Current and Effective Strategies across the grades and across the

curriculum May  2  and  3,  2013  Bulkley  Valley  

Faye  Brownlie  

Universal Design for Learning Mul7ple  means:  -­‐to  tap  into  background  knowledge,  to  ac7vate  prior  knowledge,  to  increase  engagement  and  mo7va7on  

-­‐to  acquire  the  informa7on  and  knowledge  to  process  new  ideas  and  informa7on  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Effect Size – What makes a difference? John Hattie in Visible Learning (> .4 effect size)

•  Student  self-­‐assessment/self-­‐grading  •  Response  to  interven7on  •  Teacher  credibility  •  Providing  forma7ve  assessments  •  Classroom  discussion  •  Teacher  clarity  •  Feedback  •  Reciprocal  teaching  •  Teacher-­‐student  rela7onships  fostered  •  Spaced  vs.  mass  prac7ce  

What  are  the  narra7ves  of  self  that  our  learners  are  developing?  What  is  the  story  they  tell  about  themselves  as  

learners?    

•  Our  language  and  our  ac7ons  are  immensely  powerful  in  helping  to  narrate  the  ‘self’  that  our  learners  are  becoming.  

Do  your  students  receive  individual  feedback  from  you  in  every  class?  

Powerful  feedback  to  build  a  sense  of  agency  

•  What  do  you  know  how  to  do?  •  Where  are  you  geTng  stuck?  

•  How  does  that  connect  to  what  we  did  yesterday?  Or….?  

•  What  do  you  remember  about…?  

•  BriWany  Stockley,  Centennial  

•  What  angle  (between  0  and  360)  –  is  in  the  second  quadrant  and  a  sine  =  0.23?  

– Sketch  the  quadrants  and  tell  me  what  you  know.  – Which  is  the  second  quadrant?  

– What  do  you  know  about  the  second  quadrant?  – What  do  you  know  about  sine?  

Powerful  feedback  to  build  a  sense  of  agency  

•  I  see  you  know  how  to  write  the  beginning  of  that  word….  

•  Can  you  show  me  a  word  you  took  a  risk  at  spelling/using?  

•  Circle  your  2  most  powerful  words/phrases.  

•  I  bet  you’re  proud  of  yourself.  •  Which  part  are  you  sure  about,  and  which  part  are  you  not  sure  about?  

“The  most  powerful  single  influence  enhancing  achievement  is  feedback”-­‐Dylan  Wiliam  

•  Quality  feedback  is  needed,  not  just  more  feedback  •  Students  with  a  Growth  Mindset  welcome  feedback  

and  are  more  likely  to  use  it  to  improve  their  performance  

•  Oral  feedback  is  much  more  effec7ve  than  wriWen  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

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  ques7ons  in  advance  that  ‘could’  be  asked  of  them  

•  Begin  with  teacher  as  moderator  

•  Audience  of  the  class  poses  ques7ons  to  the  panel;  can  interview  in  role  

•  Quick  write  between  groups  

The Outsiders – S. E. Hinton •  Three  ques7ons  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  7me?  

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  

Critical Literacy with Amy Stevenson, gr. 12

The Glass Castle – Jeannette Walls •  Analyzing  habits  of  thinking,  reading,  wri7ng,  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,  ac7on  

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

•  Repeat  2  more  7mes  •  Read  your  own  paper,  others  responses,  and  discuss  –  5-­‐10  minutes  

Literature Circles: Residential Schools

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

– Marilyn  Bryant,  Aboriginal  Educa7on  Program  Resource  Teacher  

– Raegan  Sawka,  LUCID  Support  Teacher  (Learning  for  Understanding  through  Culturally  Inclusive  Imagina7ve  Development)  •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  

•  1st  lesson  –  Slide  presenta7on  on  First  Na7ons  background  in  the  

geographic  area  with  some  reference  to  residen7al  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  effec7ve  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    

K – Building Connections/Response to Reading

•  Prac7ce  making  connec7ons  •  Choose  a  symbol  •  Talk  about  how  this  helps  our  reading  •  Read  together  and  make  connec7ons  •  Students  show  their  connec7ons  by  drawing  and  wri7ng  

•  with  Jessica  Chan,  Burnaby  

Strong  Na7ons  Publishing  

Test Prep – Pre-Calc, gr. 11 (trigonometry) with Brittany Stockley •  15  minutes  –  work  on  unit  review  ques7ons  with  a  partner  

•  Inside/outside  circle  –  5  ques7ons  •  Partner  A  explains,  B  listens,  refines,  ques7ons  •  Outside  circle,  move  2  chairs,  then  Partner  A  explains,  etc.  

•  Teachers  listen/coach  for  class  confusion  •  Model  process  for  solu7on  for  the  challenging  ques7on  for  the  class  

•  Students  reflect:    what  I  need  to  remember  

Test Prep – Socials 11 Canada in the 1930’s with Melanie Mattson •  People  Search  –  12  boxes  •  Students  made  notes  for  each  ques7on  •  Coached  and  listened  to  see  if  there  were  any  challenging  areas  

•  2  ques7ons  were  most  challenging  •  Melanie  explained  her  ‘answer’  to  each,  using  a  7meline  and  associa7ons  

•  2  addi7onal  areas  to  study  – With  a  concept  map  – With  a  chart  

Canada  in  the  1930’s  People  Search  Find  someone  who:  

…can  describe  3  differences  between  life  in  the  city  and  life  in  rural  Canada  during  the  Great  Depression  

…can  paint  a  vivid  picture  with  words  of  relief  camps  

…can  tell  the  story  of  the  beginning  of  the  labour  movement  in  Canada  

…understands  the  difference  between  totalitarism,  socialism,  communism,  and  fascism  in  the  1930’s  

Power Paragraphs •  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further  details,  examples,  support  

•  Write  one  introductory  sentence  (topic)  and  one  sentence  each  for  each  key  detail  and  its  suppor7ng  informa7on  

•  With  Ken  Porter  and  Kelly  Zimmer,  Mundy  Road  –  in  class  support  for  students  at  risk  

Explorer Trading Cards – Ken Porter, Mundy Road  

•  Built  from  power  paragraphs