bulkley valley.leadership.dec2011

A Leadership Series: Current and Effective Teaching Strategies across

the Curriculum  

Bulkley  Valley,  Session  2  Friday,  Dec.  2,  2011  

Faye  Brownlie  www.slideshare.net  

•  Intro/check  in  •  I  tried…with…  

•  What  worked?    What  didn’t?    What’s  next?  

•  Report  out:  commonaliGes  &  quesGons  

•  Strategies  •  Team  planning  

•  Report  Out  &  ReflecGons    

Group  work:  

•  One  with  people  from  your  school  

•  One  with  people  who  share  your  grade  or  your  subject  area  

•  1  minute  check  in  …  name,  school,  “something  on  my  mind…”  

•  40  minute  group  work:    What  I  tried,  who  I  worked  with,  how  it  connects  to  the  big  ideas  of  UDL  and  BD  – Groups  of  4  –  10  minutes  each  –  Report  out:  

•  Common  threads  •  QuesGons  for  me  

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.    

Science 8 Science Skills & Processes Name: _____________

LEARNING GOALS Date: _____________ Safety, Scientific Method & Measuring Block:_______ BEFORE AFTER

1. I can find and list important safety equipment in the classroom

2. I can explain the meaning of “WHMIS”

3. I can identify and name the WHMIS symbols 4. I can identify unsafe situations & explain why the situation is unsafe 5. I can make qualitative & quantitative observations & explain the difference between inferences & observations

6. I can define & identify: variables, independent variable, Dependent variable, controlled experiment, control set up

7. I can identify & explain the difference between: controlled experiments, correlation studies & observational studies

8. I can name the steps of the scientific method 9. I can design a controlled experiment 10.. I can discuss examples of ethical issues in science

Goal: Learning Intentions, self assessment  Kate Giffin, Queen Alexandra, gr. 4/5

Learning  Inten+on  

Quiz   Mastery   Prac+ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  fracGons.  

I  can  reduce  a  fracGon  to  its  lowest  terms.  

A  Change  Journey  –  Jacob  Martens,    gr.  8  science,  11  physics  

•  Self-­‐regulaGon  •  Inquiry  and  criGcal  thinking  

•  engagement  

•  Jacob’s  blog:    hap://martensvsb.wordpress.com  

The  challenge…  

•  Framing  essenGal  quesGons  

•  Being  too  reducGve  

Criteria:    Physics  11  Checkpoints  Jacob  Martens,  Vancouver  

•  Exemplary:  Complete  &  in  depth  understanding  of  concepts.  Answers  are  correct,  with  elegant  soluGon  strategies.    

•  Accomplished:    Solid  understanding  of  concepts.    Most  answers  are  correct.    SoluGon  strategy  has  few  errors.  

•  Developing:    Basic  understanding  of  concepts.    Errors  and  inconsistency  reveal  some  missing  elements.    

•  Beginning:    Does  not  demonstrate  basic  understanding  of  concept.    SubstanGal  errors  and/or  omissions.  

•  Criteria:    Michelle  Wood,  West  Van,  Science  10  IRP    

Criteria:    Exemplary        Accomplished      Developing      Basic  

Concept  #11  Solve  problems  involving  the  law  of  conserva+on  of  energy.  

A  50.  kg  girl  slides  down  a  5.0  m  long  playground  slide.    The  top  of  the  slide  is  2.0  m  above  the  ground  and  the  boaom  of  the  slide  is  0.5  m  above  the  ground.  

 How  fast  would  one  expect  her  to  be  moving  at  the  boJom  of  the  slide?      

E                                                              A                                                                        B                                                                                    D  

Map  for  improvement:  drawing,  formulas  given,  working  shown,  correct  calculaGon,  sig  figs,  answers  clearly  indicated.            

Concept  #9  Relate  work  done  to  energy  transforma+on.  

In  the  quesGon  above,  the  girl  reaches  the  boaom  of  the  slide  moving  at  1.5  m/s.  How  much  “work”  was  done  on  the  girl  by  the  force  of  fricGon?  

