A Leadership Series: Current and Effective Teaching Strategies across the Curriculum. Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.

1. A Leadership Series: Current and
Effective Teaching Strategies
across the Curriculum
Bulkley Valley
October 5th, 2011
Presented by Faye Brownlie
www.slideshare.net

2. • Intros
• The
‘big
ideas’
• Your
needs
• The
role
• Reflec8ons

3. Learning Intentions
•
I
can
explain
why
the
principles
of
universal
design
for
learning
and
backwards
design
are
important
in
suppor8ng
all
learners.
•
I
have
a
plan
to
work
with
others
–
or
another.
• I
have
a
plan
to
try
something
that
is
new
to
me.

4. McKinsey
Report,
2007
• The
top-­‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instruc8on:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interac8on.

5. How
the
world’s
most
improved
school
systems
keep
geNng
beOer
–
McKinsey,
2010
Three
changes
collabora8ve
prac8ce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
prac8ce
public
and
the
en8re
teaching
popula8on
sharing
responsibility
for
student
learning.
2. Focus
shiRed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instruc8on’
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
Mul8ple
means:
-­‐to
tap
into
background
knowledge,
to
ac8vate
prior
knowledge,
to
increase
engagement
and
mo8va8on
-­‐to
acquire
the
informa8on
and
knowledge
to
process
new
ideas
and
informa8on
-­‐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. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• Coopera8ve
learning
• Literature
circles
and
informa8on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

10. Assessment
OF
Learning
Purpose:
repor8ng
out,
summa8ve
assessment,
measuring
learning
Audience:
parents
and
public
Timing:
end
Form:
leOer
grades,
rank
order,
percentage
scores

11. Assessment
FOR
Learning
Purpose:
guide
instruc8on,
improve
learning
Audience:
teacher
and
student
Timing:
at
the
beginning,
day
by
day,
minute
by
minute
Form:
descrip8ve
feedback

12. AFL
• Learning
inten8ons
• Criteria
–
co-­‐created
• Descrip8ve
feedback
• Ques8oning
• Peer
assessment,
then
self
assessment
• Ownership

14. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

15. Teach Content to All
Learning in Safe Schools, 2nd ed. - Brownlie, King, 2011"

16. choice

17. 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)

18. engagement

19. The teeter totter
kids curriculum
kids

20. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
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
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011