1. Tuning In: Engaging All Learners March 16th, 2012 Fort La Bosse Secondary Teachers Faye Brownlie www. slideshare.net

2. Learning IntenBons I have a beEer idea of what counts in engaging students. I have a plan to incorporate a dierent teaching strategy/sequence into my teaching. I have a plan to increase student choice in my assignments or in my assessments. 3. Engagement Schlechty: high aEenBon and commitment task or acBvity has inherent meaning or value to the student Stuart Shanker self-regulaBon; calmly focused and alert Karen Hume competence, creaBvity, context, community, challenge Brownlie and Schnellert voice and choice 4. Highly EngagedSource: Schlechty Center for Leadership in School Reform. (2006). Accessed online at h"p://www.stlucie.k12..us/includes/PDWeb/Files/Engagement.ppt Accessed December 2, 2007. 5. The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and CreaBvity at Work Amabile & Kramer Analyzed 238 electronic daily diaries from people doing innovaBve work in 7 companies What was the #1 source of engagement? 6. #1 source of engagement Making progress on a task that day, no maEer how trivial 7. Causes of disengagement Micro-management or a lack of autonomy Failure of management to communicate clear goals 8. 2 by 10 9. The teeter totterlearnerscurriculumkids 10. FrameworksIts All About Thinking Brownlie & Schnellert, 2009 11. Universal Design for LearningMulBple means: -to tap into background knowledge, to acBvate prior knowledge, to increase engagement and moBvaBon -to acquire the informaBon and knowledge to process new ideas and informaBon -to express what they know. Rose & Meyer, 2002 12. 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 13. Erica Foote, Princess Margaret Secondary If students were given the opportunity (4 Bmes per semester) to show what they know in dierent ways, would it not only increase their interest and eort but also increase their understanding? 14. English 10 4 wriBng assignments, 4 choice assignments PowerPoint presentaBons, drawing, poetry, collages, creaBng their own test with answer keys, presenBng their informaBon orally or using drama to represent their thinking 6 students AFL strategies Ranked exemplars with the PS Analyzed the exemplars to co-create criteria Used the criteria for their work Ownership with choice 15. 2 wriBng 2 choice assignments demonstrate your knowledge & understanding of various literature Not yet Approaching Mee4ng Exceeding %/# WriBng 16/2 41/5 25/3 16/2 (essay/paragraph) Choice 0/0 16/2 33/4 50/6 16. Ericas ReecBons 100% of students reported they liked the choice and wanted to do have choices again in another semester 91% of students felt they did beEer with choice About 50% sBll chose some form of wriBng when given a choice, but liked the choice Fewer complained about the non-choice wriBng assignments Fewer assignments were handed in late 17. Grade 9 Science Starleigh Grass & Mindy Casselman Electricity The Challenge: Many of the students are disengaged and dislike book learning. They acquire more knowledge, concept and skill when they are acBve, collaboraBve and reading in chunks. Starleigh and Mindy in Its All about Thinking (Math and Science), 2011. 18. Essential Question If we understand how materials hold and transfer electric charge, can we store and move electric charge using common materials? 19. Individually, brainstorm what you can recall about the characterisBcs of an atom. Meet in groups of 3 to add to and revise your list. Compare this list to the master list. (word derivaBons, label an atom) Exit slip: 2 characterisBcs you want to remember about atoms. 20. The Atom All maEer is made of atoms. Atoms have electrons, neutrons, and protons. Electrons move, protons and neutrons do not move. Atoms have negaBve and posiBve charges. Electrons have a negaBve charge; protons have a posiBve charge. Protons and neutrons are located at the centre of the atom, in the nucleus. Electrons orbit around the outside of the nucleus, in energy shells. An object can be negaBvely or posiBvely charged, depending on the raBo of protons and neutrons. 21. Lit 12: pracBce without penalty Naryn Searcy, PenBcton Goal: learn how to represent your understanding of a poem in a dierent ways Poet: Robert Burns Auld Lang Syne (read aloud) To a Mouse (teams) 22. 1. Read aloud and pracBce stanza with partner 2. Connect to themes: Mankind has broken its union with nature Even our best laid plans open do not work out 3. Microcosm & universal truths 23. Assignment 1. Mouse Dance all 8 stanzas (2-4 students) 2. Comic (1-2 students) 3. Reduced poetry (1-2 students) 24. Criteria Demonstrate understanding of the meaning of all 8 stanzas of the poem Recognize and demonstrate the 2 themes 25. Feedback What worked? Whats missing? Whats next? 26. Robert Burns (1759-1796)To a Mouse On Turning Up Her Nest with the Plough, November, 1785 Wee, sleeket, cowrin, 4mrous beas4e, Oh, what a panics in thy breas4e! Thou need na start awa sae hasty Wi bickerin braTle! I wad be laith to rin an chase thee Wi murdring paTle! 27. Reduced PoemPoor liEle mouse petried Dont run away quickly! Humans break natures contract theme 1 No trust well deserved You dont request much Have too much myself Oh your house gone! December approaches uncomfortably close Security beneath the chill Soon destroyed with cut Home lost high price Not alone in lesson: Best plans open fail theme 2 Mouse lucky because humans Regret past/fear future 28. A Change Journey Jacob Martens, gr. 8 science, 11 physics Self-regulaBon Inquiry and criBcal thinking engagement Jacobs blog: hEp://martensvsb.wordpress.com 29. KinemaBcs The future locaBon and moBon of objects can be predicted based on their past locaBon and moBon. 