prince rupert.secondary.april
DESCRIPTION
Third session on strategies to support inclusion, engagement and literacy as we work collaboratively to increase success for all.TRANSCRIPT
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It’s All about Thinking – Collaborating to Support All Learners
Reading, Writing, Thinking Strategies Secondary Prince Rupert April, 2013
Faye Brownlie
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Learning Inten<ons
• I have a plan to collaborate with someone in the classroom.
• I have a plan to try a different strategy or sequence that focuses on literacy and engagement.
• 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?”
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• American 5th graders spend 91% of their day either listening to a teacher talk or working alone (Pianta & Belsky, 2007).
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• 10 years aSer 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).
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What? So What? • 2 column notes
• Essen<al ques<on: – How does where you live affect how you live?
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A Midsummer Night’s Dream – Introduc7on assignment – Tina Sikkes,
Smithers
• Partner draw • Step one: Choose a partner. One partner (partner #1) will
be drawing, the other (partner #2) will be describing an image on the screen to the partner who is drawing. Partner 1 must turn their desk toward the back wall so that their back is facing the Smart Board at the front – they cannot see the picture they are about to draw. Once the picture is up, partner two will describe the image to partner 1 as (s)he draws it. Both partners should be able to see the drawing as it is being created. Once finished, students may turn around and compare their drawings to the original.
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Step two: Switch partners and repeat the above process with the picture below:
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Step three: “What/So What”
Have students work again with their picture partner. They need to make a two column table labeling the columns: “What” and “So What?”
In the “What” column, students will make observa<ons on what they no<ce about the picture. In the “So What” column, students will explain why each observa<on is important, what it might mean, significance, and so on.
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What: What do you see in the image above?
So What: What might the significance of the image be?
A garden Gardens are safe – this is probably a safe place There is a mask behind the girl
Maybe this is not a safe place; Is he a stalker? Maybe this is a forbidden love? (spying?)
The girl has flowers in her hair
Maybe he picked flowers for her She might be a fairy
The man is part donkey (he has donkey ears and a hairy face)
Maybe he had a curse put on him? Is this a magical place – it reminds (me) of Narnia Magic must be involved Maybe it has to do with his agtude – “ass”
The two are looking lovingly at each other
They must be in love Maybe it is a forbidden love? It is weird that she loves him because he is part donkey Maybe she is under a love curse
Class discussion following partner work:
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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
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• 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.
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• 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?