Engaging All Learners

Qualicum/Parksville  Faye  Brownlie  and  Leyton  Schnellert  

November  16th,  2011  

Engagement •  Schlechty:    high  aDenEon  and  commitment  –  task  or  acEvity  has  inherent  meaning  or  value  to  the  student  

•  Stuart  Shanker  –  self-­‐regulaEon;  calmly  focused  and  alert  

•  Brownlie  and  Schnellert  –  voice  and  choice  

Highly Engaged

Source:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at  h"p://www.stlucie.k12.fl.us/includes/PDWeb/Files/Engagement.ppt  Accessed  December  2,  2007.  

       Product                  Focus  

Clear  Goals  &  Criteria  

No  Fault  Prac3ce  

Organiza3on  of  Knowledge  

Novelty  &  Variety  

Relevant    Content  

Design  of  Engaging  Work  

Authen3city  

Choice   Affilia3on/Affirma3on  

       Product                  Focus  

Clear  Goals  &  Criteria  

No  Fault  Prac3ce  

Organiza3on  of  Knowledge  

Novelty  &  Variety  

Relevant    Content   Authen3city  

Choice   Affilia3on/Affirma3on  

Stuart Shanker: stages of arousal

InhibiEon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded  

AcEvaEon  

Frameworks

It’s All About Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

MulEple  means:  -­‐to  tap  into  background  knowledge,  to  acEvate  prior  knowledge,  to  increase  engagement  and  moEvaEon  

-­‐to  acquire  the  informaEon  and  knowledge  to  process  new  ideas  and  informaEon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Teaching approaches

for engaging diverse

learners  

Differentiation

Literature and information

circles

Open-ended teaching

Inquiry learning

Multiple intelligences

Workshop

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  

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Essential Lesson Components

•  EssenEal  quesEon/learning  intenEon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenEaEon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

Open-Ended Learning Strategies

•  Connect/acEvate  •  Process/acquire  •  Transform  and  personalize/apply  

Assessment for Learning Purpose   Guide  learning,  inform  instrucEon  

Audience     Teachers  and  students  

Timing     On-­‐going,  minute  by  minute,  day  by  day  

Form     DescripEve  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   Hahe  &  Timperley,  2007  

Assessment for Learning

•  Learning  intenEons  •  Criteria  •  DescripEve  feedback  •  QuesEoning  •  Peer  and  self  assessment  

•  Ownership  

Examples

How  does  sehng  impact  what  happens?  

As  I  traveled  from  the  city  toward  the  country  

old  age  fell  off  my  shoulders.  

As  I  traveled  from  the  city  toward  the  country  old  age  fell  off  my  shoulders.  

     Salah  Fa’iq  translated  by  Byrne  &  Jayyusi  the  flag  of  childhood    poems  from  the  middle  east  

Poetry  Circles  

•  Choose  an  essenEal  quesEon  to  guide  your  poetry  readings.  

•  Model  a  strategy  for  reading  a  poem  with  a  shared  text.    3  reads:    1  to  ques3on,  1  to  sketch,  1  how  does  seKng  impact  what  happens.  

•  Ask  for  student  and/or  adult  volunteers  to  read  and  discuss  a  poem  in  a  fishbowl.  

•  Observers  noEce  ‘what  makes  this  discussion  work’.  •  Create  criteria  for  an  effecEve  poetry  circle  discussion  •  Distribute  copies  of  various  poems  for  students  to  read.  

•  Using  a  similar  strategy  (read  and  quesEon,  read  and  sketch,  read  and  highlight  powerful  language),  students  independently  read  their  chosen  poem.  

•  Form  poetry  circles  of  students  reading  the  same  poem.  

•  Students  discuss  their  poems,  keeping  the  criteria  for  an  effecEve  poetry  circle  discussion  in  mind.  

•  Students  self-­‐assess  with  the  criteria.  •  Students  write  in  response  to  their  poem  and  the  essenEal  quesEon.  

Sample  poems  from  Nancie  Atwell’s  Naming  the  World  

•  ConnecEons                

•  EmoEons  

     

•  image  

•  Opinions  

•  Response  style  

•  RelaEng  self  to  poem  •  Showing  how  the  poem  changes  your  thinking  

•  Explaining  why  you  feel  the  way  you  do  about  the  poem  and  how  you  think  the  author  feels  about  his/her  subject  

•  CommenEng  on  the  image  formed  in                    your  mind  upon  reading  the  poem  

•  Expressing  likes  and  dislikes  about  poem,  with  evidence  

•  Asking  quesEons  of  the  poem  or  the  poet  

•  Using  descripEve  words  •  Using  quotes  from  the  poem  

•  SuggesEng  improvements  to  the  poem,  if  needed  

Personal  inquiry  within  an  inquiry  unit  

•  Provide  students  with  mini  booklets  to  use  to  record  any  quesEons  that  they  have  during  a  unit.    

•  This  helps  to  build  students’  own  inquiry  quesEons  and  sets  the  stage  for  more  generaEng  their  own  thinking  later  in  the  unit.    

•   Once  a  week  or  so  the  class  engages  in  a  discussion  about  what  they  were  wondering,  what  they  have  learned  so  far  about  these  quesEons  and  what  new  quesEons  are  emerging.    

