bulkley valley.nov23.2012
DESCRIPTION
Continuing the conversation. Strategies to promote engagement and learning for all students in K-12 classrooms.TRANSCRIPT
Current and Effective Teaching Strategies across the Curriculum
Bulkley Valley November 23, 2012
Presented by Faye Brownlie www.slideshare.net
Learning Inten+ons
• 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?”
• American 5th graders spend 91% of their day either listening to a teacher talk or working alone (Pianta & Belsky, 2007).
• 10 years aQer high school, graduates who had honed their teamwork skills while s+ll in high school had significantly higher earnings than those who failed to do so (Science Daily 2008).
Questioning
• Math
• Closed vs open
• 1 + 4 =
• 2 + 3 =
• 4 + 1 =
• 0 + 5 =
How can you show your number for our number
book?
Questioning
• Who is answering your ques+ons?
• Who is asking the ques+ons?
What? So What? • 2 column notes
• Essen+al ques+on: – How does where you live affect how you live?
Yearly 17,655,265 passengers in Brussels Airport.
93% of them are visi+ng the toilets.
www.face2face.aero
Powerful Learning: What We Know about Teaching for Understanding
(2008) Darling-‐Hammond, Pearson, Barron,
Schoenfeld
As discussed in It’s All About Thinking – Math and Science, 2011
1. Crea+ng meaningful and ambiguous tasks that reflect how knowledge is used in the field
2. Engaging students in ac+ve learning so they will apply and test what they know
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 rela+on this in an equa+on? Sarah earned $45 for babysihng on Saturday. How many hours did she work? How did you figure it out?
Brian babysits as well. He earns $7.50 an hour. Show Sarah's wage and Brian's wage on a graph. Which mode of payment would you prefer, and why? Use the graph to explain your thinking.
3. Drawing connec+ons to students’ prior knowledge and experiences
Caitlin. If you ever want to talk about what happened you just let me know, Mrs. Johnson says.
That’s what Mrs. Brook is for, I tell her. Maybe we could all sit down together. Why?
So we know where you’re coming from. I look around the living room. I come from here.
I’m sorry. I meant so we all know how you’re feeling.
Oh. Mrs. Brook know how I’m feeling so you can find out from her. I would be superfluous. My DicJonary says suPERfluous means exceeding what is sufficient or necessary.
I just thought it would be nice to take some Jme to sit and chat.
I shake my head. SuPERfluous also means marked by wastefulness.
Well…okay then, she says. I suppose I can talk with Mrs. Brook.
Mockingbird – Kathryn Erskine
Choice Beginnings
• Choose 15-‐20 words • Read these words while the students sketch, predict, or write ques+ons
• Reread the words several +mes • In 2’s and 3’s, students discuss what they believe they know and what they wonder
• Present informa+on
• Student Diversity, 2nd ed. -‐ Brownlie, Feniak, Schnellert
• Previously: Big Bang Theory • Topic: Life cycle of stars and the sun
• Key Idea: Nuclear fusion powers stars and is the force behind solar flares, prominences, sunspots, solar wind.
• Choice beginnings • Read and discuss • Create a graphic of nuclear fusion • What do you know? – Alone and with a partner
• Exit slip – What ques+ons do you have? – What are you unsure of?