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Collaborating to support all learners.adol.lit.wpg
- 1. Collaborating to Support All Learners 2nd Manitoba Adolescent Literacy Summit Taking Action Faye Brownlie April 26th, 2013 www.slideshare.net
- 2. Learning Intentions • I more fully understand how universal design for learning and backwards design support effecDve teaching for all students • I can implement more integrated, fluid assessment for learning pracDces • I have a plan to implement a strategy that is new to me
- 3. 21st century learning environment Andreas Schleicher, OSCD • Make learning central and encourage student engagement • Foster lifelong skills • Acutely sensiDve to individual differences and moDvaDon • Make learning relevant to learners • Demanding to every student without overloading • Ensure learning is social and collaboraDve • Promote connecDons across subject areas
- 4. McKinsey Report, 2007 • The top-‐performing school systems recognise that the only way to improve outcomes is to improve instrucDon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacDon.
- 5. How the world’s most improved school systems keep geTng beUer – McKinsey, 2010 Three changes collaboraDve pracDce brought about: 1. Teachers moved from being private emperors to making their pracDce public and the enDre teaching populaDon sharing responsibility for student learning. 2. Focus shiWed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucDon’ and teachers became custodians of the model. (p. 79-‐81)
- 6. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
- 7. Universal Design for Learning MulDple means: -‐to tap into background knowledge, to acDvate prior knowledge, to increase engagement and moDvaDon -‐to acquire the informaDon and knowledge to process new ideas and informaDon -‐to express what they know. Rose & Meyer, 2002
- 8. 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
- 9. The teeter totter kids kids curriculum
- 10. Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaDve learning • Literature circles and informaDon circles • Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
- 11. Open-ended strategies: Connect-activate Process-acquire Personalize/transform- apply (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
- 13. Features of High-Engagement Learning Environments • available supply of appropriately difficult texts • opDons that allow students more control over the texts to be read and the work to be accomplished • the collaboraDve nature of much of the work • the opportunity to discuss what was read and wriUen • the meaningfulness of the acDviDes • Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
- 14. Lesson Sequences
- 15. Hot Seat The Outsiders – gr.8 with Brent Spencer The Glass Castle – gr.12 with Amy Stevenson • Students choose a role • May generate quesDons in advance that ‘could’ be asked of them • Begin with teacher as moderator • Audience of the class poses quesDons to the panel; can interview in role • Quick write between groups
- 16. The Outsiders – S. E. Hinton • Three quesDons for quick writes: – What is the big deal about the Greasers? – Do the Greasers feel more than the Socs? – What will your character be doing in 10 years Dme?
- 20. Critical Literacy with Amy Stevenson, gr. 12 The Glass Castle – Jeannette Walls • Analyzing habits of thinking, reading, wriDng, speaking • Understanding social contexts and consequences • Deep meaning • Applying deep meaning to self
- 21. Goal: begin an exploration with critical analysis/critical literacy • Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, acDon • Pass your paper. 2nd student reads and responds/ adds on – 2 minutes • Repeat 2 more Dmes • Read your own paper, others responses, and discuss – 5-‐10 minutes
- 26. Cinquain Poems • Show a poem to the students and have them see if they can find the paUern – 5 lines with 2,4,6,8,2 syllables • Create a cinquain poem together • NoDce literacy elements used • Brainstorm for a list of potenDal topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
- 27. Garnet’s 4/5s Literary Elements • Simile • Rhyme • AlliteraDon • Assonance
- 28. Sun Run Jog together Heaving panDng pushing The cumbersome mass moves along 10 K
- 29. Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
- 33. Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
- 34. Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
- 35. Majic LafaDng Wacing throw wals fliing in air Macking enment objec Drec dans. Henry
- 36. Literature Circles: Residential Schools • A unit co-‐developed by – Marla Gamble, gr. 6 Classroom Teacher, Prince Rupert, BC – Marilyn Bryant, Aboriginal EducaDon Program Resource Teacher – Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive ImaginaDve Development) • Lesson 2: co-‐designed and co-‐taught: Marla & Faye
- 37. • 1st lesson – Slide presentaDon on First NaDons background in the geographic area with some reference to residenDal schools • 2nd lesson – Whip around – Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-‐Fenton & M. Poliak-‐Fenton (Annick Press) – Co-‐created criteria for effecDve group – Envelopes of 5-‐6 pictures from Fa#y Legs – Make a story – Share some stories – Walk and talk – 4 minute write – story behind the pictures
- 46. • Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora5ng to support all learners in Math & Science, 2011 • Brownlie, Schnellert – It’s All about Thinking – Collabora5ng to support all learners in English & Humani5es, 2009 • Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006 • Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediDon, Nelson, 2006 • Brownlie -‐ Grand Conversa5ons, Portage and Main Press, 2005 • Brownlie,Feniak, McCarthy -‐ Instruc5on and Assessment of ESL Learners, Portage and Main Press, 2004 • Brownlie, King -‐ Learning in Safe Schools – Crea5ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011