30. B D A Learning Inten4ons - Knowing I can dene and relate the terms: clock reading, posi4on and event. I can dierenBate between a clock reading and a 4me interval. I can dene and relate distance and average speed. I can dene and relate displacement and average velocity. I can dierenBate between scalars and vectors. I can dene instantaneous velocity and instantaneous speed. 31. B D A Learning Inten4ons - Doing I can solve problems involving: displacement, Bme interval, and average velocity. I can construct posiBon-Bme graphs based on data from various sources. I can use posiBon-Bme graphs to determine: displacement & average velocity distance travelled & average speed instantaneous velocity I can construct velocity-Bme graphs based on data from various sources. 32. questioning 33. Questioning through Pictures 34. Example 2 Nerves Biology 12 35. What I Found: Every student could contribute. There is no risk in asking a quesBon that no one is supposed to answer. Students remembered a lot of previous informaBon. When moving on to the lesson, they actually cared about the material!!! The quesBons that they asked were open very good and related to the content that I was subsequently teaching. 36. Grade 11 Math Logic Problems Byrn Williams, RaeFigurskyThere are 3 boxes. One is labeled APPLES, one ORANGES and one APPLES AND ORANGES. All the boxes are labeled incorrectly. Pick one piece of fruit from one box and re-label all the labels correctly. 37. Grade 11 Math Logic Problems Byrn Williams, RaeFigurskyThere are 20 socks in the drawer, 10 are blue, 10 are brown. What is the minimum number of socks you can pull out to make a pair? 38. QuesBon: Givens: Unknowns: Work Space: Answer: WriEen Answer: 39. How to read the text co-teaching Think aloud Model Guided pracBce Read independently 40. Learning IntentionsI can slow down my reading to reallyunderstand the textI can describe the strategies my partnerand I use to make sense as we read 41. Mountain Climate Many things aect a mountains climate. One factor is alBtude. AlBtude is the height of a mountain about sea level. At the base of a mountain the climate can be warmer. Higher up, it will be much colder. p. 6., In the Mountains 42. Farming The growing season in the mountains is open shorter than in low-lying regions. Winters are also colder. Farmers plant corn, beans, potatoes, and other hardy crops. These plants grow well in cold regions. p.23 43. Farmers in the mountains have found special ways to grow their crops. In some areas they cut giant steps in the side of the mountain. This technique is called terracing. Terracing keeps soil and water from washing downhill. p.23 44. InformaBon Circles Select 4-5 dierent arBcles, focused on central topic or theme. Present arBcles and have students choose the one they wish to read. Present note-taking page. Student ll in all boxes EXCEPT key ideas before meeBng in the group. Students meet in like groups and discuss their arBcle, deciding together on key ideas. Students meet in non-alike groups and present their informaBon from their arBcle. 45. Vocabulary/terms Images Ques4ons Key ideas 46. Double-Entry Response Journals InformaBon Circles Choose a book that works for you Be prepared to enter a conversaBon with others who are reading the same book. Choose a secBon of the text to read aloud to start the conversaBon Create a double-entry response journal to show your thinking about some aspect of what you have read 47. Communicating Mathematically Sit back to back with a partner Partner A observes the diagram and describes it to partner B Partner B draws what he hears Partner A describing Reect: what worked in the partnership? What didnt? How can it be improved? 48. People living in the mountains of Banaue, Philippines, use terracing to grow rice. p.23 49. Resources Grand ConversaQons, ThoughRul 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 Its All about Thinking collaboraQng to support all learners (in English, Social Studies and HumaniQes) Brownlie & Schnellert, 2009 Its All about Thinking collaboraQng to support all learners (in Math and Science) - Brownlie, Fullerton & Schnellert, 2011 Learning in Safe Schools, 2nd ed Brownlie & King, Oct., 2011 Assessment & InstrucQon of ESL Learners, 2nd ed Brownlie, Feniak, & McCarthy, in press 50. The ReformaBon RT in class once a week Co-planned: vocabulary strategy Co-taught: lesson sequence Co-planned: personal connecBon I can describe what it would take for me to speak out against the system I can respond yes to all content Learning IntenBons 51. Learning Intentions I can identify what the Reformation was I can identify 3 causes people had for fighting against the Catholic Church I can identify the 5 Ws of the Reformation 52. Big Ideas people idenBed with the lord of their manor (their ruler) and/or a united, Catholic Europe 16th century ReformaBon began a change from a united, Catholic Europe to naBon states and countries complaints against the Catholic Church: taxes selling jobs or posiBons (simony) charging for services 53. Before During A^er simony indulgence nepoBsm purgatory mortal sin remission hereBcs 54. Lesson Sequence Learning intenBons ConnecBng: QuesBoning from pictures Processing: Think aloud Transforming and Personalizing: Power paragraphs