bulkley valley.leadership.dec2011
DESCRIPTION
2nd day of effective teaching strategies across the curriculum - elementary and secondaryTRANSCRIPT
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?