surrey june9
DESCRIPTION
A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.TRANSCRIPT
Supporting All Learners: Looking ahead to 2010-2011
A conversa+on facili+ated by Faye Brownlie Surrey
June 9th, 2010
Learning Intentions
• I can iden+fy and explain my mental model of learning.
• I have a beEer understanding of what differen+a+on can look like in the classroom and how to support it.
• I have a plan to con+nue my collabora+on with my colleagues – and an idea of how to expand it.
What makes a difference in student learning?
• Reading Next – Biancarosa and Snow
• It’s All about Thinking – Brownlie and Schnellert
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
Assessment for Learning
• Learning inten+ons • Criteria • Descrip+ve feedback • Ques+oning • Peer and self assessment
• Ownership
Open-Ended Learning Strategies
• Connect • Process • Transform and personalize
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Teach Content to All
"Surrey Special Education "
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Cooperative Learning
• Learning is both an individual and social ac+vity
• Students need to learn the pro-‐social skills to work in a group, as a member of a team
• Meaning is built together
• Students learn communica+on skills, social skills and cri+cal thinking skills
Literature and Information Circles
• Students can read from mul+ple texts • Students come together to discuss what has been read, to make meaning together and to pose ques+ons
• Discussion points and ques+ons come from the students
• Teacher acts as facilitator and observer
Inquiry
• Presen+ng an open-‐ended ques+on over several lessons or a full unit of study
• Students collect, compare, and synthesize informa+on over +me
• Students develop thinking strategies which lead to deeper understanding of key concepts
Reading Next - Biancarosa & Snow, 2004
• Instruc(onal Improvements 1. Direct, explicit comprehension instruc+on 2. Effec+ve instruc+onal principles embedded in content 3. Mo+va+on and self-‐directed learning 4. Text-‐based collabora+ve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wri+ng 8. A technology component
9. Ongoing forma+ve assessment of students
Our Context
• What’s working?
• What’s not?
• What’s our evidence?
• What’s next
www.all4ed.org
• Infrastructure Improvements 1. Extended +me for literacy 2. Professional development 3. Ongoing summa+ve assessment of students and
programs 4. Teacher teams 5. Leadership 6. A comprehensive and coordinated literacy
program
15-3=0 Without - • professional development • ongoing formative assessment of
students and • ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004
From high to low structure & maintenance – Linder
“A Difficult Choice: Which Model of Reading Instruc+on for My Students?
• High degree of structure & maintenance – Balanced Literacy (Fountas & Pinnell) – Guided Comprehension Model (McLaughin/Allen)
– Small Group Instruc+on (Diller) – Daily Five (Boushey & Moser)
– Workshop Models (Routman, Miller, Atwell)
Cinquain Poems • Show a poem to the students and have them see if they can find the paEern – 5 lines with 2,4,6,8,2 syllables
• Create a cinquain poem together • No+ce literacy elements used • Brainstorm for a list of poten+al topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• Allitera+on • assonance
Sun Run Jog together
Heaving pan+ng pushing
The cumbersome mass moves along
10 K
Vicky Shy and happy
The only child at home
Always have a smile on her face
my
cheerful
Candy Choclate bars
Tastes like a gummy drop
Lickrish hard like gummys
Eat
Thomas
Vampires Quenching the thirst
These bloodthirsty demons
Eyes shine, like a thousand stars
Midnight
Hannah
Majic Lafa+ng
Wacing throw wals fliing in air
Macking enment objec
Drec dans.
Henry
Grade 11 Math
Logic Problems
There 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?
Ques+on: Givens: Unknowns:
Work Space:
Answer: WriEen Answer: