It’s All about Thinking – Collaborating to Support All

Learners Reading, Writing, Thinking Strategies

Prince  Rupert  Nov.  7  &  8th,  2012  

www.slideshare.net  

Learning Intentions •  I  understand  and  can  explain  Universal  Design  for  Learning  and  Backwards  Design  

•  I  recognize  elements  of  both  UDL  and  BD  in  my  pracJce  

•  I  have  a  plan  to  try  something  new  to  beKer  include  all  learners  

The teeter totter

kids

kids curriculum

McKinsey Report, 2007 •  The  top-­‐performing  school  systems  recognise  that  the  only  way  to  improve  outcomes  is  to  improve  instrucJon:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interacJon.  

How the world’s most improved school systems keep getting better

–McKinsey, 2010 Three  changes  collaboraJve  pracJce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracJce  public  and  the  enJre  teaching  populaJon  sharing  responsibility  for  student  learning.  

2.  Focus  shiQed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucJon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

Why Inclusion: BC Principles of Learning

•  Learning  requires  the  acJve  parJcipaJon  of  the  learner  

•   People  learning  in  a  variety  of  ways  and  at  different  rates    

•  Learning  is  both  an  individual  and  a  group  process    

•  BC  Ministry    of    EducaJon  at  the  beginning  of  every  IRP  (since  1994)  

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 - UDL

10 word story •  Groups  of  3  •  Read  UDL  –  p.  54  in  Math/Science;  p.  42  in  English,  Social  Studies,  HumaniJes  

•  Together,  create  a  10  word  story  that  answers  these  quesJons:  – What  is  UDL?  

– Why  UDL?  

Universal Design for Learning MulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate  prior  knowledge,  to  increase  engagement  and  moJvaJon  

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

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Universal Design for Learning - UDL

Three guiding principles Reading with a purpose:

•  Read the 3 guiding principles of UDL •  Make notes on which strategies are

mentioned in each guiding principle •  Add on 2 strategies that you use in each

guiding principle

Universal Design for Learning 1.MulJple  means  to  tap  into  background  knowledge,  to  acJvate  prior  

knowledge,  to  increase  engagement  and  moJvaJon  (connecJng)  

2.  MulJple  means  to  acquire  the  informaJon  and  knowledge  to  process  new  ideas  and  informaJon  (processing)  

3.  MulJple  means  to  express  what  they  know  (transforming  and  personalizing).  

                       

UDL  –  mul)ple  means  -­‐  purpose  

Strategy  

ConnecJng  

Processing  

Transforming  and  personalizing  

Nov  7  am,  4/5  

Cinquain Poems – co-taught •  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  paKern  –  5  lines  with  2,4,6,8,2  syllables  

•  Create  a  cinquain  poem  together  •  NoJce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenJal  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  

Learning Intentions

•I can write a cinquain poem, following the pattern •I can give and receive feedback on how to make a cinquain poem be effective

Garnet’s 4/5s Literary Elements

•  Simile  

•  Rhyme  

•  AlliteraJon  •  Assonance  

Sun  Run  Jog  together  

Heaving  panJng  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  LafaJng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Nov  7  pm,  6/7  

How  can  I  help  my  students  develop  more  depth  in  their  responses?    They  are  wriJng  with  no  voice  when  I  ask  them  to  imagine  themselves  as  a  demi-­‐god  in  the  novel.  

Students  need:  

•  to  ‘be’  a  character  •  support  in  ‘becoming’  that  character  •  to  use  specific  detail  and  precise  vocabulary  to  support  their  interpretaJon  

•  choice  •  pracJce    •  to  develop  models  of  ‘what  works’  •  a  chance  to  revise  their  work  

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  wriJng  with  a  partner  

Stand  if  you  have…  

•  A  phrase  that  shows  strong  feeling…  •  A  phrase  that  uses  specific  names…  

•  A  parJcularly  descripJve  line  –  using  details  from  the  novel…  

•  An  effecJve  first  line…  

•  Now,  what  will  you  change?    What  can  you  add,  delete,  revise?  

Criteria  

•  Write  in  role  –  use  ‘I’  •  Use  specific  names  

•  Phrases/words  that  show  feeling  •  ParJcularly  descripJve  details  of  the  event  •  Powerful  first  line  

•  What  will  you  change  aQer  listening  to  others?  

Nov  8  am,  8/9  humaniJes  

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  

EssenJal  QuesJons  

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

 What  data  are  the  most  revealing  and  representaJve  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  affecJng  life  •  Exit  slip  –  definiJon  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  soQ  comforter.    Her  heart  was  beaJng  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  boKom  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  oQen  seemed  angry  now.    Emma  remembered  happier  Jmes  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  sJck  wall  of  his  family’s  home.    The  sJcks  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  Jny  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  

Nov  8,  PM,  secondary  

Questioning

Questioning – Joni Tsui •  IntroducJon  to  earthquakes  in  geology  12.    •  Students  have  all  seen  earthquakes  in  previous  classes  (some  more  than  others).  

•  We  completed  the  acJvity  and  I  made  sure  every  student  in  class  wondered  at  least  one  thing.  

       

What  We  Found:  •  Every  student  could  contribute.    There  is  no  risk  in  asking  a  quesJon  that  no  one  is  supposed  to  answer.  

•  Students  remembered  a  lot  of  previous  informaJon.  

•  When  moving  on  to  the  lesson,  they  actually  cared  about  the  material!!!  

•  The  quesJons  that  they  asked  were  oQen  very  good  and  related  to  the  content  that  I  was  subsequently  teaching.