E                                                                A                                                                            D                                                                      B  

Map  for  improvement:  drawing,  formulas  given,  working  shown,  correct  calculaGon,  sig  figs,  answers  clearly  indicated.  

•  On  the  back  of  this  sheet  please  use  the  concepts  learned  in  this  unit  to  explain  why  the  girl  is  moving  slower  than  expected.  

KinemaGcs  

•  The  future  locaGon  and  moGon  of  objects  can  be  predicted  based  on  their  past  locaGon  and  moGon.    

B    D    A   Learning  Inten+ons  -­‐  Knowing  

I  can  define  and  relate  the  terms:    clock  reading,  posi+on  and  event.  

I  can  differenGate  between  a  clock  reading  and  a  +me  interval.  

I  can  define  and  relate  distance  and  average  speed.  

I  can  define  and  relate  displacement  and  average  velocity.  

I  can  differenGate  between  scalars  and  vectors.  

I  can  define  instantaneous  velocity  and  instantaneous  speed.  

B    D    A   Learning  Inten+ons  -­‐  Doing  

I  can  solve  problems  involving:    displacement,  Gme  interval,  and  average  velocity.  

I  can  construct  posiGon-­‐Gme  graphs  based  on  data  from  various  sources.  

I  can  use  posiGon-­‐Gme  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity  

I  can  construct  velocity-­‐Gme  graphs  based  on  data  from  various  sources.  

Learning Intentions Joni  Tsui  and  Alissa  Sarte,  Port  Moody  Secondary  

Teacher  and  Department  Head  

•  At  the  beginning  of  each  class  we  write  the  learning  intenGons  for  the  day  on  the  board  – e.g.      By  the  end  of  class  today  you  will  be  able  to:

   1.    Define  the  term  ionic  compound.    

     2.    Determine  the  chemical  formulae  for                  ionic  compounds.  

     3.    Name  ionic  compounds.  

•  Have  students  write  the  learning  intenGons  down  in  a  journal.  

•  During  class,  we  refer  to  the  intenGons  as  we  progress  through  the  lesson  and  point  out  when  we  have  hit  each  outcome.  

•  Refer  to  them  again  at  the  end  of  class  and  occasionally  stop  and  do  a  quick  check  for  understanding.  

•  Student  feedback:  – They  like  to  know  why  we  are  doing  certain  acGviGes  – They  look  back  at  the  learning  intenGons  when  doing  review.  – If  I  forget  to  write  them  down,  they  tell  me  right  away!    It  has  become  the  starGng  paaern  for  my  classes.  

•  What  we  found:  –  Students  had  a  focus  for  the  lessons.    They  would  olen  interrupt  me  to  say  “so  that’s  the  second  learning  intenGon,  right?”  

–  They  didn’t  quesGon  “why  are  we  doing  this?”  because  I  told  them  right  from  the  start.  

– When  we  reminded  the  kids  at  the  end  of  class  that  these  were  the  things  that  they  should  now  know,  we  had  an  increase  in  students  asking  for  clarificaGon  or  coming  in  for  help.    Students  became  beaer  at  the  metacogniGon  of  understanding  whether  or  not  they  had  learned  things.  

Feedback: Coloured Cubes, Coloured Highlighters-Aliisa and Joni (09-10)

•  During  lecture,  lab  or  assignment  •  3  coloured  cubes:      – Red  –  don’t  get  it  – Yellow  –  bit  confused  – Green  –  making  sense  

– Used  with  AP  Biology  12,  science  10,  Biology  11  

•  Highlight  your  notes  with  the  3  colours  –  helps  you  find  what  you  need  to  focus  on  

•  Code  your  own  quizzes  with  coloured  pencils,  before  handing  in  

•  All  assignments  are  returned  with  colour  –  no  marks  unGl  the  summaGve,  no  summaGve  without  pracGce  without  penalty  

•  Consider  your  errors  –  how  many  were  careless?  

