After conversations and class reviews in 12 schools, we met as a group to review progress and set goals for what's next.

1. Class
Review:
Reflec.ons
and
Next
Steps
St.
James-­‐Assiniboia
September
21st,
2011
Faye
Brownlie

2. Care
Collabora.on
Curiosity

3. What
worked?
What
do
we
wonder?
What’s
next?

6. Standard
Reading
Assessment
Ques.ons
Student
Diversity
–
Brownlie,
Feniak,
Schnellert,
2006
• Connec.ons:
How
does
what
you
read
connect
with
what
you
know?
• Summarizing:
Choose
a
way
to
show
the
main
ideas
and
details
of
this
text.
• Vocabulary:
Here
are
2
challenging
words
________
What
do
they
mean?
What
strategies
did
you
use
to
determine
their
meaning?
• Inferring:
Read
between
the
lines
to
find
something
that
you
believe
to
be
true
but
that
it
not
actually
said.
What
is
your
evidence
that
it
is
true?
• Reflec.on:
What
this
easy
or
hard?
Why?

7. Early
Years
–
Belonging,
Respect,
Understanding
Differences
• Lile
Beauty
–
Anthony
Browne
• Stellaluna
–
Janell
Cannon
• Scaredy
Squirrel
–
Melanie
Wa
• Hunter’s
Best
Friend
at
School
–
Laura
Malone
Ellio
• Wemberley
Worried
–
Kevin
Henkes
• How
Full
Is
Your
Bucket?
For
Kids
–
Rath
&
Reckmeyer

8. • What’s
Next
for
This
Beginning
Writer?
–
Reid,
Schultz,
Peterson
2005
(Pembroke
Pub)

9. • sd72.bc.ca
(Campbell
River
SD)
• Literacy
videos
• It’s
all
in
the
bag
• Squiggles
• Clustering
from
text

10. • Grade
5
Canadian
History
–
– Orca
Books

11. Math
Resource
• LEAPS
AND
BOUNDS
by
Nelson
(available
in
grade
3/4,
5/6
and
coming
in
October,
grade
7/8.)
• hp://www.nelsonschoolcentral.com/cgi-­‐bin/
lansaweb?webapp=WBOOKSITE
+webrtn=booksite+F%28LW3ITEMCD
%29=9780176351526
• Marian
Small
is
the
very
very
smart
Canadian
author.

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

13. The teeter totter
kids curriculum
kids

14. 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

15. 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

16. Co-­‐Teaching
• Begin
with
a
plan
• Know
your
purpose,
know
your
roles
-­‐1
teacher
takes
the
strategic
lead,
the
other
provides
support
-­‐working
with
different
groups
-­‐both
teachers
providing
support/extension
in
small
group
work

17. Big
Idea:
Student
Outcomes/Learning
Inten.on/Essen.al
Ques.on:
Assessment
Criteria:
Stage
Purpose
Connec.ng
Engage,
ac.vate
prior
knowledge,
predict
content,
focus
on
a
big
idea/purpose
for
learning
Processing
Connect
meaning,
monitor
understanding,
process
ideas
Transforming
and
Personalizing
Process
ideas,
apply
knowledge,
reflect
on
thinking
and
learning

18. Math
Centres
–
gr.
1/2
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paerns
with
different
materials
(prac.ce)
• 1
making
paerns
with
s.ckers
(prac.ce)
• 1
graphing
in
partners
(prac.ce)

19. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques.ons
about
your
graph.
• Make
another
graph
with
a
different
material.

25. Ques.oning
Goal:
crea.ng
real
ques.ons,
using
ques.ons
to
link
background
knowledge
with
new
informa.on,
create
curiosity
• Present
an
image
• Aqer
each
image,
ask
students
to
pose
ques.ons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
ques.on
• Repeat
with
3-­‐4
images

32. Caitlin.
If
you
ever
want
to
talk
about
what
happened
you
just
let
me
know,
Mrs.
Johnson
says.
That’s
what
Mrs.
Brook
is
for,
I
tell
her.
Maybe
we
could
all
sit
down
together.
Why?
So
we
know
where
you’re
coming
from.
I
look
around
the
living
room.
I
come
from
here.

33. I’m
sorry.
I
meant
so
we
all
know
how
you’re
feeling.
Oh.
Mrs.
Brook
know
how
I’m
feeling
so
you
can
find
out
from
her.
I
would
be
superfluous.
My
DicJonary
says
suPERfluous
means
exceeing
what
is
sufficient
or
necessary.
I
just
thought
it
would
be
nice
to
take
some
Jme
to
sit
and
chat.
I
shake
my
head.
SuPERfluous
also
means
marked
by
wastefulness.
Well…okay
then,
she
says.
I
suppose
I
can
talk
with
Mrs.
Brook.

34. Resources
• Grand
ConversaJons,
ThoughQul
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
–
collaboraJng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniJes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraJng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
InstrucJon
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press