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?