Evening session and one hour debrief session, November, 2013. Quality teaching. 3rd year in the conversation.

1. Bulkley
Leadership
Group
2013-­‐14
Current and Effective Strategies
across the grades and across the
curriculum
November
2013
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
•
I
can
design
lesson
sequences
using
the
principles
of
universal
design
for
learning
and
backwards
design
to
support
all
learners.
•
I
have
a
plan
to
work
with
others
–
or
another.
• I
have
a
plan
to
try
something
that
is
new
to
me.

3. • Intro/check
in
–
UDL,
BD,
feedback,
engagement
• I
tried…with…
• What
worked?
What
didn’t?
What’s
next?
• Report
out:
commonaliSes
&
quesSons
• Strategies
• Team
planning
• Report
Out
&
ReflecSons

4. The teeter totter
kids
kids
curriculum

5. “Pedagogy
trumps
curriculum.”
(Dylan
Wiliam)

6. • Adolescents,
more
so
than
young
children,
link
their
beliefs
about
the
role
of
effort
in
achievement
to
their
interacSons
with
teachers,
and
the
control
that
student
feel
over
their
own
academic
performance
tends
to
decline
as
they
grow
older
(Van
Ryzin,
2011)
• quoted
in
McGill-­‐Franzen
&
Lubke
“Under
the
Radar,
Struggling
to
Be
NoSced:
Older
At-­‐Risk
Students”
in
Acer
Early
IntervenSon,
Then
What?,
2nd
ed.,
Paratore
&
McCormack,
ed,
2011,
IRA

7. • …the
self-­‐percepSons
of
students
as
readers
and
their
feelings
about
reading
mediate
the
effecSveness
of
experimental
intervenSons
to
improve
achievement
• Reed
&
Vaughn,
2010,
cited
in
McGill-­‐Franzen
&
Lubke

8. What’s
The
QuesSon?
If
this
is
the
answer,
then
what’s
the
quesSon
A:
Mr
T
(Q:
Who
is
da’
man?)

9. What’s
The
QuesSon?
• If
this
is
the
answer,
then
what’s
the
quesSon..
A.
For
5.0
s
Q.__________________________________

10. What’s
The
QuesSon?
• If
this
is
the
answer,
then
what’s
the
quesSon..
A.
0m
Q.__________________________________

11. What’s
The
QuesSon?
• If
this
is
the
answer,
then
what’s
the
quesSon..
A.
Jogger
A
Q.__________________________________

12. Merchant of Venice, Act 1, Scene ii
with Mark Smith and Ben Pare
Goal: build understanding of the play and start to
apply the themes; enjoy & appreciate Shakespeare
•
•
•
•
Antonio
Bassanio
PorSa
Nerrissa
• Merchant
of
Venice

13. • Accessing
background
knowledge
• Clarifying
background
knowledge
(UDL
–
planning
and
teaching
with
the
whole
class
in
mind)
• Sejng
a
purpose
for
reading
• Teaching
with
the
end
in
mind:
backwards
design

14. • Themes:
– Love
– Roles
– Prejudice

15. Lesson Design
•
•
•
•
•
•
•
Whip
around
from
yesterday
(Act
1,
Scene
i)
ClarificaSon
and
quick
write
Themes
introduced
Think
aloud
(PorSa’s
second
speech)
Quick
write
Overview
with
graphic
text
Read
scene
with
a
partner
or
alone

29. Frog Can Do
Many Things
Written by Donna Klockars
Illustrated by Bill Helin
Strong
NaSons
Publishing,
Leveled
Readers
L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1
12-08-13 1:17 PM

30. • Learning
supports
the
well-­‐being
of
self
and
family
• Learning
is
holisSc,
reflexive,
reflecSve
• Reading
with
a
purpose:
– Read
to
find
out
what
frog
can
do
and
what
he
wants
to
do.
Be
thinking
about
what
you
can
do
and
what
you
want
to
do.

31. Interesting and Insightful
• Linda
Rivet’s
grade
1
class,
Burnaby
• Many
ESL
children
• Been
working
on
connecSons
and
jusSfying
opinions
from
reading
• Lots
of
discussion
before,
during,
acer
reading:
– What
can
you
do?
– What
do
you
want
to
be
able
to
do?
– Will
frog
ever
learn
to
fly?
– Is
it
good
to
have
a
dream?
Is
it
OK
to
give
up
on
a
dream?

32. • Used
a
frame:
– I
can
…
– My
parents
want
…
– I
really
like
…

40. Writing
• Build
criteria
for
powerful
story
• Model
with
partner,
1
minute
to
tell
your
story,
30
seconds
to
respond;
switch;
pracSce
• Walk
and
talk
to
rehearse
story
• Write
• Code
your
wriSng
with
2-­‐3
aspects
of
the
criteria
With
Craig
Sung,
Birchland

41. • What’s
your
plan?
• Who
will
you
work
with?
• How
will
you
know
that
what
you
have
done
is
making
a
difference?