Current and effective strategies across the grades and across the curriculum. Building on the work of the past 2 years and the frameworks of UDK and BD, scenarios and applications of engaging, effective teaching. Samples from Bulkley Valley teachers.
Making communications land - Are they received and understood as intended? we...
Bulkely valley nov general session 2013
1. Current and Effective
Strategies across the grades
and across the curriculum
Bulkley
Valley
November
23rd,
AM,
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. Universal Design for Learning
MulHple
means:
-‐to
tap
into
background
knowledge,
to
acHvate
prior
knowledge,
to
increase
engagement
and
moHvaHon
-‐to
acquire
the
informaHon
and
knowledge
to
process
new
ideas
and
informaHon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
4. Choose a lesson
• Think
of
all
the
users
at
the
point
of
design.
• Who
mighty
not
be
able
to
do
this?
• Think
of
the
goal,
not
the
acHvity/method.
• Accessibility
not
accommodaHon.
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. According
to
teachers,
what
worked
in
CR4YR
2012-‐13?
For
students
who
showed
major
gains,
what
worked
was:
• 1:1
support
(this
didn’t
necessarily
mean
pull
out)
• feeling
safe
and
supported;
relaHonships
• choice/personalizaHon
(kids
who
struggled
the
most
oXen
had
the
least
amount
of
choice)
• A
focus
on
purpose
and
meaning
Sharon
Jeroski,
August
2013
sjeroski@shaw.ca
7. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecHve
than
wriden
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher
8. Background
knowledge
has
a
greater
impact
on
being
able
to
read
a
text
than
anything
else.
-‐Doug
Fisher,
Richard
Allington
10. Why is this adaptation the best?
• Examine
the
pictures,
the
capHons
and
the
graphics,
the
text
• Look
for
what
strikes
you,
what
jumps
out
as
unique
and/or
important
to
remember
• Place
3
post-‐it
notes
on
3
different
points
that
support
your
inquiry/argument
• Come
to
the
circle
to
start
the
conversaHon
with
the
informaHon
behind
the
post-‐it
notes
11.
12.
13.
14. The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
• 100
Htles
grades
6-‐10
• 50
Htles
grades
4-‐8
Smartest Adaptations in Nature
-Scholastic
15. Teresa Monkman, Mary Neto, Tina
Sikkes, Kristy Bachman
•
•
•
•
UDL
Personal
connecHons
Big
ideas
Moving
from
a
lesson
to
a
unit
17. Learning
IntenHons
1. To
connect
to
Canadian
Heroes
–
why
are
they
heroes?
2. To
idenHfy
qualiHes
that
represent
good
character
18. While
looking
at
the
images
think
about
this
EssenHal
QuesHon
–
Why
are
these
men
considered
Canadian
heroes?
WHAT?
(things
you
see
in
the
pictures)
1.
2.
So
What?
(what
these
things
make
you
wonder)
19.
20.
21.
22. Carousel
AcHvity
AXer
watching
the
video
clips,
you
will
be
put
in
a
team
that
rotates
to
each
chart
to
provide
examples
of
how
Terry
Fox
and
Rick
Hansen
have
demonstrated
the
quality
characterisHcs
we
idenHfied
in
our
SPIRIT
poster.
Strong-‐heart
(caring
/
empathy)
Perseverance
(working
hard
/
determinaHon)
Integrity
(trustworthiness
/
truthfulness
/
honesty)
Respect
(admiraHon
/
high
opinion)
InspiraHon
(moHvaHon
/
encouragement)
Teamwork
(cooperaHon
/
collaboraHon
/
joint
effort)
23. Name: __________________
Choose four of the six traits from the SPIRIT poster and provide examples of how
you have portrayed these character traits.
One way in which I plan to demonstrate a quality character trait over the next week ---__________________________________________________________________
24. Perseverance:
persistence in doing something
despite difficulty or delay in achieving success
(Oxford English Dictionary)
Learning Intentions:
1. I will show a deep connection to and understanding
of a variety of complex texts that address the theme of
Perseverance.
2. I will understand that perseverance is a personal
quality that changes people’s lives.
25. Assignment: You will produce an open-ended project
based or inspired by a variety of complex texts. You
will demonstrate your deep connection to, and
understanding and analysis of the following texts.
Your project will be based on the following texts:
1.
Film:
2.
Poetry:
3.
Children’s Book:
4.
Fictional Texts:
5.
Nonfiction Articles:
6.
Primary Resource:
27. With
Universal
Design
In
Mind
What
was
the
impact
of
residen2al
schools
on
Aboriginal
culture?
