-‐RegulaHon through the scienHfic method and the guiding quesHon
• Final project based on the guiding quesHon
• Gradual Release – Modeled all the skills required for the project through our invesHgaHon of cells, systems and self-‐regulaHon.
To be conHnued…
ConHnuing to answer the guiding quesHon: how to funcHon to the best of my ability? – Exploring strategies for self-‐regulaHons
Jo-Anne Goble • Assessment for learning • Self regulaHon • Owning the learning
Learning intenHons
Quick identification of skills/outcomes at beginning of lesson
Intentions
Descriptive feedback
Learning intentions
feedback
Prior knowledge
Student quesHon
Evidence of learning
What does it mean?
Intentions : • compare adaptations (physical/ behavioural
• think deeply
Notes From
Previous lesson
• What’s your plan? • Who will you work with?
• How will you know that what you have done is making a difference?