This document outlines an agenda for a leadership series session on teaching strategies. It includes an introduction and check-in, time for participants to report on strategies they tried and get feedback, and a group work session where participants discuss strategies in groups based on their school or subject area. The session aims to support designing lessons using universal design for learning and backwards design principles to engage all learners.
1. A Leadership Series: Current and
Effective Teaching Strategies across
the Curriculum
Bulkley
Valley,
Session
4
Friday,
May
4,
2012
Faye
Brownlie
www.slideshare.net
2. • Intro/check
in
• I
tried…with…
• What
worked?
What
didn’t?
What’s
next?
• Report
out:
commonaliHes
&
quesHons
• Strategies
• Team
planning
• Report
Out
&
ReflecHons
3. Group
work:
• One
with
people
from
your
school
• One
with
people
who
share
your
grade
or
your
subject
area
4. • 1
minute
check
in
…
name,
school,
“an
example
from
my
class
of
UDL
or
BD…”
• 40
minute
group
work:
What
I
tried,
who
I
worked
with,
how
it
connects
to
the
big
ideas
of
UDL
and
BD
– Groups
of
4
– 10
minutes
each
– Report
out:
• Common
threads
• QuesHons
for
me
5. 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.
7. Features
of
High-‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opHons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraHve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriaen
• the
meaningfulness
of
the
acHviHes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995
8. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
acHve,
collaboraHve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)
2011.
9. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
10. • Individually,
brainstorm
what
you
can
recall
about
the
characterisHcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaHons,
label
an
atom…)
• Exit
slip:
2
characterisHcs
you
want
to
remember
about
atoms.
11. The
Atom
• All
maaer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaHve
and
posiHve
charges.
• Electrons
have
a
negaHve
charge;
protons
have
a
posiHve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
negaHvely
or
posiHvely
charged,
depending
on
the
raHo
of
protons
and
neutrons.
12. Goal
• Change
the
interacHon
paaerns
–
involve
more
students
• AcHvate
background
knowledge
• Increase
engagement
• Increase
student
quesHoning
• Use
informaHon
from
student
work
to
influence
next
steps
13. Inquiry and Thematic Teaching
• EssenHal
quesHon
• Gradual
release
of
responsibility
• Open-‐ended
quesHons
• Co-‐creaHng
criteria
for
journals
• Journal
selecHons
used
for
AoL
• Krista,
Mehj
&
Leyton
in
It’s
All
about
Thinking
(English,
Social
Studies,
HumaniEes)
• Grade
8
English
14. Essential Question
• How
are
hope,
knowledge,
and
friendship
necessary
for
the
survival
of
the
human
spirit?
15. Right
There
Think
and
Search
Factual
Ques1ons:
Interpreta1ve
Ques1ons:
-‐can
locate
an
answer
by
finding
it
-‐search
for
details,
then
put
them
together
to
directly
in
the
text…poin1ng
shape
an
answer
Author
and
Me
On
My
Own
Personal
Input
QuesHons:
EvaluaHve
or
AppreciaHve
QuesHons:
-‐search
for
informaHon
in
the
text
-‐ongoing
inquiry
quesHons
that
can
be
applied
and
fill
in
knowledge
gaps
with
their
to
many
situaHons…search
for
outside
sources
personal
background
knowledge
of
informaHon
to
support
your
opinion
16. Right
There
Think
and
Search
Factual
Ques1ons:
Interpreta1ve
Ques1ons:
-‐What
are
some
ways
that
the
guide
-‐Is
the
guide’s
knowledge
unique
or
special
uses
his
knowledge
to
help
others?
in
some
way?
Author
and
Me
On
My
Own
Personal
Input
QuesHons:
EvaluaHve
or
AppreciaHve
QuesHons:
-‐In
our
society,
or
in
your
experience,
do
-‐Is
knowledge
the
same
as
wisdom?
you
know
of
people
who
have
knowledge
like
the
guide?
17. Assessment of Learning - Journals
• Students
choose
3
journal
responses
for
their
mark.
• Students
may
rework
any
of
their
responses.
• Self-‐regulated
learning:
deciding
on
and
pracHcing
what
you
feel
is
most
important
–
gives
control.
18. • Team
Planning
– The
plan
– ConnecHons
to
UDK
and
BD
– AFL
included
– The
partner(s)
19. Tammy Renyard & Graham Scargall
Grade 9
A Mid-Summer Night’s Dream
Mt. Prevost Middle School
Cowichan Valey
Goals of the
collaboration:
A/B partner talk
Daily learning intentions
Expanded definitions of the text
Student reflections on their
learning processes
20. Different
Ways
to
Access
InformaHon
• Listening
to
the
play
and
acHng
out
roles
in
the
play
• Reading
a
graphic
novel
• Watching
movie
clips
• Listening
to
the
teacher
• Working
in
small
groups
to
analyze
pieces
21. Graphic
RepresentaHons
• Learning
IntenHon:
I
can
interpret
lines
of
text
using
graphics
• Each
student
has
several
lines
to
represent
• Done
first
without
clear
criteria
• Analyzed
their
work
in
a
carousel
• Created
criteria
and
1-‐4
rubric
• Coded
own
work
-‐
descripHve
feedback
• New
lines,
represented
again,
with
criteria
22.
23. WriHng
in
Role
• Learning
IntenHon:
I
can
write
in
role
to
another
character
• Students
developed
criteria
• Wrote
their
leaers
• Self
and
peer
assessed
with
criteria
and
descripHve
feedback
• Wrote
second
leaer
24. Dear Aunt,
I have some news that may distress you in the worst way. My
fair Hermia and I are forbidden to wed. We must elope, but
have nowhere to stay. I seek you intelligence and hospitality.
You are my dearest and most beloved relative and I offer my
greatest apologies for such short notice. I have won the love of
a woman whose beauty many a man only dreamed of. My dear
Hermia will be forced to wed another who she does not love or
be sentenced to live as a nun if we do not flee. Her third option
is one that makes my skin crawl and my heart break just
thinking about it. Death is thee punishment – O hell! What
would I do without her? The true desire of my heart is to be
wed to Hermia for all eternity. Alas, I cannot do so without your
help. Deeply and without judgment, in two moons time, the
sunset will mark my arrival.
Sincerely,
Lysander
25. CulminaHng
Project:
Mind
Map
• Learning
IntenHon:
I
can
represent
my
understanding
of
the
play
through
a
mind
map
• Built
criteria
• Gave
descripHve
feedback
while
students
worked
• Students
included
a
personal
reflecHon
on
their
learning
style
and
the
unit
26.
27. • How
is
this
quality
teaching?
• How
is
this
AFL?
28. Resources
• Assessment
&
InstrucEon
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
ConversaEons,
ThoughJul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collaboraEng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniEes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraEng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
29. The
Assignment:
by
mid-‐June
• Try
out
something
–
large
or
small
• Write
it
up:
noHce
impact
on
student
learning
– I
tried
– I
noHced
– I
wondered
– I
liked
Email
this
to
Faye:
fayebrownlie@shaw.ca
– I
will
highlight
something
wonderful
in
what
you
did,
and
we
will
post
it
to
Moodle
