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Qualicum engagement.novpptx
- 1. Engaging All Learners Qualicum/Parksville Faye Brownlie and Leyton Schnellert November 16th, 2011
- 2. 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
- 3. 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.
- 4. 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
- 5. Stuart Shanker: stages of arousal InhibiEon asleep drowsy hypoalert calmly focused and alert *** hyperalert flooded AcEvaEon
- 6. Frameworks It’s All About Thinking – Brownlie & Schnellert, 2009
- 7. 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
- 8. Teaching approaches for engaging diverse learners Differentiation Literature and information circles Open-ended teaching Inquiry learning Multiple intelligences Workshop
- 9. 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
- 10. Teach Content to All Learning in Safe Schools - Brownlie, King"
- 11. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 12. 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
- 13. Open-Ended Learning Strategies • Connect/acEvate • Process/acquire • Transform and personalize/apply
- 14. 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
- 15. Assessment for Learning • Learning intenEons • Criteria • DescripEve feedback • QuesEoning • Peer and self assessment • Ownership
- 16. Examples
- 17. How does sehng impact what happens?
- 18. As I traveled from the city toward the country old age fell off my shoulders.
- 19. 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
- 20. 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.
- 21. • 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
- 22. • 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
- 23. 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)
- 24. 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
- 25. 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
- 26. 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
- 27. Figure 10.11. Student mindmap of the ways things can be organized in the world.
- 28. 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
- 29. 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
- 30. Figure 10.24. Student Piece Published in Local Newspaper
- 31. 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?
- 32. Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation. Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press. Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12 Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle and secondary classrooms, Connections Publishing, BC, Canada. Lenz, B.K., Deschler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.