Half day sessions in Prince Rupert, It's All about Thinking: Collaborating to Support All Learners: gr 4/5, 6/7 core, 8/9 humanities and sec En., secondary

1. It’s All about Thinking –
Collaborating to Support All
Learners
Reading, Writing, Thinking Strategies
Prince
Rupert
Nov.
7
&
8th,
2012
www.slideshare.net

2. Learning Intentions
• I
understand
and
can
explain
Universal
Design
for
Learning
and
Backwards
Design
• I
recognize
elements
of
both
UDL
and
BD
in
my
pracJce
• I
have
a
plan
to
try
something
new
to
beKer
include
all
learners

3. The teeter totter
kids curriculum
kids

4. McKinsey Report, 2007
• The
top-­‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instrucJon:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interacJon.

5. How the world’s most improved
school systems keep getting better
–McKinsey, 2010
Three
changes
collaboraJve
pracJce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracJce
public
and
the
enJre
teaching
populaJon
sharing
responsibility
for
student
learning.
2. Focus
shiQed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucJon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

6. Why Inclusion:
BC Principles of Learning
• Learning
requires
the
acJve
parJcipaJon
of
the
learner
• People
learning
in
a
variety
of
ways
and
at
different
rates
• Learning
is
both
an
individual
and
a
group
process
• BC
Ministry
of
EducaJon
at
the
beginning
of
every
IRP
(since
1994)

7. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

8. Universal Design for Learning - UDL
10 word story
• Groups
of
3
• Read
UDL
–
p.
54
in
Math/Science;
p.
42
in
English,
Social
Studies,
HumaniJes
• Together,
create
a
10
word
story
that
answers
these
quesJons:
– What
is
UDL?
– Why
UDL?

9. Universal Design for Learning
MulJple
means:
-­‐to
tap
into
background
knowledge,
to
acJvate
prior
knowledge,
to
increase
engagement
and
moJvaJon
-­‐to
acquire
the
informaJon
and
knowledge
to
process
new
ideas
and
informaJon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

10. Universal Design for Learning - UDL
Three guiding principles
Reading with a purpose:
• Read the 3 guiding principles of UDL
• Make notes on which strategies are
mentioned in each guiding principle
• Add on 2 strategies that you use in each
guiding principle

11. Universal Design for Learning
1.MulJple
means
to
tap
into
background
knowledge,
to
acJvate
prior
knowledge,
to
increase
engagement
and
moJvaJon
(connecJng)
2.
MulJple
means
to
acquire
the
informaJon
and
knowledge
to
process
new
ideas
and
informaJon
(processing)
3.
MulJple
means
to
express
what
they
know
(transforming
and
personalizing).

12. UDL
–
mul)ple
means
-­‐
Strategy
purpose
ConnecJng
Processing
Transforming
and
personalizing

13. Nov
7
am,
4/5

14. Cinquain Poems – co-taught
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paKern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoJce
literacy
elements
used
• Brainstorm
for
a
list
of
potenJal
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

15. Learning Intentions
•I can write a cinquain poem, following the
pattern
•I can give and receive feedback on how to
make a cinquain poem be effective

16. Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• AlliteraJon
• Assonance

17. Sun
Run
Jog
together
Heaving
panJng
pushing
The
cumbersome
mass
moves
along
10
K

18. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

21. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

22. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

23. Majic
LafaJng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry

24. Nov
7
pm,
6/7

25. How
can
I
help
my
students
develop
more
depth
in
their
responses?
They
are
wriJng
with
no
voice
when
I
ask
them
to
imagine
themselves
as
a
demi-­‐god
in
the
novel.

26. Students
need:
• to
‘be’
a
character
• support
in
‘becoming’
that
character
• to
use
specific
detail
and
precise
vocabulary
to
support
their
interpretaJon
• choice
• pracJce
• to
develop
models
of
‘what
works’
• a
chance
to
revise
their
work

27. 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
wriJng
with
a
partner

28. Stand
if
you
have…
• A
phrase
that
shows
strong
feeling…
• A
phrase
that
uses
specific
names…
• A
parJcularly
descripJve
line
–
using
details
from
the
novel…
• An
effecJve
first
line…
• Now,
what
will
you
change?
What
can
you
add,
delete,
revise?

29. Criteria
• Write
in
role
–
use
‘I’
• Use
specific
names
• Phrases/words
that
show
feeling
• ParJcularly
descripJve
details
of
the
event
• Powerful
first
line
• What
will
you
change
aQer
listening
to
others?

33. Nov
8
am,
8/9
humaniJes

34. How
can
I
help
my
students
see
geography
as
an
opportunity
to
problem
solve,
to
address
the
impact
of
geographical
features
on
people’s
lives…?
Catriona
Misfeldt
in
It’s
All
about
Thinking
(English,
Social
Studies
&
Humani<es)
2010

35. EssenJal
QuesJons
 What
stories
do
these
data
or
this
chart,
graph,
or
map
tell?
Whose
stories
are
they?
 What
data
are
the
most
revealing
and
representaJve
of
the
quality
of
life?
Catriona
Misfeldt,
MacNeil
Secondary

36. The
Plan:
• Co-­‐create
criteria
for
measuring
quality
of
human
life
• Model
how
to
underline
phrases
that
might
affect
the
quality
of
a
life
• Students
read
and
underline
phrases
from
2
different
case
studies
• Students
record
+
and
–
factors
affecJng
life
• Exit
slip
–
definiJon
of
a
good
life

37. Emma
“I
hate
you.
You’re
such
an
idiot!”
The
back
door
slammed
loudly.
Emma
opened
her
eyes
quickly
and
pulled
up
her
soQ
comforter.
Her
heart
was
beaJng
fast,
and
she
had
a
knot
in
her
stomach.
It
was
her
older
sister
who
had
yelled
and
slammed
the
door.
“Lazy
head,
out
of
bed!”
her
father
shouted
from
the
boKom
of
the
stairs.

38. Heavy
footsteps
moved
quickly
though
the
house
and
then
the
front
door
opened
and
slammed
shut.
The
car
started
and
with
a
screech
pulled
away.
Dad
must
be
late
for
work.
He
oQen
seemed
angry
now.
Emma
remembered
happier
Jmes
when
he
helped
her
with
her
homework
and
they
would
go
to
basketball
games
together.
She
wondered
if
it
would
every
be
like
that
again.
Caring
for
Young
People’s
Rights
–
Roland
Case

39. Jose
Turning
over
on
the
woven
sleeping
mat,
Jose
bumped
into
his
younger
brother.
He
could
see
the
early
morning
light
through
the
cracks
in
the
sJck
wall
of
his
family’s
home.
The
sJcks
broke
easily
but
were
a
type
of
wood
that
the
termites
wouldn’t
eat.
Jose
could
hear
his
mother
feeding
the
chickens
in
the
yard
outside.
Gently
raising
the
thin
bed
sheet
that
kept
the
bugs
off
at
night,
Jose
sat
up
and
climbed
over
Salvador
and
his
Jny
sister
Rosita.
Careful
not
to
wake
them,
he
replaced
the
sheet
and
stepped
on
to
the
dirt
floor.
Caring
for
Young
People’s
Rights
–
Roland
Case

40. Nov
8,
PM,
secondary

41. Questioning

42. Questioning – Joni Tsui
• IntroducJon
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
acJvity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.

49. What
We
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
quesJon
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informaJon.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
quesJons
that
they
asked
were
oQen
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.