mcbride.effective teaching & afl
DESCRIPTION
full day K-12 sessionWhat are the elements of effective teaching for all students?How can we continue to embed AFL practices into our daily work?TRANSCRIPT
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Effec%ve Teaching and AFL – Making a difference for all
students
May 6, 2011 McBride
Faye Brownlie www.slideshare.net
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Learning Inten%ons
• I can name and describe the 6 AFL strategies. • I can name and describe components of effec%ve teaching.
• I can iden%fy some of the AFL strategies and effec%ve teaching strategies in my prac%ce.
• I can plan a next step.
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning
Mul%ple means: -‐to tap into background knowledge, to ac%vate prior knowledge, to increase engagement and mo%va%on
-‐to acquire the informa%on and knowledge to process new ideas and informa%on
-‐to express what they know.
Rose & Meyer, 2002
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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
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Assessment for Learning Purpose Guide learning, inform
instruc%on
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form Descrip%ve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 Ha[e & Timperley, 2007
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Assessment for Learning
• Learning inten%ons • Criteria • Descrip%ve feedback • Ques%oning • Peer and self assessment
• Ownership
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Teaching Content to All
Open-‐ended teaching
adapted
modified
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Open-ended strategies:
Connect-activate Process-acquire
Personalize/transform- apply
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
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The teeter totter
kids
kids curriculum
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Essential Lesson Components
• Essen%al ques%on/learning inten%on/a big idea • Open-‐ended strategies: connect-‐process-‐transform • Differen%a%on – choice, choice, choice • Assessment for learning • Gradual release of responsibility
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Ques%oning – gr. 2/3 Goal: crea%ng real ques%ons, using ques%ons to
link background knowledge with new informa%on, create curiosity
• Present an image. • Ader each image, ask students to pose ques%ons about the image and to resist the urge to answer someone else’s ques%on.
• Repeat with 3-‐4 images.
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Salmon Creek – Annege LeBox & Karen Reczuch 2002, Douglas & McIntyre
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Questioning – Joni Tsui • Introduc%on to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others).
• We completed the ac%vity and I made sure every student in class wondered at least one thing.
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Questioning
• Math
• Closed vs open
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• 1 + 4 =
• 2 + 3 =
• 4 + 1 =
• 0 + 5 =
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How can you show your number for our number
book?
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Questioning
• Who is answering your ques%ons?
• Who is asking the ques%ons?
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Math Centres – gr. 1/2 Michelle Hikada, Tait
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making pagerns with different materials (prac%ce)
• 1 making pagerns with s%ckers (prac%ce)
• 1 graphing in partners (prac%ce)
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• With your partner, choose a bucket of materials and make a bar graph.
• Ask (and answer) at least 3 ques%ons about your graph.
• Make another graph with a different material.
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Critical thinking & Problem-Solving
• How much forest must be removed to create a 4-‐lane highway 15 km long?
• How can you figure it out?
• What thinking skills do you use?
It’s all about thinking in math & science – Brownlie, Fullerton, Schnellert
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• How much forest must be removed to create a 4-‐lane highway 15 km long?
• How can you figure it out?
Critical thinking & Problem-Solving
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• How is this effec%ve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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Grade 9 Science, Insulators & Conductors
• Learning Inten%ons: – I can iden%fy and explain the key vocabulary necessary to understand insulators and conductors
– I can read to determine the accuracy of key statements about insulators and conductors
– I can provide evidence from the text to support my choices.
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• proton • neutron • electron • ion • atom • nucleus • charge • posi%ve • nega%ve • neutral
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An%cipa%on Guide Electrons in an insulator are not %ghtly bound to the atoms making up the material.
Pure water is an insulator; tap water is a conductor.
A maple-‐leaf electroscope determines the presence of electric charges.
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Building Stories – gr. 1/2
• Learning Inten%ons: – I can make a story from a word clue
– I can add on and change my story from other word clues
– I can explain the strategies I use to figure out new words
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• Students, in pairs, receive a phrase from the text • Students read the phrase, decide on what strategies they used to ‘read’ it and what story would have this phrase in it • Students share their phrases, their strategies and their stories • Students note how their thinking changes as they hear new stories.
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• Students can write their own story before reading
• Process the text with a thinking paper – 4 boxes
Predict Predict
Predict Big Idea: Why is he a good knight?
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deep dark cave
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shimmery, glimmery sword
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King’s forest
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very tall wall
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dense forest
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crumbly, tumbly tower
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clippety-‐clop
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very loud roar
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in his jammies
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very lonely
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Good Night, Good Knight -‐
Shelly Moore Thomas
Pictures -‐ Jennifer Plecas
Dugon Children’s Books
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• How are these effec%ve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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How can I help my students develop more depth in their responses? They are wri%ng with no voice when I ask them to imagine themselves as a demi-‐god in the novel.
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Students need:
• to ‘be’ a character • support in ‘becoming’ that character • to use specific detail and precise vocabulary to support their interpreta%on
• choice • prac%ce • to develop models of ‘what works’ • a chance to revise their work
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The Plan
• Review scene from novel • Review criteria for powerful journey response • Brainstorm who you could be in this scene • 4 minute write, using ‘I’ • Writers’ mumble • Stand if you can share… • What can you change/add/revise? • Share your wri%ng with a partner
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Stand if you have…
• A phrase that shows strong feeling… • A phrase that uses specific names…
• A par%cularly descrip%ve line – using details from the novel…
• An effec%ve first line…
• Now, what will you change? What can you add, delete, revise?
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Criteria
• Write in role – use ‘I’ • Use specific names
• Phrases/words that show feeling • Par%cularly descrip%ve details of the event • Powerful first line
• What will you change ader listening to others?
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• How is this effec%ve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
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• Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide
feedback
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All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned led, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
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Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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• How is this effec%ve teaching?
• How is this assessment for learning?
• How could I adapt this to use with my students, in my context?
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Informa%on Circles
• Select 4-‐5 different ar%cles, focused on central topic or theme.
• Present ar%cles and have students choose the one they wish to read.
• Present note-‐taking page. • Student fill in all boxes EXCEPT ‘key ideas’ before mee%ng in the group.
• Students meet in ‘like’ groups and discuss their ar%cle, deciding together on ‘key ideas’.
• Students meet in non-‐alike groups and present their informa%on from their ar%cle.
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Key words Images
QuesEons Significance to Canadians
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Vocabulary/terms Images
QuesEons Key ideas
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New Resource!
• An Integrated Inquiry Based Unit of Study using Stz’uminus Legends, Stories and Heroes as a focus for our inquiry – Donna Klockars
• PLOs from English First Peoples Pilot Program 10
• Lesson sequences applicable anywhere • Core Learning Resources • www.corelearningresources.com
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The teeter totter
kids
kids curriculum
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Resources
• Student Diversity, 2nd ed. – Brownlie, Feniak and Schnellert, 2006
• It’s All about Thinking (in English, Social Studies and Humani%es) – Brownlie and Schnellert, 2009
• It’s All about Thinking (in Math and Science -‐ Brownlie, Fullerton & Schnellert, in press