Bulkley  Leadership  Group  2013-­‐14  Current and Effective Strategies across the grades and across the

curriculum  

November  2013  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •     I  can  design  lesson  sequences  using    the  principles  of  universal  design  for  learning  and  backwards  design  to  support  all  learners.  

•    I  have  a  plan  to  work  with  others  –  or  another.  

•  I  have  a  plan  to  try  something  that  is  new  to  me.    

•  Intro/check  in  –  UDL,  BD,  feedback,  engagement  

•  I  tried…with…  •  What  worked?    What  didn’t?    What’s  next?  

•  Report  out:  commonaliSes  &  quesSons  

•  Strategies  •  Team  planning  

•  Report  Out  &  ReflecSons    

The teeter totter

kids

kids curriculum

“Pedagogy  trumps  curriculum.”    

 (Dylan  Wiliam)  

•  Adolescents,  more  so  than  young  children,  link  their  beliefs  about  the  role  of  effort  in  achievement  to  their  interacSons  with  teachers,  and  the  control  that  student  feel  over  their  own  academic  performance  tends  to  decline  as  they  grow  older  (Van  Ryzin,  2011)  

•  quoted  in  McGill-­‐Franzen  &  Lubke  “Under  the  Radar,  Struggling  to  Be  NoSced:    Older  At-­‐Risk  Students”  in  Acer  Early  IntervenSon,  Then  What?,  2nd  ed.,  Paratore  &  McCormack,  ed,  2011,  IRA  

•  …the  self-­‐percepSons  of  students  as  readers  and  their  feelings  about  reading  mediate  the  effecSveness  of  experimental  intervenSons  to  improve  achievement  

•  Reed  &  Vaughn,  2010,  cited  in  McGill-­‐Franzen  &  Lubke  

What’s  The  QuesSon?  

If  this  is  the  answer,  then  what’s  the  quesSon  A:  Mr  T  

(Q:  Who  is  da’  man?)  

What’s  The  QuesSon?  

•  If  this  is  the  answer,  then  what’s  the  quesSon..  A.  For  5.0  s  

 Q.__________________________________    

What’s  The  QuesSon?  

•  If  this  is  the  answer,  then  what’s  the  quesSon..  A.  0m  

 Q.__________________________________    

What’s  The  QuesSon?  

•  If  this  is  the  answer,  then  what’s  the  quesSon..  A.  Jogger  A  

 Q.__________________________________    

Merchant of Venice, Act 1, Scene ii with Mark Smith and Ben Pare

Goal: build understanding of the play and start to apply the themes; enjoy & appreciate Shakespeare

•  Antonio  •  Bassanio  •  PorSa  •  Nerrissa  

•  Merchant  of  Venice  

•  Accessing  background  knowledge  •  Clarifying  background  knowledge  (UDL  –  planning  and  teaching  with  the  whole  class  in  mind)  

•  Sejng  a  purpose  for  reading  

•  Teaching  with  the  end  in  mind:    backwards  design  

•  Themes:  – Love  – Roles  – Prejudice  

Lesson Design •  Whip  around  from  yesterday  (Act  1,  Scene  i)  •  ClarificaSon  and  quick  write  •  Themes  introduced  

•  Think  aloud  (PorSa’s  second  speech)  •  Quick  write  •  Overview  with  graphic  text  •  Read  scene  with  a  partner  or  alone  

Frog Can Do Many Things

Written by Donna KlockarsIllustrated by Bill Helin

L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM

Strong    NaSons  Publishing,  Leveled  Readers  

•  Learning  supports  the  well-­‐being  of  self  and  family  

•  Learning  is  holisSc,  reflexive,  reflecSve  

•  Reading  with  a  purpose:  – Read  to  find  out  what  frog  can  do  and  what  he  wants  to  do.    Be  thinking  about  what  you  can  do  and  what  you  want  to  do.  

Interesting and Insightful •  Linda  Rivet’s  grade  1  class,  Burnaby  •  Many  ESL  children  •  Been  working  on  connecSons  and  jusSfying  opinions  from  reading  

•  Lots  of  discussion  before,  during,  acer  reading:      – What  can  you  do?  – What  do  you  want  to  be  able  to  do?  – Will  frog  ever  learn  to  fly?  –  Is  it  good  to  have  a  dream?    Is  it  OK  to  give  up  on  a  dream?      

•  Used  a  frame:  –  I  can  …  – My  parents  want  …  –  I  really  like  …  

Writing •  Build  criteria  for  powerful  story  •  Model  with  partner,  1  minute  to  tell  your  story,  30  seconds  to  respond;  switch;  pracSce  

•  Walk  and  talk  to  rehearse  story  

•  Write  

•  Code  your  wriSng  with  2-­‐3  aspects  of  the  criteria  

With  Craig  Sung,  Birchland  

•  What’s  your  plan?  •  Who  will  you  work  with?  

•  How  will  you  know  that  what  you  have  done  is  making  a  difference?