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June 1, 2010A faciliated conversation: the research, our context, what next? for Developing Readers Teams, in review and preparation for 2010/2011.
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Supporting Diversity: Looking ahead to 2010-2011
A conversation facilitiated by Faye Brownlie Surrey
June 1st, 2010
Developing Readers 2010-2011
Goals: – Teachers work together to create learning
experiences that: • focus on student learning • model thinking and coach students to become independent
readers, writers and thinkers – Teachers understand the research behind and
interconnectedness of: • assessment for learning • differentiated instruction • gradual release of responsibility model of instruction
and support one another to put these understandings into daily practice.
Building Bridges 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
Multiple means: -to tap into background knowledge, to
activate prior knowledge, to increase engagement and motivation
-to acquire the information and knowledge to process new ideas and information
-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 • Cooperative learning • Literature circles and information circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
Reading Next - Biancarosa & Snow, 2004
• Instructional Improvements 1. Direct, explicit comprehension instruction 2. Effective instructional principles embedded in
content 3. Motivation and self-directed learning 4. Text-based collaborative learning 5. Strategic tutoring 6. Diverse texts 7. Intensive writing 8. A technology component 9. Ongoing formative assessment of students
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Our School Context
• What’s working?
• What’s not?
• What’s our evidence?
• What’s next
www.all4ed.org
• Infrastructure Improvements 1. Extended time for literacy 2. Professional development 3. Ongoing summative 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
Assessment FOR Learning • Purpose: guide instruction • Performance-based assessment
– Fall DART (Brownlie) – Initial RAD (Pearson) – Smart Reading (Close, New West.) – QCA (Pearson) – SRA (Student Diversity, 2nd ed., Ministry
Webcast, 2004)
Assessment FOR Learning
• Descriptive scoring • Coding in teams • Class/grade profile of strengths and areas
of need • Action plans developed - what’s next? • Individual students identified for further
assessment
Collaboration can come in the form of co-planning, co-assessing, or co-teaching. In all forms, teachers work together as equals, bringing their unique and complementary skills together to create a stronger whole.
Brownlie & Schnellert, It’s All about Thinking, 2009
2010-2011 Where are we going?
• Deeper Still
• Inquiry into Student Learning Teams
Essential Lesson Components
• Essential question/learning intention/a big idea • Open-ended strategies: connect-process-transform • Differentiation • Assessment for learning • Gradual release of responsibility
Teach Content to All
"Surrey Special Education "
…making a difference in one classroom in one academic year is only the beginning. Shared efforts among teachers and across years of schooling build the potential for making a more significant impact.
Brownlie & Schnellert, It’s All about Thinking, 2009
Deeper Still
Who? – Schools that joined DR in 2008-09 or 2009-10 – School teams that would like to experience
the process of “opening doors” where they collaboratively plan and observe student learning to uncover, “What’s working? What’s not? What’s next?”
Inquiry into Student Learning Teams
Who? – any school in the district with a literacy goal – teachers that are curious about what makes
a difference for student learning and are interested in inquiry-based learning
– teachers interested in creating a structure to work together and uncover, “What’s working? What’s not? What’s next?”
Only through sharing ideas, materials, resources, and expertise do teachers develop, survive, and thrive.
Villa, Thousand and Nevin, 2004
Back at School… • Consider opening the invitation to your entire
staff by sharing some of the key ideas from today’s session.
• With those interested in participating, use the questions in your handout and the criteria for each module as a guide for discussion and decision-making;
• Please submit your “Expression of Interest Form” by Wednesday, June 23rd.
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