Feedback:    coloured  pens  (2011/12)  Joni  Tsui,  Port  Moody  Secondary  

•  Conclusion  to  a  lab  

•  First  line  –  state  the  conclusion  •  JusGfy  the  conclusion  from  the  data  

•  JusGfy  the  conclusion  from  the  literature  

How  can  I  help  my  students  see  geography  as  an  opportunity  to  problem  solve,  to  address  the  impact  of  geographical  features  on  people’s  lives…?      

Catriona  Misfeldt  in    It’s  All  about  Thinking  (English,  Social  Studies  &  Humani<es)  2010  

EssenGal  QuesGons  

 What  stories  do  these  data  or  this  chart,  graph,  or  map  tell?    Whose  stories  are  they?  

 What  data  are  the  most  revealing  and  representaGve  of  the  quality  of  life?  

 Catriona  Misfeldt,  MacNeil  Secondary  

The  Plan:  

•  Co-­‐create  criteria  for  measuring  quality  of  human  life  

•  Model  how  to  underline  phrases  that  might  affect  the  quality  of  a  life  

•  Students  read  and  underline  phrases  from  2  different  case  studies  

•  Students  record  +  and  –  factors  affecGng  life  •  Exit  slip  –  definiGon  of  a  good  life  

Emma  

“I  hate  you.    You’re  such  an  idiot!”    The  back  door  slammed  loudly.    Emma  opened  her  eyes  quickly  and  pulled  up  her  sol  comforter.    Her  heart  was  beaGng  fast,  and  she  had  a  knot  in  her  stomach.    It  was  her  older  sister  who  had  yelled  and  slammed  the  door.      “Lazy  head,  out  of  bed!”  her  father  shouted  from  the  boaom  of  the  stairs.  

Heavy  footsteps  moved  quickly  though  the  house  and  then  the  front  door  opened  and  slammed  shut.    The  car  started  and  with  a  screech  pulled  away.    Dad  must  be  late  for  work.    He  olen  seemed  angry  now.    Emma  remembered  happier  Gmes  when  he  helped  her  with  her  homework  and  they  would  go  to  basketball  games  together.    She  wondered  if  it  would  every  be  like  that  again.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

Jose  

Turning  over  on  the  woven  sleeping  mat,  Jose  bumped  into  his  younger  brother.    He  could  see  the  early  morning  light  through  the  cracks  in  the  sGck  wall  of  his  family’s  home.    The  sGcks  broke  easily  but  were  a  type  of  wood  that  the  termites  wouldn’t  eat.      Jose  could  hear  his  mother  feeding  the  chickens  in  the  yard  outside.    Gently  raising  the  thin  bed  sheet  that  kept  the  bugs  off  at  night,  Jose  sat  up  and  climbed  over  Salvador  and  his  Gny  sister  Rosita.    Careful  not  to  wake  them,  he  replaced  the  sheet  and  stepped  on  to  the  dirt  floor.  

Caring  for  Young  People’s  Rights  –  Roland  Case  

Learning  IntenGon:  I  can  understand  the  concept  of  a  

global  village

•  AnGcipaGon  guide  on  If  the  World  Were  a  Village  

•  PredicGons  about  staGsGcal  indicators  •  Discuss  the  concept  of  global  village  •  Quick  write  –  the  big  ideas  of  a  global  village;  connecGon  to  qualiGes  of  life  indicators  

AnGcipaGon  Guide  

Before  Reading   ASer  Reading  

The  world’s  populaGon  is  about  6.2  billion  people.  

Spanish  is  the  most  widely  spoken  language  in  the  world.  

25%  of  the  world’s  people  do  not  have  easy  access  to  clean  drinking  water.  

PredicGons  

•  About  the  world’s  naGonaliGes?  

•  About  schooling/literacy  throughout  the  world?  

•  About  electricity  consumpGon  throughout  the  world?  

Quick  Write  Samples  

•  I  understand  global  village  to  be  an  understanding  of  what  is  happening  in  the  world  and  to  accept  that  everyone  is  different.    Also  understanding  that  some  places  don’t  have  enough  of  something  like  food  and  water  and  live  in  poverty.  – Alan  

•  My  definiGon  of  a  global  village  is  that  it’s  a  metaphor  showing  the  ways  of  the  world.    It  is  a  way  people  can  define  and  see  races  and  cultures  as  it  we  were  all  in  one  village.  – Terri  

Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wriGng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking  

–  DescripGon  –  ImaginaGon  –  Detail  –  Knowledge  –  Focus  –  Ideas  –  Passion  –  Intriguing  –  Understandable  

•  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  

•  Chat  –  How  could  you  use  this  image  in  your  wriGng?  

