Collaborating to Support All Learners

2nd Manitoba Adolescent Literacy Summit Taking Action

Faye  Brownlie  April  26th,  2013  

www.slideshare.net  

Learning Intentions •  I  more  fully  understand  how  universal  design  for  learning  and  backwards  design  support  effecDve  teaching  for  all  students  

•  I  can  implement  more  integrated,  fluid  assessment  for  learning  pracDces  

•  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  

21st century learning environment Andreas Schleicher, OSCD

•  Make  learning  central  and  encourage  student  engagement  

•  Foster  lifelong  skills  •  Acutely  sensiDve  to  individual  differences  and  moDvaDon  

•  Make  learning  relevant  to  learners  •  Demanding  to  every  student  without  overloading  •  Ensure  learning  is  social  and  collaboraDve  •  Promote  connecDons  across  subject  areas  

McKinsey  Report,  2007  

•  The  top-­‐performing  school  systems  recognise  that  the  only  way  to  improve  outcomes  is  to  improve  instrucDon:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interacDon.  

How  the  world’s  most  improved  school  systems  keep  geTng  beUer  –

McKinsey,  2010  

Three  changes  collaboraDve  pracDce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracDce  public  and  the  enDre  teaching  populaDon  sharing  responsibility  for  student  learning.  

2.  Focus  shiWed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucDon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

Frameworks

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 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  

The teeter totter

kids

kids curriculum

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaDve  learning  •  Literature  circles  and  informaDon  circles  •  Inquiry  

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

Open-ended strategies:

Connect-activate Process-acquire

Personalize/transform- apply

(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

Features of High-Engagement Learning Environments  

•  available  supply  of  appropriately  difficult  texts  •  opDons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  

•  the  collaboraDve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wriUen  

•  the  meaningfulness  of  the  acDviDes  

•  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  

Lesson Sequences

Hot Seat The Outsiders – gr.8 with Brent Spencer

The Glass Castle – gr.12 with Amy Stevenson

•  Students  choose  a  role  •  May  generate  quesDons  in  advance  that  ‘could’  be  asked  of  them  

•  Begin  with  teacher  as  moderator  

•  Audience  of  the  class  poses  quesDons  to  the  panel;  can  interview  in  role  

•  Quick  write  between  groups  

The Outsiders – S. E. Hinton •  Three  quesDons  for  quick  writes:  – What  is  the  big  deal  about  the  Greasers?  

– Do  the  Greasers  feel  more  than  the  Socs?  – What  will  your  character  be  doing  in  10  years  Dme?  

Critical Literacy with Amy Stevenson, gr. 12

The Glass Castle – Jeannette Walls •  Analyzing  habits  of  thinking,  reading,  wriDng,  speaking  

•  Understanding  social  contexts  and  consequences  

•  Deep  meaning  

•  Applying  deep  meaning  to  self  

Goal: begin an exploration with critical analysis/critical literacy

•  Set  a  scene  •  Personalize  this  scene  and  sketch  •  Write  2  minutes  in  response  to  your  sketch  –  feeling,  acDon  

•  Pass  your  paper.    2nd  student  reads  and  responds/adds  on  –  2  minutes  

•  Repeat  2  more  Dmes  •  Read  your  own  paper,  others  responses,  and  discuss  –  5-­‐10  minutes  

Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  paUern  –  5  lines  with  2,4,6,8,2  syllables  

•  Create  a  cinquain  poem  together  •  NoDce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenDal  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  

•  AlliteraDon  •  Assonance  

Sun  Run  Jog  together  

Heaving  panDng  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  LafaDng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Literature Circles: Residential Schools

•  A  unit  co-­‐developed  by    – Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince  Rupert,  BC  

– Marilyn  Bryant,  Aboriginal  EducaDon  Program  Resource  Teacher  

– Raegan  Sawka,  LUCID  Support  Teacher  (Learning  for  Understanding  through  Culturally  Inclusive  ImaginaDve  Development)  •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  

•  1st  lesson  –  Slide  presentaDon  on  First  NaDons  background  in  the  

geographic  area  with  some  reference  to  residenDal  schools  •  2nd  lesson  

–  Whip  around  –  Fishbowl  on  1st  paragraph  of  Fa#y  Legs  –  C.  Jordan-­‐Fenton  &  M.  

Poliak-­‐Fenton  (Annick  Press)  –  Co-­‐created  criteria  for  effecDve  group  –  Envelopes  of  5-­‐6  pictures  from  Fa#y  Legs  –  Make  a  story  –  Share  some  stories  –  Walk  and  talk  –  4  minute  write  –  story  behind  the  pictures    

•  Brownlie,  Fullerton,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  Math  &  Science,  2011  

•  Brownlie,  Schnellert  –  It’s  All  about  Thinking  –  Collabora5ng  to  support  all  learners  in  English  &  Humani5es,  2009  

•  Brownlie,  Feniak,  Schnellert  -­‐  Student  Diversity,  2nd  ed.,  Pembroke  Pub.,  2006  

•  Brownlie,  Jeroski  –  Reading  and  Responding,  grades  4-­‐6,  2nd  ediDon,  Nelson,  2006  

•  Brownlie  -­‐  Grand  Conversa5ons,  Portage  and  Main  Press,  2005  

•  Brownlie,Feniak,  McCarthy  -­‐  Instruc5on  and  Assessment  of  ESL  Learners,  Portage  and  Main  Press,  2004  

•  Brownlie,  King  -­‐  Learning  in  Safe  Schools  –  Crea5ng  classrooms  where  all  students  belong,  2nd  ed,  Pembroke  Publishers,  2011