coq.burn pns april 2014
TRANSCRIPT
Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
Coquitlam/Burnaby Performance Network Series April 11th, 2014 Faye Brownlie
www.slideshare.net
• 8:30 – 10:00 – Faye
• 10:10 – 10:55 sessions • 11:00 – 11:45 – sessions
• Break -‐ 12:10 • 12:15 – 1:30 -‐ Faye
Learning Intentions • I can explain UDL and BD. • I can idenPfy aspects of quality teaching in my pracPce.
• I can plan with ALL in mind.
• I have a plan to try something new to me in my classroom.
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning MulPple means: -‐to tap into background knowledge, to acPvate prior knowledge, to increase engagement and moPvaPon
-‐to acquire the informaPon and knowledge to process new ideas and informaPon
-‐to express what they know.
Rose & Meyer, 2002
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
• “…people rarely quesPon whether percentage scores truly represent student learning…. Teacher judgment is replaced by the ‘power of the points’” (86)
• Marzano as quoted in Cameron & Gregory (10)
Rethinking Letter Grades – the 5 step process –
Cameron & Gregory • IdenPfy 3-‐5 big ideas for one subject area • Write 3 levels of performance for each big idea
• IdenPfy evidence that shows student performance
• Highlight descripPons of learning on the learning map
• Determine a lefer grade (or %)
Big Ideas of the PNS
– Teaching counts! • Our instrucPonal choices impact significantly on student learning
• We teach responsively
– All kids can learn and we know enough collecPvely to teach all kids! • An unwavering belief that everyone has the right to be included socially, emoPonally, and intellectually
Increasing engagement and oral language
• Heritage Woods Secondary with Lauren O’Leary in grade 11 physics
• Groups of 4 • Building background knowledge:
– QuesPon – Spring scale
• Created definiPon together • Think aloud with formula • One/two class pracPce problems with think aloud • Try more pracPce problems in pairs or independently • Individual feedback • Ticket out the door: Learning outcome for closure: I can
apply Fg = m*g and explain my thinking
• Mass – Mafer – how much stuff we are made up of – Scalar (no direcPon) – Constant – Measured in kg
• Weight – Vector (has direcPon) – Depends on where you are in the universe -‐ force of gravity
– Measured in Newtons
PLO: Solve a variety of problems involving the relaPonship between mass, gravitaPonal field strength, and force due to gravity.
Learning Goal: Understand the conceptual side and apply it.
Teaching Goal: Make lesson accessible and interacPve.
Using Mindmaps to Organize and Demonstrate Understanding
• Gleneagle Secondary with Andy Albright, grade 10 English – graphic novels – Opener: hot chocolate invitaPon and 3 + from yesterday – extended 1; modeled chains
– Styles Line-‐Up: visual, verbal, relaPonships/connecPons, analyzing
– Examined mindmap of WW11 – what do you noPce? Created dras design criteria.
– Reviewed content criteria – 20 minute for individual work & feedback
A Primary Writing Prompt: the grab bag
• 4 items in a bag, kids with a paper with 4 boxes
• Pull out 1 item at a Pme, explore how it might be used in a story
• Kids draw how the item might be used • Repeat with each item with kids drawing both items in 2nd box, …
• In 4th box, either draw all 4 items or begin to write their story
Both lessons: 75 minutes, aser lunch
• Mundy Road with KrisPne Wong – Focus on beginning, middle, end
• 9 EAL students • 1 very young student
• Blakeburn with Lori Clerkson – Focus on story starters, moving beyond ‘I did, I did, I did…”
Making Deeper Connections in Social Studies
• Clinton with Diana Sakic, Grade 4/5 – Text: Painted Words -‐ Aliki
• Whip around ‘immigraPon’ – Confusion with immigraPon vs refugee
• Post-‐it: record a connecPon as I read, place on page • Draw your connecPon on personal whiteboard • Reread text, discussing some connecPons
• Gallery walk: others’ connecPons • Quick write: how your connecPon deepened your understanding