Current  and  Effec-ve  Teaching  Strategies  across  the  Curriculum  

Bulkley  Valley  Friday  AM,  Feb.  10,  2012  

Faye  Brownlie  www.slideshare.net  

Learning  Inten-ons  

•  I  can  beHer  describe  why  quality  teaching  counts  and  what  it  look  like  

•  I  can  iden-fy  ‘what  counts’  in  different  teaching  sequences  

•  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  and  to  my  students  

•  I  have  a  plan  to  con-nue  to  ask  the  ques-ons,  ”How  is  what  I  am  doing  suppor-ng  the  learning  of  all  my  students?”  and  “How  do  I  know?”  

The Context

Change  in  Workplace  Skill  Demand  in  US:    1969-­‐1999  (Autor,  Levy,  Murnane,  2003)  

Skill  Category   Change  

Complex  communica-on   +14%  

Expert  thinking  and  problem  solving   +8%  

Rou-ne  manual   -­‐2%  

Non-­‐rou-ne  manual   -­‐5%  

Rou-ne  cogni-ve   -­‐8%  

Seymour  Papert,  1998  

“We  need  to  produce  people  who  know  how  to  act  when  they’re  faced  with  situa-ons  for  which  they  were  not  specifically  prepared.”  

Educa-on  not  training  

Confer  skills  AND  develop  new  skills  

The power of teaching

Dylan  Wiliam,  2011  

Pedagogy  trumps  curriculum  

How  you  are  taught  is  more  important  than  what  you  are  taught…greatest  impact  on  learning  

Slavin  &  Lake,  2008;  Slavin,  Lake,  Cahmbers,  Cheung  &  Davis,  2009;  Slavin,  Lake  &  Groff,  2009  

Student  achievement  changes  when:  

•teaching  changes  

•student  interac-ons  change  

Wiliam,  2011;  PISA,  2007  

•  ‘value  added’  –  difference  between  what  a  student  knew  when  he  arrived  at  a  school  and  what  he  knew  when  he  lem  

•  School  or  classroom?  

•  4  X  the  effect  size  

Frameworks

It’s All About Thinking – English, SS, Humanities - Brownlie & Schnellert, 2009; - Math & Science - Brownlie,

Fullerton & Schnellert, 2011

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  

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  

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  s-ll  for  them.”    -­‐  S-ggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  ques-ons  to        show  evidence  of  learning  

4.  Descrip6ve  Feedback  Timely,  relevant    descrip-ve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  communicate    

their  learning  with  others

The  Reforma-on    

Learning  Inten-ons  

•  I  can  iden-fy  what  the  Reforma-on  was  

•  I  can  iden-fy  3  causes  people  had  for  figh-ng  against  the  Catholic  Church  

•  I  can  iden-fy  the  5  W’s  of  the  Reforma-on  

Big  Ideas  

•  people  iden-fied  with  the  lord  of  their  manor  (their  ruler)  and/or  a  united,  Catholic  Europe  

•  16th  century  –  Reforma-on  began  a  change  from  a  united,  Catholic  Europe  to  na-on  states  and  countries  

•  complaints  against  the  Catholic  Church:  –  taxes  –  selling  jobs  or  posi-ons  (simony)  –  charging  for  services  

Before   During   A?er  

simony  

indulgence  

nepo-sm  

purgatory  

mortal  sin  

remission  

here-cs  

Common  Text-­‐Choice  Response  

•  K-­‐4  class  

•  Goal:  teach  how  to  ‘show  what  you  know’  –  a  form  of  response  –  to  a  mul--­‐age  class  

•  Structure:    group  lesson,  differen-ated  response  –  -me  for  1:1  

The  Plan  

•  Background  knowledge:    what  do  you  know?  •  New  informa-on:    read  text  •  Response:    discuss  op-ons  •  New  informa-on:    model  web  •  Meet  with  EACH  student      -­‐acknowledge  what  is  working      -­‐extend  the  thinking/response  •    Plan  for  ‘what’s  next’?  

•  How  is  this  quality  teaching?  

•  How  is  this  AFL?  

Math Centres – gr. 1/2 Michelle Hikada, Tait

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  paHerns  with  different  materials  (prac-ce)  

•  1  making  paHerns  with  s-ckers  (prac-ce)  

•  1  graphing  in  partners  (prac-ce)  

•  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.  

How can I move from a text-driven stance in a math curriculum that is new to me?

Essential Questions:

What  is  a  tessella-on?      How  do  these  shapes  work  

together?  

Learning Intentions:

•  I  can  make  a  tessella-on.  •  I  know  what  polygons  will  tessellate.  •  I  know  why  some  polygons  will  tessellate  and  some  won’t.  

Criteria for a tessellation: •  Repeated  congruent  shape  •  No  gaps  •  No  overlaps  •  Vertex  of  any  tessella-ng  angle  is  360°    

We found out: •  Only  3  regular  polygons  will  tessellate:  –  Triangle  –  Square    – Hexagon  

Assessment:

Be  prepared  to  explain  why  an  octagon  will  not…  

I’m  listening  for  kids  who  use  the  words    -­‐polygon,  tessellate,  vertex,  line  segments  

Tessellations octagon   polygon   tessellate   vertex   Line  seg-­‐

ment  

Beth  

Dylan  

Luca  

Emma  

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  

•  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

and  so...?  

What mathematical

processes did you engage in?

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

•  Create  a  cinquain  poem  together  •  No-ce  literacy  elements  used  •  Brainstorm  for  a  list  of  poten-al  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  

•  Allitera-on  •  Assonance  

Sun  Run  Jog  together  

Heaving  pan-ng  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  Lafa-ng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Resources    •  Assessment  &  Instruc6on  of  ESL  Learners  –  Brownlie,  Feniak,  

&  McCarthy,  2004  •  Grand  Conversa6ons,  ThoughAul  Responses  –  a  unique  

approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,  

2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,  

2006  •  It’s  All  about  Thinking  –  collabora6ng  to  support  all  learners  

(in  English,  Social  Studies  and  Humani6es)  –  Brownlie  &  Schnellert,  2009  

•  It’s  All  about  Thinking  –  collabora6ng  to  support  all  learners  (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  

•  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011