Download - Crosscurrents, 2011. It's All about Thinking
Teaching to Diversity: It’s All about Thinking Crosscurrents Conference
March 18th, 2011 Faye Brownlie
www.slideshare.net
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Open-Ended Learning Strategies
• Connect • Process • Transform and personalize
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Assessment for Learning
• Learning inten<ons • Criteria • Descrip<ve feedback • Ques<oning • Peer and self assessment
• Ownership
How can I help my students develop more depth in their responses? They are writing 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 interpretation
• choice • practice • 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 writing with a partner
Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
• Choose a topic • Write in front of the students • Students describe ‘what works’ in your writing • Students choose a ‘morning’ topic • Students write • Students self-assess • Students meet with peers to share and provide
feedback
All alone, I stepped into my car. With my map in hand, I began to drive. At the lights I turned leY, then the map said to turn right. “Oh, no!” The sign said, “Road closed”. “Help,” I thought. “What am I going to do?”
Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)
A math sequence
• Ac<vate background knowledge • Demonstrate/model new concept
• Prac<ce in partners • ‘Could you do these ques<ons with 80% accuracy and confidence?’
• If ‘yes’, begin independent prac<ce. • If ‘no’, come to this table for more teaching.
How can I help my students learn the vocabulary they need in science?
How can I help my students link what they have learned in one chapter to the next?
Students need: • Practice using the vocabulary • To link new vocabulary to what they already know, then to add on or refine their understanding of the words
• To make connections among the words in order to retain the vocabulary
The Plan • Choose 2 key words from previous chapter and have students brainstorm what they know about each – 2 min. each – add ideas from partners
• Class share 10 key ideas and clarify
• “I used to think…but now…” • Introduce new chapter words with 3 column notes: – Before/during/after
The Plan • In ‘before’ column, students write what they know about each word
• Students read the section of the text, collecting information to clarify the vocabulary and recording this in the ‘during’ column
• Students choose 6-8 words and make a concept map with them in the ‘after’ column
Human Op<cs Vocabulary
Before During A-er
pupil
iris
cornea
sclera
re<na
op<c nerve
Learning Intention:
• I can examine a picture and infer what is happening
• I can provide ‘because’ reasoning (evidence) for my inference
• Peter’s Poofect Pet -‐ Tina Powell
• www.bigfatpen.com
• Brownlie, Schnellert – It’s All about Thinking, 2009 • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd edi<on, Nelson, 2006
• Brownlie -‐ Grand ConversaDons, Portage and Main Press, 2005
• Brownlie,Feniak, McCarthy -‐ InstrucDon and Assessment of ESL Learners, Portage and Main Press, 2004
• Brownlie, King -‐ Learning in Safe Schools, Pembroke Publishers, 2000