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Current and Effec-ve Teaching Strategies across the Curriculum
Bulkley Valley May 3rd, 2012 Faye Brownlie
www.slideshare.net
Learning Inten-ons
• I can iden-fy ‘what counts’ in different teaching sequences
• I have a plan to implement a strategy that is new to me and to my students
• I have a plan to con-nue to ask the ques-ons, ”How is what I am doing suppor-ng the learning of all my students?” and “How do I know?”
People Search
• New rules!
• Choose 1 box you’d like to answer yourself • Hear stories from no more than 2 at your table
• Talk with at least 2 others from other tables, with one of them NOT being at your grade/subject level
Universal Design for Learning Mul-ple means: -‐to tap into background knowledge, to ac-vate prior knowledge, to increase engagement and mo-va-on (connec-ng)
-‐to acquire the informa-on and knowledge to process new ideas and informa-on (processing)
-‐to express what they know (transforming/personalizing). 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
1. Learning Intentions “Students can reach any target as long as it holds s-ll for them.” -‐ S-ggins -‐
2. Criteria
Work with learners to develop criteria so they know what quality looks like.
3. Questions Increase quality ques-ons to show evidence of learning
4. Descrip+ve Feedback Timely, relevant descrip-ve feedback contributes most powerfully to student learning!
5. Self & Peer Assessment Involve learners more in self & peer assessment
6. Ownership Have students communicate
their learning with others
Goal: develop and apply mathematical language
• Sit back to back with a partner • Partner A observes the diagram and describes it to partner B
• Partner B draws what he hears Partner A describing
• Reflect: what worked in the partnership? What didn’t? How can it be improved?
Inuit Study
• Now try the same strategy with content.
• Back to back drawing. • Aber each sketch, check out the image and write a one sentence synthesis of what is important – or generate 5-‐8 key phrases describing the picture.
• Students walk through the ‘gallery’ and observe the other pictures and statements/phrases.
• Students web what they now know.
Intro to Circula-on – Gr. 12 Biology Natalie Burns, Burnaby Central
The Challenge: – A hook
– More discussion
– Thinking more deeply about the content
– Building community in the classroom
First Class – 80 minutes
• I wonder pictures • Big idea – circula-on • 2 minute quick write – what I remember • 20 min. – alone or with a partner, terms – heart, blood,
arteries, veins, capillaries, immune system, circulatory disorders – then mindmap
• Connect to heart image • 10 min. – lecture, 3 slides • 15 min. -‐-‐-‐ essen-al ques-ons – in groups, discuss each • Class discussion on essen-al ques-ons • Exit slip – 1 thing I remembered, 2 things I am excited to
learn
What do you know about the circulatory system?
Circula+on: An Overview BCircula-on: An Overview •Blood vessels transport blood around the body -‐Arteries carry blood away from the heart -‐Veins carry blood to the heart -‐Capillaries allow for gas, nutrient and waste exchange between blood cells and body cells • ood vessels transport blood around the body - Arteries carry blood away from the heart
- Veins carry blood towards the heart - Capillaries allow for gas, nutrient & waste exchange between blood cells and body cells
• The heart is responsible for pumping blood throughout your whole body
-‐There are chambers to separate oxygenated and deoxygenated blood
-‐The right side of the heart pumps blood to the lungs and the leb side of the heart pumps blood throughout the body
• Blood is made up of more than just red stuff!
-‐Most of blood is plasma (liquid)
-‐White blood cells help our immune system by figh-ng diseases
-‐Platelets allow our blood to clot
-‐Red blood cells carry O2 & nutrients to cells, and CO2 & waste away from cells
3 Essen-al Ques-ons
1. How cri-cal is a heart to the life of an organism?
2. How do the differences between arteries and veins affect their jobs and their loca-on?
3. Why must blood always be flowing?
Resources • Assessment & Instruc-on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004 • Grand Conversa-ons, Though<ul Responses – a unique
approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006 • It’s All about Thinking – collabora-ng to support all learners
(in English, Social Studies and Humani-es) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collabora-ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011
Every learner will realize their full poten-al and contribute to the well-‐
being of our province. To move our educa-on system from good to great, the Plan has five key elements:
1) Personalized learning for every student 2) Quality teaching and learning 3) Flexibility and choice 4) High standards 5) Learning empowered by technology