CONNECTING
What
ques2ons
do
you
have?
What
do
you
no2ce?
?
What
are
you
wondering?
28. Processing
Literature
Circles
• What
opened
your
eyes?
• What
touched
your
heart?
• What
made
you
think
more
deeply
or
differently?
• Journaling
&
Reflec2ng
29. Transforming
Phrases
and
words
were
used
to
describe
the
impact
of
Residen2al
Schools
on
the
person.
31. Gr 3
Joni Cunningham, Richmond
•
•
•
•
•
Building
vocabulary
from
pictures
Establishing
ficHon/non-‐ficHon
PredicHng
Directed
drawing
WriHng
to
retell
and
connect
32.
33.
34.
35.
36.
37.
38. The Swaps
Who
Give
away
Want
scarecrow
hat
walking
sHck
badger
walking
sHck
ribbon
crow
39.
40.
41.
42.
43.
44.
45.
46. Will Barrow’s gr. 6 Math and
Language Arts, Prince Rupert
• Math
– Solving
problems
with
large
numbers.
– I
can
solve
problems
with
large
numbers
• Language
Arts
– Readers
are
aware
of
and
use
strategies
when
reading
for
understanding.
– I
can
idenHfy
my
reading
strategies.
– I
can
use
quesHoning
and
summarizing
to
understand
and
remember
big
ideas
as
I
read.
47. •
•
•
•
•
•
•
•
•
Write
down
these
digits:
A/B
Jujube
problem
Work
to
solve
the
problem
Report
out
on
the
strategies
you
used
Share
Local
newspaper
arHcle
Circle
numbers
Design
a
problem
48. • Mr.
Barrow
gave
Ms
Brownlie
half
of
his
jujubes.
She
ate
½
of
the
jujubes
and
gave
the
rest
to
Mr.
K.
He
kept
8
of
the
juubes
and
gave
the
last
10
to
Mrs
Jones.
How
many
jujubes
did
Mr
Barrow
eat?
49. • A/B
partners
• What
strategies
do
good
readers
use?
• Specks
in
Space
–
1
min.
Post-‐it
note
–
what
do
you
know?
Placed
on
whiteboard.
• A/B
modeling
• A
reads,
B
quesHons
a
couple
of
?
Students
watched.
• Choose
one
secHon.
A/B
read,?,
summarize.
50. Specks in Space
Reading & Responding, 6
Besides
the
planets
and
their
moons,
billions
of
other
objects
whirl
around
the
sun.
Most
are
Hny
parHcles
of
dust,
but
there
are
also
lumps
of
rock
of
every
shape
and
many
sizes,
up
to
one
with
a
diameter
greater
than
that
of
the
BriHsh
Isles.
Giant
‘snowballs’
several
km
across
also
speed
around
the
solar
system.
From
Hme
to
Hme,
scraps
of
‘space
junk’
fall
to
Earth.
Some
hold
fascinaHng
clues
to
how
the
solar
system
started.
51. Asteroids
In
the
late
1700s,
astronomers
noHced
that
the
orbits
of
the
planets
seemed
to
be
spaced
out
in
a
definite
padern.
But
with
one
excepHon:
a
great
gap
yawned
between
the
orbits
of
the
planets
Mars
and
Jupiter.
Astronomers
suggested
that
somewhere
in
this
gap
revolved
an
undiscovered
planet.
In
1801
the
Italian
astronomer,
Giuseppe
Piazzi,
discovered
Ceres,
a
‘mini-‐planet’
only
1000
km
across.
Ceres
is
far
smaller
than
any
of
the
nine
major
planets.
52. The
more
the
student
becomes
the
teacher
and
the
more
the
teacher
becomes
the
learner,
then
the
more
successful
are
the
outcomes.
-‐John
Hate
53. Shirley White and Jana Fox
• Guiding
quesHons
• Backward
design
• Self-‐regulaHon
54. Guiding
QuesHons
Backward
By
Design
• Science
8
Cells
&
Systems
Unit
• Introduced
Self-‐RegulaHon
through
the
scienHfic
method
and
the
guiding
quesHon
55.
56.
57. • Final
project
based
on
the
guiding
quesHon
• Gradual
Release
– Modeled
all
the
skills
required
for
the
project
through
our
invesHgaHon
of
cells,
systems
and
self-‐regulaHon.
58. To
be
conHnued…
ConHnuing
to
answer
the
guiding
quesHon:
how
to
funcHon
to
the
best
of
my
ability?
– Exploring
strategies
for
self-‐regulaHons
