Qualicum engagement.novpptx
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Engaging All Learners
Qualicum/Parksville Faye Brownlie and Leyton Schnellert
November 16th, 2011
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Engagement • Schlechty: high aDenEon and commitment – task or acEvity has inherent meaning or value to the student
• Stuart Shanker – self-‐regulaEon; calmly focused and alert
• Brownlie and Schnellert – voice and choice
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Highly Engaged
Source: Schlechty Center for Leadership in School Reform. (2006). Accessed online at h"p://www.stlucie.k12.fl.us/includes/PDWeb/Files/Engagement.ppt Accessed December 2, 2007.
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Product Focus
Clear Goals & Criteria
No Fault Prac3ce
Organiza3on of Knowledge
Novelty & Variety
Relevant Content
Design of Engaging Work
Authen3city
Choice Affilia3on/Affirma3on
Product Focus
Clear Goals & Criteria
No Fault Prac3ce
Organiza3on of Knowledge
Novelty & Variety
Relevant Content Authen3city
Choice Affilia3on/Affirma3on
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Stuart Shanker: stages of arousal
InhibiEon asleep drowsy hypoalert calmly focused and alert *** hyperalert flooded
AcEvaEon
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Frameworks
It’s All About Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning
MulEple means: -‐to tap into background knowledge, to acEvate prior knowledge, to increase engagement and moEvaEon
-‐to acquire the informaEon and knowledge to process new ideas and informaEon
-‐to express what they know.
Rose & Meyer, 2002
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Teaching approaches
for engaging diverse
learners
Differentiation
Literature and information
circles
Open-ended teaching
Inquiry learning
Multiple intelligences
Workshop
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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
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Teach Content to All
Learning in Safe Schools - Brownlie, King"
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Essential Lesson Components
• EssenEal quesEon/learning intenEon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenEaEon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
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Open-Ended Learning Strategies
• Connect/acEvate • Process/acquire • Transform and personalize/apply
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Assessment for Learning Purpose Guide learning, inform instrucEon
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form DescripEve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 Hahe & Timperley, 2007
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Assessment for Learning
• Learning intenEons • Criteria • DescripEve feedback • QuesEoning • Peer and self assessment
• Ownership
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Examples
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How does sehng impact what happens?
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As I traveled from the city toward the country
old age fell off my shoulders.
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As I traveled from the city toward the country old age fell off my shoulders.
Salah Fa’iq translated by Byrne & Jayyusi the flag of childhood poems from the middle east
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Poetry Circles
• Choose an essenEal quesEon to guide your poetry readings.
• Model a strategy for reading a poem with a shared text. 3 reads: 1 to ques3on, 1 to sketch, 1 how does seKng impact what happens.
• Ask for student and/or adult volunteers to read and discuss a poem in a fishbowl.
• Observers noEce ‘what makes this discussion work’. • Create criteria for an effecEve poetry circle discussion • Distribute copies of various poems for students to read.
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• Using a similar strategy (read and quesEon, read and sketch, read and highlight powerful language), students independently read their chosen poem.
• Form poetry circles of students reading the same poem.
• Students discuss their poems, keeping the criteria for an effecEve poetry circle discussion in mind.
• Students self-‐assess with the criteria. • Students write in response to their poem and the essenEal quesEon.
Sample poems from Nancie Atwell’s Naming the World
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• ConnecEons
• EmoEons
• image
• Opinions
• Response style
• RelaEng self to poem • Showing how the poem changes your thinking
• Explaining why you feel the way you do about the poem and how you think the author feels about his/her subject
• CommenEng on the image formed in your mind upon reading the poem
• Expressing likes and dislikes about poem, with evidence
• Asking quesEons of the poem or the poet
• Using descripEve words • Using quotes from the poem
• SuggesEng improvements to the poem, if needed
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Personal inquiry within an inquiry unit
• Provide students with mini booklets to use to record any quesEons that they have during a unit.
• This helps to build students’ own inquiry quesEons and sets the stage for more generaEng their own thinking later in the unit.
• Once a week or so the class engages in a discussion about what they were wondering, what they have learned so far about these quesEons and what new quesEons are emerging.
