An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.

1. It’s All about Thinking
Collaborating to Support All Learners
by Faye Brownlie and Leyton Schnellert
Portage and Main Press
2009

2. Learning
Inten+ons
•
I
can
explain
two
frameworks
for
learning.
• I
can
understand
and
can
explain
to
others
6
approaches
to
learning.
•
I
can
iden:fy
and
give
specific
examples
of
the
six
big
AFL
strategies.
• I
have
a
plan
to
implement
a
strategy
which
is
new
to
me.
• I
can
determine
a
next
step.

3. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

4. Universal Design for Learning
Mul:ple
means:
-­‐to
tap
into
background
knowledge,
to
ac:vate
prior
knowledge,
to
increase
engagement
and
mo:va:on
-­‐to
acquire
the
informa:on
and
knowledge
to
process
new
ideas
and
informa:on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. 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

6. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• Coopera:ve
learning
• Literature
circles
and
informa:on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

7. Teach Content to All
Learning in Safe Schools - Brownlie, King"

8. Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

9. Inquiry
• Sparks meaningful connections in
the mind of a student
• Encourages active participation
and learning
• Encourages transfer

10. Inquiry
Essential Questions need to:
• Be interesting and real for students, and address
their point of view.
• Be open-ended, with many possible answers or
responses or perspectives.
• Spark questions and connections for students.
• Be linked to resources, materials, &/or data.
• Be brief and clear.

11. Essential Questions
- How are humans impacting the
environment?
- What can we do to help sustain the
environment?

12. Science 6/7 Ecosystems Unit Overview
Essential Questions:
(1) How can we honor the interconnectedness of our environment?
(2) How are humans impacting the environment?
(3) What can we do to sustain the environment?
January Week 1 Week 2 Week 3 Week 4
Essential What does it mean to What do organisms What is an What living and non-
pay attention to and need to survive? ecosystem? living things make up
Questions learn from the an ecosystem?
environment?
February Week 1/2 March 1 Week 2
Essential Exploring our own How do living things How do humans impact
Questions community for share or interact in an ecosystems?
ecosystems ecosystem?

13. BenneS,
2007

14. • Vygotsky,
Piaget,
Dewey
all
argued
that
learning
is
socially
constructed.
• Neurologists
argue
that
talk
is
essen+al
for
intellectual
growth.
• Expert
research
argues
that
experts
evolve
through
their
engagement
with
others.
BenneS,
2007

15. Collabora:ve
Skills
Social
Skills:
taking
turns,
equal
voice,
calm
voice,
politeness,
apprecia+on
statements,
wai+ng
your
turn,
encouraging
others
Communica+on
Skills:
aFen+ve
listening,
paraphrasing,
seeking
clarifica+on,
accep+ng
and
extending
the
ideas
of
others,
probing
Cri+cal
Thinking
Skills:
suspending
judgment,
examining
both
sides
of
an
issue,
considering
all
factors,
disagreeing
agreeably

16. References
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Barton, M & Jordan, D. (2001) Teaching reading in science ASCD.
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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.
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