A Leadership Series: Current and Effective Teaching Strategies across

the Curriculum  

Bulkley  Valley,  Session  3  Thursday,  Feb.  9,  2012  

Faye  Brownlie  www.slideshare.net  

•  Intro/check  in  •  I  tried…with…  

•  What  worked?    What  didn’t?    What’s  next?  

•  Report  out:  commonaliJes  &  quesJons  

•  Strategies  •  Team  planning  

•  Report  Out  &  ReflecJons    

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,  “an  example  from  my  class  of  UDL  or  BD…”  

•  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  •  QuesJons  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.    

InformaJon  Circles  

•  Select  4-­‐5  different  arJcles,  focused  on  central  topic  or  theme.  

•  Present  arJcles  and  have  students  choose  the  one  they  wish  to  read.  

•  Present  note-­‐taking  page.  •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before  meeJng  in  the  group.  

•  Students  meet  in  ‘like’  groups  and  discuss  their  arJcle,  deciding  together  on  ‘key  ideas’.  

•  Students  meet  in  non-­‐alike  groups  and  present  their  informaJon  from  their  arJcle.  

Vocabulary/terms   Images  

Ques3ons   Key  ideas  

Double-­‐Entry  Response  Journals  –  InformaJon  Circles  

•  Choose  a  book  that  works  for  you  •  Be  prepared  to  enter  a  conversaJon  with  others  who  are  reading  the  same  book.  

•  Choose  a  secJon  of  the  text  to  read  aloud  to  start  the  conversaJon  

•  Create  a  double-­‐entry  response  journal  to  show  your  thinking  about  some  aspect  of  what  you  have  read