praire rosesept2012
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Effective Teaching Strategies to Engage Students
Prairie Rose School Division September 14th, 2012
Faye Brownlie Slideshare.net
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning MulBple means: -‐to tap into background knowledge, to acBvate prior knowledge, to increase engagement and moBvaBon
-‐to acquire the informaBon and knowledge to process new ideas and informaBon
-‐to express what they know.
Rose & Meyer, 2002
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
Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaBve learning • Literature circles and informaBon circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Open-ended strategies:
connect process
personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
The teeter totter
kids
kids curriculum
What makes a difference for adolescent learners? – Reading Next, 2004
1. Direct, explicit comprehension instrucBon
2. EffecBve instrucBonal principles embedded in content
Think Aloud: Students need
• A model • Guided pracBce in following the model
• An opportunity to pracBce the strategy, with support as needed
• Choice in the degree of complexity they use to complete the task
Sea O]er Pup
Sea O]er Pup -‐ Victoria Miles (Orca)
There is a forest of seaweed in the ocean.
It is a forest of kelp. At the bo]om of the
kelp forest, Mother sea o]er searches for
food.
High above, her pup is waiBng. He is
wrapped in a piece of kelp so he can’t
dria away while Mother is down below.
Sarah says that when she babysits, she earns $5 an hour plus a flat rate of $10 to feed the children dinner. How can you represent relaBon this in an equaBon? Sarah earned $45 for babysieng on Saturday. How many hours did she work? How did you figure it out?
3. MoBvaBon and self-‐directed learning
4. Text-‐based collaboraBve learning
Grade 9 Science – Starleigh Grass & Mindy Casselman
Electricity
• The Challenge:
• Many of the students are disengaged and dislike ‘book learning’. They acquire more knowledge, concept and skill when they are acBve, collaboraBve and reading in chunks.
• Starleigh and Mindy in It’s All about Thinking (Math and Science), 2011.
Essential Question • If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials?
• Individually, brainstorm what you can recall about the characterisBcs of an atom.
• Meet in groups of 3 to add to and revise your list.
• Compare this list to the master list.
• …(word derivaBons, label an atom…)
• Exit slip: 2 characterisBcs you want to remember about atoms.
The Atom
• All ma]er is made of atoms. • Atoms have electrons, neutrons, and protons. Electrons
move, protons and neutrons do not move. • Atoms have negaBve and posiBve charges. • Electrons have a negaBve charge; protons have a posiBve
charge. • Protons and neutrons are located at the centre of the atom,
in the nucleus. • Electrons orbit around the outside of the nucleus, in energy
“shells.” • An object can be negaBvely or posiBvely charged,
depending on the raBo of protons and neutrons.
5. Strategic tutoring
6. Diverse texts
7. Intensive wriBng
8. A technology component
9. On-‐going formaBve assessment
Assessment for Learning Learning inten*ons Criteria Descrip*ve feedback
QuesBons Self and peer assessment Ownership
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In EducaBonal Leadership, March 2012
6 elements of instrucBon for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informaBon Does this look right?
3. Every child reads something he or she understands. -‐at least 2/3 of Bme spent reading and rereading NOT doing isolated skill pracBce or worksheets -‐build background knowledge before entering the text -‐read with quesBons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
5. Every child talks with peers about reading and wriBng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
Yearly 17,655,265 passengers in Brussels Airport.
93% of them are visiBng the toilets.
www.face2face.aero
Putting it all together: classroom scenarios
Gr. 8 Science “The DigesBve System” Paul Paling, Prince Rupert
Learning IntenEon: Demonstrate where in the body
digesBon occurs and what happens to the food
ConnecBng/processing Strategy: What’s In,
What’s Out? (Reading 44, adapted by PPaling)
stomach squeezing abdomen hungry
saliva ulcer
bolus tongue
gastric juices mucus
pepsin carbohydrates
muscles mechanical
Exit Slips
• Day 1 Choose 1 part of the digesBve system and describe what happens to food there.
• Day 2 Write the 2 most important things learned today.
• Day 4 3-‐2-‐1 for digesBon.
Introducing Cinquain Poems gr. 4/5 and gr.8
• Show a poem to the students and have them see if they can find the pa]ern – 5 lines with 2,4,6,8,2 syllables
• Create a cinquain poem together • NoBce literacy elements used • Brainstorm for a list of potenBal topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• AlliteraBon • Assonance
Sun Run Jog together
Heaving panBng pushing
The cumbersome mass moves along
10 K
Vicky Shy and happy
The only child at home
Always have a smile on her face
my
cheerful
Candy Choclate bars
Tastes like a gummy drop
Lickrish hard like gummys
Eat
Thomas
Vampires Quenching the thirst
These bloodthirsty demons
Eyes shine, like a thousand stars
Midnight
Hannah
Majic LafaBng
Wacing throw wals fliing in air
Macking enment objec
Drec dans.
Henry
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making pa]erns with different materials (pracBce)
• 1 making pa]erns with sBckers (pracBce)
• 1 graphing in partners (pracBce)
Common Text-Choice Response Dease Lake, BC
The Plan
• Background knowledge: what do you know? • New informaBon: read text • Response: discuss opBons • New informaBon: model web • Meet with EACH student -‐acknowledge what is working -‐extend the thinking/response • Plan for ‘what’s next’?
Intro to Circulation – Gr. 12 Biology
Natalie Burns, Burnaby Central
The Challenge: – A hook
– More discussion
– Thinking more deeply about the content
– Building community in the classroom
First Class – 80 minutes
• I wonder pictures • Big idea – circulaBon • 2 minute quick write – what I remember • 20 min. – alone or with a partner, terms – heart, blood,
arteries, veins, capillaries, immune system, circulatory disorders – then mindmap
• Connect to heart image • 10 min. – lecture, 3 slides • 15 min. -‐-‐-‐ essenBal quesBons – in groups, discuss each • Class discussion on essenBal quesBons • Exit slip – 1 thing I remembered, 2 things I am excited to
learn
What do you know about the circulatory system?
Term What I know – words and diagram
heart
blood
arteries
veins
capillaries
The immune system
Circulatory disorders
Circula*on: An Overview BCirculaBon: An Overview •Blood vessels transport blood around the body -‐Arteries carry blood away from the heart -‐Veins carry blood to the heart -‐Capillaries allow for gas, nutrient and waste exchange between blood cells and body cells • ood vessels transport blood around the body - Arteries carry blood away from the heart
- Veins carry blood towards the heart - Capillaries allow for gas, nutrient & waste exchange between blood cells and body cells
• The heart is responsible for pumping blood throughout your whole body
-‐There are chambers to separate oxygenated and deoxygenated blood
-‐The right side of the heart pumps blood to the lungs and the lea side of the heart pumps blood throughout the body
• Blood is made up of more than just red stuff!
-‐Most of blood is plasma (liquid)
-‐White blood cells help our immune system by fighBng diseases
-‐Platelets allow our blood to clot
-‐Red blood cells carry O2 & nutrients to cells, and CO2 & waste away from cells
3 EssenBal QuesBons
1. How criBcal is a heart to the life of an organism?
2. How do the differences between arteries and veins affect their jobs and where they are located?
3. Why must blood always be flowing?
Planning
What are you going to try ASAP?
Who will help you?
Be prepared to talk about what you tried when we meet again in April.