See  Student  Diversity  (2006);  It’s  All  About  Thinking  in  Science  and  Math  (2010)  

Science  6/7  Unit  Overview  Diversity  of  Life  

Big  Ideas    

1. Living  things  have  similariEes  and  differences;    

2. Classifying  things  helps  us  understand  the  diversity  of  life;    

3. We  are  part  of  ecosystems  

Thinking  Strategies  

Main  Ideas  &  Details  ,  Accessing  Prior  Knowledge,  Synthesizing,  Persuading,  QuesEoning    

Figure  10.4.    Diversity  of  Life  Unit  Overview    

What I Wonder Where I Can Find the Information �

What I’ve Learned and/or New Questions

that I Have

Figure  10.8.  Wonderbook  Format    

Not Quite Yet (2) Good Start (3) You did it! (4) Wow! (5)

Information *relevant *accurate *key/important

- Rarely uses microscopes and equipment Accurately

- Shares very few and/or inaccurate observations and/or questions in discussions or writing

- Records some data; may be inaccurate or missing key information

- Sometimes uses microscopes and equipment accurately

- Notices observations but may be vague or lack key details; asks yes/no questions

- Data is generally accurate; diagrams include labels and some details

- Uses microscope and equipment with accuracy

- Makes descriptive and accurate observations (spoken/and written) and asks relevant questions

- Records data accurately; diagrams include relevant labels and details

- Uses- microscopes and equipment with precision

- Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas

- Records data accurately; diagrams include relevant labels and key details

Thinking Process *logical inferences *explanation *understands concept *clear

- Does not attempt to formulate a “law”

- Proposes a “law” that is not yet fully developed

- Formulates a “law” that is clear and logical

- Formulates a “law” that is clear and logical; uses evidence to justify it

Figure  10.10.  Class  example:    Student-­‐Generated  Criteria  

Figure  10.11.    Student  mindmap  of  the  ways  things  can  be  organized  in  the  world.    

Figure  10.15.    Class  opionions  

Opinion  Line  

Governments  should  pass  laws  protec3ng  living  things.  

What  they  said:  Rebecca:    (SA)  “Living  things  have  a  right  to  be  free.”  Caterina:    (SA)  “We  shouldn’t  kill  animals  which  might  kill  a  species.”  Angela:  (UD)  “If  you  don’t  cut  down  trees  we  won’t  have  furnitures.”  Tony:    (UD)    ESL  2  “Some  countries,  they  kill  a  lot  but  sEll  have  a  lot  and  sEll                            have  to  protect.”  Karina:  (SA)  “If  we  chop  down  trees  to  make  houses  and  furniture  it  is  affecEng                              us  because  trees  produce  oxygen  and  we  can’t  live  without  oxygen.  Alan:    (SA)  “We  need  to  protect  all  animals,  it’s  like  killing  all  of  us.”  Betsy:    (SA)  “We  shouldn’t  have  zoos  because  animals  need  freedom  too.”  Brian:    (SA)  “Gov’t.  should  protect  living  things  because  living  things  are  already                            decreasing  &  if  they  keep  decreasing  there  won’t  be  anymore.”  Angelica:    (A)  “If  we  lose  part  of  living  things,  you  lose  food,  so  laws  should  be                                      limited.”  Arian:    (SWA/UD)    “.  .  .  we  cut  down  so  many  trees  we  should  only  cut  50%  of  what  we  usually                                                            do.”  Kushan:    (SA)  “If  we  kill  trees  then  animals  don’t  have  a  habitat  &  they  will  be                                  homeless.”  Tiffany:    (SA)  “.  .  .  because  animals  are  gehng  lesser  and  lesser.”  Joshua:    (SWA/UD)  “Like  the  bald  eagles  are  almost  exEnct  &  the  more  the                                      trees  get  cut  down  our  community  won’t  be  the  same.”  

Wednesday,  March  12,  2008  

Figure  10.16.  QualiEes  of  Persuasive  WriEng    

What  Does  a  Good  Piece  of  Wri3ng  Look  Like?  Look  like?   Feel  like?   Sound  like?  

• Text  features  • Visuals  (photos,  graphics…)  • An  opening  statement  to  capture  the  reader’s  aDenEon  • A  hook  to  keep  the  reader’s  aDenEon  • An  opening  quote  • Asks  quesEons  and  they  are  answered  • Research  has  been  done  • Facts/data  • Previous  knowledge  • WriDen  in  own  words  • Incorporated  text  features  • Ending  statement/  concluding  the  topic  • Gives  examples  • Sentence  variety  

• Convincing  • Honest  • Personal  thoughts/  experiences  • ExciEng  wriEng  • QuesEons  that  make  you  think  • Entertaining  but  stays  on  topic  • Team  work  

• WriDen  in  3rd  person  • Uses  specific  words  • Stays  on  topic  • Convincing  • Research  has  been  done  • WriDen  in  own  words  • True  facts  • Catchy  words  • Accurate  informaEon  • Persuasive  • SophisEcated  and  detailed  • Honest  • QuesEons  were  answered  • Peoples’  opinions  based  on  research/  facts  • ConnecEng  words  (for  example,  addiEonally,  as  you  can  see,  however…)  

Student  Generated  Responses  2008  

Figure  10.24.  Student  Piece  Published  in  Local  Newspaper  

Goals

Plan

Rationale

Next Steps

Goals: What will we develop/ explore/change/ refine to better engage our learners?  

Rationale: Why are we choosing this focus?  

Plan: How will we do this?  

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