Tuning  In:    Engaging  All  Learners  

Nov.  21st,  2011  Burnaby  

Faye  Brownlie  www.  slideshare.net  

Engagement •  Schlechty:    high  aCenDon  and  commitment  –  task  or  acDvity  has  inherent  meaning  or  value  to  the  student  

•  Stuart  Shanker  –  self-­‐regulaDon;  calmly  focused  and  alert  

•  Brownlie  and  Schnellert  –  voice  and  choice  

Highly Engaged Class

Source:  Schlechty  Center  for  Leadership  in  School  Reform.  (2006).  Accessed  online  at  h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.    Accessed  November,  2010.  

Stuart Shanker: stages of arousal

InhibiDon    asleep    drowsy    hypoalert    calmly  focused  and  alert  ***    hyperalert    flooded  

AcDvaDon  

The  Progress  Principle:  Using  Small  Wins  to  Ignite  Joy,  Engagement,  and  

CreaDvity  at  Work  –  Amabile  &  Kramer  

•  Analyzed  238  electronic  daily  diaries  from  people  doing  innovaDve  work  in  7  companies  

•  What  was  the  #1  source  of  engagement?  

#1  source  of  engagement  

•  Making  progress  on  a  task  that  day,  no  maCer  how  trivial  

Causes  of  disengagement  

•  Micro-­‐management  or  a  lack  of  autonomy  

•  Failure  of  management  to  communicate  clear  goals  

BC Learning Principles

•  Learning  requires  the  acDve  parDcipaDon  of  the  learner  

•  People  learn  in  a  variety  of  ways  and  at  different  rates  

•  Learning  is  both  an  individual  and  a  group  process  

•  Ministry  of  EducaDon  

Frameworks

It’s All About Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

MulDple  means:  -­‐to  tap  into  background  knowledge,  to  acDvate  prior  knowledge,  to  increase  engagement  and  moDvaDon  

-­‐to  acquire  the  informaDon  and  knowledge  to  process  new  ideas  and  informaDon  

-­‐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  

Teaching approaches

for engaging diverse

learners  

Differentiation & MI

Literature and information

circles

Open-ended teaching & gradual release

Inquiry learning

Assessment for learning

Workshop & Cooperative learning

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Assessment for Learning Purpose   Guide  learning,  inform  instrucDon  

Audience     Teachers  and  students  

Timing     On-­‐going,  minute  by  minute,  day  by  day  

Form     DescripDve  Feedback  ¶what’s  working?  •what’s  not?  •what’s  next?  

Black  &  Wiliam,  1998   Hake  &  Timperley,  2007  

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sDll  for  them.”    -­‐  SDggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  quesDons  to        show  evidence  of  learning  

4.  Descrip+ve  Feedback  Timely,  relevant    descripDve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  communicate    

their  learning  with  others

Formative assessment to determine students strengths and needs

Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006

Teresa Fayant K

Stzuminus First Nation

Teaching  with  the  end  in  mind  

Goal:    Learning  IntenDons,  self  assessment  Kate  Giffin,  Queen  Alexandra,  gr.  4/5  

Learning  Inten+on  

Quiz   Mastery   Prac+ce  on  my  own  

Assistance  please!  

Where  I  get  stuck…  

I  can  create  equivalent  fracDons.  

I  can  reduce  a  fracDon  to  its  lowest  terms.  

Math  Centres  –  gr.  1/2  Michelle  Hikada  

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  paCerns  with  different  materials  (pracDce)  

•  1  making  paCerns  with  sDckers  (pracDce)  

•  1  graphing  in  partners  (pracDce)  

•  With  your  partner,  choose  a  bucket  of  materials  and  make  a  bar  graph.  

•  Ask  (and  answer)  at  least  3  quesDons  about  your  graph.  

•  Make  another  graph  with  a  different  material.  

Goal: develop and apply mathematical language

•  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  

•  Reflect:    what  worked  in  the  partnership?    What  didn’t?    How  can  it  be  improved?  

Inuit  Study  

•  Now  try  the  same  strategy  with  content.  

•  Back  to  back  drawing.  •  Ater  each  sketch,  check  out  the  image  and  write  a  one  sentence  synthesis  of  what  is  important  –  or  generate  5-­‐8  key  phrases  describing  the  picture.  

•  Students  walk  through  the  ‘gallery’  and  observe  the  other  pictures  and  statements/phrases.  

•  Students  web  what  they  now  know.  

Engaging  All  Learners  –  what  works?  

Universal Design for Learning �Backwards Design �

•  Open-­‐ended  teaching  and  gradual  release  •  Assessment  for  learning  

•  Inquiry  •  DifferenDaDon  and  mulDple  intelligences  

•  Literature  and  informaDon  circles  

•  Workshop  and  cooperaDve  learning  

Think  Aloud:      Students  need  

•  A  model  •  Guided  pracDce  in  following  the  model  

•  An  opportunity  to  pracDce  the  strategy,  with  support  as  needed  

•  Choice  in  the  degree  of  complexity  they  use  to  complete  the  task  

Sea  OCer  Pup  -­‐  Victoria  Miles  (Orca)  

There  is  a  forest  of  seaweed  in  the  ocean.      

It  is  a  forest  of  kelp.    At  the  boCom  of  the  

 kelp  forest,  Mother  sea  oCer  searches  for  

 food.  

High  above,  her  pup  is  waiDng.    He  is  

 wrapped  in  a  piece  of  kelp  so  he  can’t  

 drit  away  while  Mother  is  down    below.  

He  bobs,  floaDng  on  his  back  in  the  

 cold  waves,  holding  his  front  paws  and  

 hind  flippers  above  the  water  to  keep    them  dry.  

Resources    •  Grand  ConversaDons,  ThoughHul  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  •  It’s  All  about  Thinking  –  collaboraDng  to  support  all  learners  

(in  English,  Social  Studies  and  HumaniDes)  –  Brownlie  &  Schnellert,  2009  

•  It’s  All  about  Thinking  –  collaboraDng  to  support  all  learners  (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  

•  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  InstrucDon  of  ESL  Learners,  2nd  ed  –  Brownlie,  

Feniak,  &  McCarthy,  in  press