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Engaging All Learners - Nov. 2010 - a 3 hour session by Faye Brownlie and Leyton Schnellert for teachers in grades K-12. First of a series of 2.
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Engaging All Learners
Qualicum/Parksville Faye Brownlie and Leyton Schnellert
November 16th, 2011
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
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.
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
Stuart Shanker: stages of arousal
InhibiEon asleep drowsy hypoalert calmly focused and alert *** hyperalert flooded
AcEvaEon
Frameworks
It’s All About Thinking – Brownlie & Schnellert, 2009
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
Teaching approaches
for engaging diverse
learners
Differentiation
Literature and information
circles
Open-ended teaching
Inquiry learning
Multiple intelligences
Workshop
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
Teach Content to All
Learning in Safe Schools - Brownlie, King"
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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
Open-Ended Learning Strategies
• Connect/acEvate • Process/acquire • Transform and personalize/apply
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
Assessment for Learning
• Learning intenEons • Criteria • DescripEve feedback • QuesEoning • Peer and self assessment
• Ownership
Examples
How does sehng impact what happens?
As I traveled from the city toward the country
old age fell off my shoulders.
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
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.
• 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
• 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
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)
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
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
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
Figure 10.11. Student mindmap of the ways things can be organized in the world.
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
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
Figure 10.24. Student Piece Published in Local Newspaper
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?
Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation.
Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press.
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
Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle
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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
strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry,
assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.
Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.