Current and Effective Strategies across the grades and across the curriculum  

Bulkley  Valley  January  16,  2014  

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  conFnue  to  ask  the  quesFons,  ”How  is  what  I  am  doing  supporFng  the  learning  of  all  my  students?”  and  “How  do  I  know?”  

feedback

AFL  

•  Using  informaFon  about  student  achievement/learning  to  adjust  the  subsequent  teaching  

•  Whole  class  adjustment  

•  Personalized/differenFated  adjustment  

“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  effecFve  than  wri^en  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

You’re  born  with  what  you  got…  

and  that’s  that!  

It’s  fixed......or…  

Your  brain  is  like  a  muscle.  It  can  grow…and  will  with  pracFce    

Universal Design for Learning MulFple  means:  -­‐to  tap  into  background  knowledge,  to  acFvate  prior  knowledge,  to  increase  engagement  and  moFvaFon  

-­‐to  acquire  the  informaFon  and  knowledge  to  process  new  ideas  and  informaFon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Features  of  High-­‐Engagement  Learning  Environments  

•  available  supply  of  appropriately  difficult  texts  •  opFons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  

•  the  collaboraFve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wri^en  

•  the  meaningfulness  of  the  acFviFes  

•  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  

Essential Lesson Components

•  EssenFal  quesFon/learning  intenFon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenFaFon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

–  Model  –  Guided  pracFce  –  Independent  pracFce  

Tara  O’Reilly,  Burnaby  Mountain  Secondary  

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How  are  the  following  pictures  similar?  

How  are  the  following  pictures  different?  

Is  there  a  common  theme  among  these  pictures?  

Things  to  Think  about…  

H2SO4  

NaOH  

Information Writing – Grade 1/2 with Nicole Cherry, Mundy Road Elementary

•  Goal:    communicate  informaFon  in  wriFng  •  What  do  you  know  about  bears?  •  Chart,  labeled  with  the  4  seasons  •  Examine  text  cover  and  table  of  contents.    Predict  and  connect  to  ‘knowns’.  

•  Read  Winter  and  write  a  few  sentences.  •  Students  fill  in  their  Winter  with  their  choice  informaFon.  

•  Read  Spring.    Students  fill  in  their  Spring  independently.  

45 min. – Guided Reading •  Word  work  

– Word  families,  words  from  text,  le^ers,  sounds      •  Few  sight  words  

– Word  games  –  5  minutes  •  Strategies  of  good  readers  

–  Build,  review,  focus  on  one  •  Picture  walk  •  Read  alone  •  Read  with  teacher  •  Choose  another  book  to  read  

–  From  previous  texts,  shared  texts,  can  reread  •  Eyes  on  print  30  minutes/day  

Michelle Hikada, TL, RT •  I  did  the  guided  reading  groups  as  a  combinaFon  of  my  Resource  and  

Library  Fme.    Some  people  may  not  agree  but  I  see  my  role  as  librarian  as  a  literacy  teacher  too  so  I  included  both  guided  reading  and  literature  circles  into  my  role  as  librarian    (I  only  did  15  minute  book  exchanges  so  that  I  could  spend  the  rest  of  my  day  collaboraFng  and  teaching).    Over  the  year,  I  did  guided  reading  in  2  classrooms  (all  year)  and  literature  circles  in  2  classroom  each  for  a  term  (I  followed  your  model  and  worked  with  3  teachers  each  term  so  they  come  to  the  library  twice  a  week.)    You  will  be  excited  that  next  year  4  teachers  have  asked  for  literature  circles  and  for  guided  reading  in  2.    Explicit  reading  instrucFon  is  taking  over  Diefenbaker!!!!  

•  The  second  class  this  year  got  4  blocks  each  week  starFng  aver  springbreak.    As  a  resource  team,  we  saw  a  few  of  these  students  at  risk  so  we  wanted  to  focus  on  early  intervenFon  for  them.    It  paid  off  because  all  of  our  grade  ones  are  readers!!!  

Teresa Fayant K

Stzuminus First Nation

Art 9/10 with Sheri Tompkins, Heritage Woods

•  Teacher  Modelling  

•  Students  have  ‘Talking  about  Art’  sheet.  •  Teacher  presents  a  piece  of  her  art,  using  ‘Talking  about  Art’  sheet  as  her  guide  and  adding  her  own  ideas.  

•  T  turns  her  back;  students  discuss  and  record.  •  T  writes  down  what  is  said  on  her  paper.  

Art 9/10 with Sheri Tompkins, Heritage Woods

•  Working  together  

•  Student  chooses  one  piece  of  his  art  for  feedback  •  Student  self-­‐assesses,  presents  his  piece  to  his  group  (of  4  or  5),  others  observe  silently,  student  adds  his  comments.  

•  Student  turns  his  back.    Group  members  discuss  the  art  work,  using  the  criteria  sheet.    No  judgment,  likes  or  dislikes.    Student  records  the  remarks.  

•  Students  summarizes  his  feedback  and  others  with    – 2  aspects  I  want  you  to  noFce    – 1  aspect  for  feedback  

•  The  art  work,  the  self-­‐assessment  and  the  summary  are  handed  in  to  the  teacher.  

•  Teacher  responds,  following  the  summary  of  the  student  direcFon.  

QuesFons    Focus  on  what  you  see  and  what  you  feel.    Give  first  impressions.  Give  gut  reacFons.  Make  guesses.  

#1  What  stands  out  the  most  when  you  first  see  the  work?    The  (subject,  object,  element,  area)  that  stands  out  the  most  is__________________  

#2  Explain  the  reason  you  noFce  the  thing  you  menFon  in  #1.    The  (object,  subject,  element,  area)  stands  out  because_____________________  

#3  As  you  keep  looking,  what  else  seems  important  or  stands  out?    The  other  part(s)  that  seem  important  or  that  stand  out  is/are__________________  

#4  Why  does  the  thing  you  menFon  in  #3  seem  important?    These/this  other  part(s)  stand  out  or  seem  important  because  ________________  

…  #13  …