Year 3 of the Bulkley Valley initiative. A full day session to build team and background to the big ideas of quality teaching: UDL, BD, and several approaches.

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

2. Who are we?
– AB
partners,
10
minutes
– Groups
of
4,
intro
your
partner
– Intro
partners
to
the
group
– Put
quesGons
from
the
group
on
cards
– Categorize
cards
as
whole
group
– Respond
to
quesGons

3. Group
work:
• One
with
people
from
your
school
• One
with
people
who
share
your
grade
or
your
subject
area

4. 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.

5. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

6. Universal Design for Learning
MulGple
means:
-­‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-­‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

7. 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

8. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaGve
learning
• Literature
circles
and
informaGon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

9. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sGll
for
them.”
-­‐
SGggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesGons
to
show
evidence
of
learning

10. 4.
Descrip+ve
Feedback
Timely,
relevant
descripGve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others

11. Big Ideas
– Teaching
counts!
• Our
instrucGonal
choices
impact
significantly
on
student
learning
– All
kids
can
learn
and
we
know
enough
collecGvely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoGonally,
and
intellectually

12. Big Ideas
– performance
based
assessment
and
assessment
FOR
learning
– -­‐framework
for
learning
(UDL,
BD),
mental
model
of
teaching
and
learning
– -­‐strategy
sequences
– -­‐co-­‐planning,
collaboraGng
– -­‐big
ideas
-­‐
cross
discipline,
cross
grade

13. Know thy impact.
Visible
Learning
for
Teachers
Maximizing
impact
on
learning
John
Hace,
2012

14. Feedback is information
about how we are doing in
our efforts to reach a goal.
‘Seven
Keys
to
EffecGve
Feedback”
in
EL,
Sept
2012
-­‐
Grant
Wiggins

15. 2 kinds of feedback
• Observable
effects
(self)
– Bulbs
– Workshop
• From
other
people
– Appie
– PresentaGon

16. Feedback is NOT advice.
Feedback is NOT value
judgments.
Feedback is description of
actions toward a goal.

17. 7 elements of feedback
1. Goal-­‐referenced
– Do
your
students
know
the
goal
of
the
exercise
they
are
working
on?
Is
their
work
about
learning
or
doing?
2. Tangible
and
transparent
– NoGce
if
the
learners
actually
get
it,
not
that
you
just
give
it.

18. 3. AcGonable
– What
next?
– Something
to
work
on
• biuld
•
beter
• ried

19. 4. User-­‐friendly
– Not
over-­‐whelming
or
too
technical
– 1-­‐2
pieces
5. Timely
– Not
always
immediate
but
when
it
can
sGll
be
used
– Oral
reading
– Papers
and
tests

20. 6. Ongoing
– OpportuniGes
to
change
the
pracGce
7. Consistent
– Same
expectaGons
no
maler
who
the
teacher
is
• WholisGc
scoring,
grade
or
subject
group
meeGngs
– Same
language
from
all
who
give
the
feedback
• At-­‐risk
reader
must
receive
the
same
feedback
from
all
who
help
–
EA,
RT,
CT,
peers,
parents

21. hlp://wonderopolis.org

26. Marco Cianfanelli, of
Johannesburg, sculptor
50
ten
metre
high
laser
cut
steel
plates
set
into
the
landscape,
represen5ng
the
50
year
anniversary
of
when
and
where
Mandela
was
captured
and
arrested
in
1962
(prior
to
his
27
years
of
incarcera5on).
Standing
at
a
par5cular
point
(presumably
the
spot
where
the
people
are
standing
in
Photo
#2),
the
columns
come
into
focus
and
the
image
of
Mandela
can
be
seen.
At
Natal
Midlands