it's all about thinking
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An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.TRANSCRIPT
It’s All about Thinking Collaborating to Support All Learners
by Faye Brownlie and Leyton Schnellert
Portage and Main Press 2009
Learning Inten+ons
• I can explain two frameworks for learning.
• I can understand and can explain to others 6 approaches to learning.
• I can iden:fy and give specific examples of the six big AFL strategies.
• I have a plan to implement a strategy which is new to me.
• I can determine a next step.
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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
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
Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • Coopera:ve learning • Literature circles and informa:on circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Open-ended strategies:
connect process
personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)
Inquiry
• Sparks meaningful connections in the mind of a student
• Encourages active participation and learning
• Encourages transfer
Inquiry
Essential Questions need to: • Be interesting and real for students, and address
their point of view. • Be open-ended, with many possible answers or
responses or perspectives. • Spark questions and connections for students.
• Be linked to resources, materials, &/or data. • Be brief and clear.
- How are humans impacting the environment?
- What can we do to help sustain the environment?
Essential Questions
Essential Questions: (1) How can we honor the interconnectedness of our environment? (2) How are humans impacting the environment? (3) What can we do to sustain the environment?
January Week 1 Week 2 Week 3 Week 4
Essential Questions
What does it mean to pay attention to and learn from the environment?
What do organisms need to survive?
What is an ecosystem?
What living and non-living things make up an ecosystem?
Science 6/7 Ecosystems Unit Overview
February Week 1/2 March 1 Week 2
Essential Questions
Exploring our own community for ecosystems
How do living things share or interact in an ecosystem?
How do humans impact ecosystems?
BenneS, 2007
• Vygotsky, Piaget, Dewey all argued that learning is socially constructed.
• Neurologists argue that talk is essen+al for intellectual growth.
• Expert research argues that experts evolve through their engagement with others.
BenneS, 2007
Collabora:ve Skills Social Skills: taking turns, equal voice, calm voice, politeness, apprecia+on statements, wai+ng your turn, encouraging others
Communica+on Skills: aFen+ve listening, paraphrasing, seeking clarifica+on, accep+ng and extending the ideas of others, probing
Cri+cal Thinking Skills: suspending judgment, examining both sides of an issue, considering all factors, disagreeing agreeably
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