See Student Diversity (2006); It’s All About Thinking in Science and Math (2010)
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Science 6/7 Unit Overview Diversity of Life
Big Ideas
1. Living things have similariEes and differences;
2. Classifying things helps us understand the diversity of life;
3. We are part of ecosystems
Thinking Strategies
Main Ideas & Details , Accessing Prior Knowledge, Synthesizing, Persuading, QuesEoning
Figure 10.4. Diversity of Life Unit Overview
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What I Wonder Where I Can Find the Information �
What I’ve Learned and/or New Questions
that I Have
Figure 10.8. Wonderbook Format
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Not Quite Yet (2) Good Start (3) You did it! (4) Wow! (5)
Information *relevant *accurate *key/important
- Rarely uses microscopes and equipment Accurately
- Shares very few and/or inaccurate observations and/or questions in discussions or writing
- Records some data; may be inaccurate or missing key information
- Sometimes uses microscopes and equipment accurately
- Notices observations but may be vague or lack key details; asks yes/no questions
- Data is generally accurate; diagrams include labels and some details
- Uses microscope and equipment with accuracy
- Makes descriptive and accurate observations (spoken/and written) and asks relevant questions
- Records data accurately; diagrams include relevant labels and details
- Uses- microscopes and equipment with precision
- Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas
- Records data accurately; diagrams include relevant labels and key details
Thinking Process *logical inferences *explanation *understands concept *clear
- Does not attempt to formulate a “law”
- Proposes a “law” that is not yet fully developed
- Formulates a “law” that is clear and logical
- Formulates a “law” that is clear and logical; uses evidence to justify it
Figure 10.10. Class example: Student-‐Generated Criteria
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Figure 10.11. Student mindmap of the ways things can be organized in the world.
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Figure 10.15. Class opionions
Opinion Line
Governments should pass laws protec3ng living things.
What they said: Rebecca: (SA) “Living things have a right to be free.” Caterina: (SA) “We shouldn’t kill animals which might kill a species.” Angela: (UD) “If you don’t cut down trees we won’t have furnitures.” Tony: (UD) ESL 2 “Some countries, they kill a lot but sEll have a lot and sEll have to protect.” Karina: (SA) “If we chop down trees to make houses and furniture it is affecEng us because trees produce oxygen and we can’t live without oxygen. Alan: (SA) “We need to protect all animals, it’s like killing all of us.” Betsy: (SA) “We shouldn’t have zoos because animals need freedom too.” Brian: (SA) “Gov’t. should protect living things because living things are already decreasing & if they keep decreasing there won’t be anymore.” Angelica: (A) “If we lose part of living things, you lose food, so laws should be limited.” Arian: (SWA/UD) “. . . we cut down so many trees we should only cut 50% of what we usually do.” Kushan: (SA) “If we kill trees then animals don’t have a habitat & they will be homeless.” Tiffany: (SA) “. . . because animals are gehng lesser and lesser.” Joshua: (SWA/UD) “Like the bald eagles are almost exEnct & the more the trees get cut down our community won’t be the same.”
Wednesday, March 12, 2008
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Figure 10.16. QualiEes of Persuasive WriEng
What Does a Good Piece of Wri3ng Look Like? Look like? Feel like? Sound like?
• Text features • Visuals (photos, graphics…) • An opening statement to capture the reader’s aDenEon • A hook to keep the reader’s aDenEon • An opening quote • Asks quesEons and they are answered • Research has been done • Facts/data • Previous knowledge • WriDen in own words • Incorporated text features • Ending statement/ concluding the topic • Gives examples • Sentence variety
• Convincing • Honest • Personal thoughts/ experiences • ExciEng wriEng • QuesEons that make you think • Entertaining but stays on topic • Team work
• WriDen in 3rd person • Uses specific words • Stays on topic • Convincing • Research has been done • WriDen in own words • True facts • Catchy words • Accurate informaEon • Persuasive • SophisEcated and detailed • Honest • QuesEons were answered • Peoples’ opinions based on research/ facts • ConnecEng words (for example, addiEonally, as you can see, however…)
Student Generated Responses 2008
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Figure 10.24. Student Piece Published in Local Newspaper
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Goals
Plan
Rationale
Next Steps
Goals: What will we develop/ explore/change/ refine to better engage our learners?
Rationale: Why are we choosing this focus?
Plan: How will we do this?
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Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in
Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12
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inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based
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assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
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Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.