Interweaving Curriculum, Instruction and Assessment

DeltaIntermediate&SecondaryTeachers

Sept30,2015,Jan12,Apr7,2016Slideshare.net/fayebrownlie/deltacia

Why did you try?�

Celebrations and challenges

Learning Intentions: •  IammorefamiliarwiththeframeworksofUniversalDesignforLearningandBackwardsDesign.

•  IcanplanwithUDKandBDinmind.

•  Ihaveaplantoimplementsomethingdifferentforme,basedonthelessonsfromDeltaclassrooms.

Frameworks for Learning

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 MulOplemeans:-totapintobackgroundknowledge,toacOvatepriorknowledge,toincreaseengagementandmoOvaOon

-toacquiretheinformaOonandknowledgetoprocessnewideasandinformaOon

-toexpresswhattheyknow.

Rose&Meyer,2002

Backwards Design •  Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?

•  Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?

McTighe&Wiggins,2001

Teaching that makes a difference •  UniversalDesignforLearning•  BackwardsDesign•  AssessmentforLearning•  GradualRelease•  OpenEndedStrategies•  CooperaOveLearning•  SmallGroupReading,LiteratureandInformaOonCircles

•  Inquiry•  It’sAllAboutThinking–HumaniOes(2009),Sciences(2011)

Cory Ziebarth, Barb Jalandoon, Nimret Sandhu, Science 9, NDSS

•  EssenOalQuesOons– HowdoweharnessthepowerofelecOons?– WhyistheharnessingofelecOonsimportant?

•  4photos:VanderGraphgenerate,badery,electricalfan,lightning:ingroups,organizeyourlearningfromthepastfewweeks.

•  Contentcheckonbrokencircuitandcircuitwithapaperclipinbooklet(previouslytaught)

•  Design/draw/createcircuitsusingallthematerialsfromthepast2weeks–  Drawcircuitswithsymbolsonsmallpaper–  Createthe‘drawn’circuits–  Reflectonwhatdidn’tworkandhowyousolvedit–  Saveevidenceofwhatyoudid/yourlearningforGAFEEXIT:whiparound:somethingyoulearnedorachallenge

Sharon Hoffinger, 6/7, �Cougar Canyon

•  Inquiry-basedlearningwithafocusonskills:– Accessing,comprehendingandsynthesizinginformaOon

– Newmeaningfromnewandpriorknowledge

– ThinkcriOcally,creaOvely,andreflecOvelyaboutthenewlearning

HowcanIusemynewknowledgetotransformmythinkingormyacOons?•  Modeled:

–  noOce,think,wonderwithapicture•  Studentsingroupsof3–noOce,think,wonder•  Addonto2ndpicture.•  Shareoutwhatisgoingoninyourpicture,2thingsyounoOced,1quesOon.

•  Modeled:–  explodethesentence

•  Explodeanothersentenceinsmallgroups.•  Explaintoanadultwhatyouknowthinkishappening.

ThreeSyrianbrothers,anewlifeinEuropebringstrialsandtriumphs.

5week,8countries,3400kilometers.

Globe,Nov20,2015

Halley Rockel, 6/7, Ladner •  Currentculturesandancientcultures•  BigIdea:howphysicallandformsdeterminewhereacivilizaOonislocatedandwhetheritthrives

•  LO:– Nameanddescribeavarietyofphysicallandforms.

– WhyDeltawaschosenbytheFirstNaOonspeople– WhydifferentciOesdevelopedduetophysicallandforms

•  Groupsof4–brainstormwordsthatarephysicallandforms

•  Icategorizedthemastheywereshared•  Imageofphysicallandforms(ScholasOc)•  Eachstudenthadonelandformtoputontheimage•  DecidedasaclassthatciOesneed:

–  Freshwatersource,foodsource,waytotrade,protecOon•  Homework:chooseacityoftheworldanddecidewhyitsgeographyhelpsitthrive

Tracey Coehlo, 3/4, Devon Gardens

•  WriOngusingamentortexttoexpandchildren’sthinking,focusonsequencinganddetail,buildstamina

•  GalleryWalk-modeledfirst•  Examine3pictures.Lookforthestory.•  Walkandtalkwithapartnertofindyourfirstsentence.•  Writethestorybehindthepictures–10-12uninterruptedminutes.RememberBMEandDETAIL.

•  Whiletheywrote,Ihighlightedaword/phraseoneachstudent’swork.

•  Sharedthese‘treasures’.Studentswereencouragedtoborrowa‘treasure’fromanotherstudentandaddittotheirwriOng.

What is your take away?�What will you do within the next

month?