bulkley valley leadership nov 2013
DESCRIPTION
Evening session and one hour debrief session, November, 2013. Quality teaching. 3rd year in the conversation.TRANSCRIPT
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Bulkley Leadership Group 2013-‐14 Current and Effective Strategies across the grades and across the
curriculum
November 2013 Faye Brownlie
www.slideshare.net
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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.
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• Intro/check in – UDL, BD, feedback, engagement
• I tried…with… • What worked? What didn’t? What’s next?
• Report out: commonaliSes & quesSons
• Strategies • Team planning
• Report Out & ReflecSons
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The teeter totter
kids
kids curriculum
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“Pedagogy trumps curriculum.”
(Dylan Wiliam)
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• Adolescents, more so than young children, link their beliefs about the role of effort in achievement to their interacSons with teachers, and the control that student feel over their own academic performance tends to decline as they grow older (Van Ryzin, 2011)
• quoted in McGill-‐Franzen & Lubke “Under the Radar, Struggling to Be NoSced: Older At-‐Risk Students” in Acer Early IntervenSon, Then What?, 2nd ed., Paratore & McCormack, ed, 2011, IRA
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• …the self-‐percepSons of students as readers and their feelings about reading mediate the effecSveness of experimental intervenSons to improve achievement
• Reed & Vaughn, 2010, cited in McGill-‐Franzen & Lubke
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What’s The QuesSon?
If this is the answer, then what’s the quesSon A: Mr T
(Q: Who is da’ man?)
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What’s The QuesSon?
• If this is the answer, then what’s the quesSon.. A. For 5.0 s
Q.__________________________________
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What’s The QuesSon?
• If this is the answer, then what’s the quesSon.. A. 0m
Q.__________________________________
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What’s The QuesSon?
• If this is the answer, then what’s the quesSon.. A. Jogger A
Q.__________________________________
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Merchant of Venice, Act 1, Scene ii with Mark Smith and Ben Pare
Goal: build understanding of the play and start to apply the themes; enjoy & appreciate Shakespeare
• Antonio • Bassanio • PorSa • Nerrissa
• Merchant of Venice
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• Accessing background knowledge • Clarifying background knowledge (UDL – planning and teaching with the whole class in mind)
• Sejng a purpose for reading
• Teaching with the end in mind: backwards design
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• Themes: – Love – Roles – Prejudice
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Lesson Design • Whip around from yesterday (Act 1, Scene i) • ClarificaSon and quick write • Themes introduced
• Think aloud (PorSa’s second speech) • Quick write • Overview with graphic text • Read scene with a partner or alone
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Frog Can Do Many Things
Written by Donna KlockarsIllustrated by Bill Helin
L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM
Strong NaSons Publishing, Leveled Readers
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• Learning supports the well-‐being of self and family
• Learning is holisSc, reflexive, reflecSve
• Reading with a purpose: – Read to find out what frog can do and what he wants to do. Be thinking about what you can do and what you want to do.
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Interesting and Insightful • Linda Rivet’s grade 1 class, Burnaby • Many ESL children • Been working on connecSons and jusSfying opinions from reading
• Lots of discussion before, during, acer reading: – What can you do? – What do you want to be able to do? – Will frog ever learn to fly? – Is it good to have a dream? Is it OK to give up on a dream?
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• Used a frame: – I can … – My parents want … – I really like …
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Writing • Build criteria for powerful story • Model with partner, 1 minute to tell your story, 30 seconds to respond; switch; pracSce
• Walk and talk to rehearse story
• Write
• Code your wriSng with 2-‐3 aspects of the criteria
With Craig Sung, Birchland
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• What’s your plan? • Who will you work with?
• How will you know that what you have done is making a difference?