•  Build  on  one  another’s  thinking  •  View  4  pictures  

•  Eagle  Dreams  -­‐    WriJen  by  Sheryl  McFarlane  ;  Illustra+ons  by  Ron  Lightburn;    

•  ISBN:  1-­‐55143-­‐016-­‐9  

•  Task:    a  piece  of  wriGng,  choose  your  genre,  think  about  the  criteria  

•  As  you  are  moving  to  your  desk,  keep  walking  unGl  you  have  your  first  line  in  your  head  

•  12  minutes  to  write  

•  As  students  are  wriGng,  move  about  the  room,  underlining  something  powerful  (criteria  connected)  in  each  person’s  wriGng  

•  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to  borrow  

•  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:  – Words  that  are  WOW  – Details  that  showed  emoGon  or  made  a  picture  

– Hook  –  first  line  made  me  want  to  keep  reading  

Sample  1  

One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat  on  the  rim  of  his  open  window,  looking  out  at  the  moon,  hoping  for  something  to  happen.    Aler  a  few  minutes,  he  went  back  in  and  close  his  window.    Robin  sighed.  “I  wished  my  life  has  more  excitement  in  it,  “  he  thought,  before  he  turned  off  his  light  and  went  to  bed,    he  took  one  quick  look  at  his  kite  on  top  of  his  bed  that’s  shaped  like  an  eagle,  and  went  to  sleep.  

Sample  3  Once  upon  a  Gme  there  was  a  boy  that  was  facinated  by  eagles,  he  

asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy  thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender  one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last  night,  he  conGnued  his  plan.    He  put  3  fishes  in  the  open  with  a  trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an  eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was  in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to  make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He  remembered  how  much  his  father  despised  eagles.    He  lead  the  eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.    He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to  ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked  why  he  told  him  so.    The  father  said  they  …  

Sample  4  

At  Sunday,  the  Ximing  and  his  father  mother  go  travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His  father  and  his  mother  is  going  to  his.    And  his  mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.    We  are  go  back  home!  

At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!    I’m  so  happy  now!  Ximing  is  Gme  to  eat  a  dinner  say  mother  say  …  

•  Task:    a  piece  of  wriGng,  choose  your  genre,  think  about  the  criteria  

•  As  you  are  moving  to  your  desk,  keep  walking  unGl  you  have  your  first  line  in  your  head  

•  12  minutes  to  write  

•  As  students  are  wriGng,  move  about  the  room,  underlining  something  powerful  (criteria  connected)  in  each  person’s  wriGng  

•  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to  borrow  

•  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:  – Words  that  are  WOW  – Details  that  showed  emoGon  or  made  a  picture  

– Hook  –  first  line  made  me  want  to  keep  reading  

•  Kids  can  add/edit/conGnue  to  work  •  Set  up  for  next  class  – Work  on  same  criteria  – Hear  again,  pieces  that  work  – Move  to  where  kids  can  idenGfy  criteria  in  their  own  work  and  ask  for  help  with  criteria  that  are  struggling  with  

•  Aler  repeated  pracGce,  students  choose  one  piece  to  work  up,  edit,  revise,  and  hand  in  for  marking  

•  Feedback  is  conGnuous,  personal,  Gmely,  focused  

•  How  are  these  effecGve  teaching?  

•  How  is  this  assessment  for  learning?  

•  How  could  I  adapt  this  to  use  with  my  students,  in  my  context?  

•  Team  Planning  – The  plan  – ConnecGons  to  UDK  and  BD  – AFL  included  – The  partner(s)  

Goals

Plan

Rationale

Planning

What do we want to develop/ explore/change/ refine to better meet the diverse needs of diverse learners?

Why are we choosing this focus?

How will we do this?