Engagement and Differentiation: making a difference for all

learners Matsqui  Elementary  June  27th,  2013  Faye  Brownlie  

www.slideshare.com  

•  Engagement

•  Differentiation

Engagement •  Schlechty:    high  aBenCon  and  commitment  –  task  or  acCvity  has  inherent  meaning  or  value  to  the  student  

•  Stuart  Shanker  –  self-­‐regulaCon;  calmly  focused  and  alert  

•  Brownlie  and  Schnellert  –  voice  and  choice  

Differentiated Instruction

Content  Process  

Product  

Learning  environment  

Differentiated Instruction

An  approach  to  teaching  and  learning  that  gives  students  mulCple  opCons:  

-­‐  for  taking  in  informaCon  

-­‐  for  making  sense  of  ideas  

-­‐  for  presenCng  ideas  

-­‐  for  being  evaluated  on  their  learning  

Some Key Understandings: •  Access  to  the  content  •  Present  learning  goals,  learning  intenCons  •  Focus  on  concepts  and  principles  •  Use  flexible  groups  •  Use  on-­‐going  assessment  (assessment  FOR  learning)  

The teeter totter

kids

kids curriculum

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Features  of  High-­‐Engagement  Learning  Environments  

•  available  supply  of  appropriately  difficult  texts  •  opCons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  

•  the  collaboraCve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wriBen  

•  the  meaningfulness  of  the  acCviCes  

•  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  

Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wriCng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking  

–  DescripCon  –  ImaginaCon  –  Detail  –  Knowledge  –  Focus  –  Ideas  –  Passion  –  Intriguing  –  Understandable  

•  Place  a  series  of  pictures  around  the  room  •  Students  in  groups  of  3  •  3  minutes  per  picture  

•  Chat  –  How  could  you  use  this  image  in  your  wriCng?  

•  Build  on  one  another’s  thinking  •  View  4  pictures  

•  Eagle  Dreams  -­‐    Wri.en  by  Sheryl  McFarlane  ;  Illustra;ons  by  Ron  Lightburn;    

•  ISBN:  1-­‐55143-­‐016-­‐9  

•  Task:    a  piece  of  wriCng,  choose  your  genre,  think  about  the  criteria  

•  As  you  are  moving  to  your  desk,  keep  walking  unCl  you  have  your  first  line  in  your  head  

•  12  minutes  to  write  

•  As  students  are  wriCng,  move  about  the  room,  underlining  something  powerful  (criteria  connected)  in  each  person’s  wriCng  

•  Each  student  shares  what  was  underlined  •  Listen  to  hear  something  you  might  want  to  borrow  

•  As  a  class,  decide  on  why  each  was  underlined  •  Create  the  criteria:  – Words  that  are  WOW  – Details  that  showed  emoCon  or  made  a  picture  

– Hook  –  first  line  made  me  want  to  keep  reading  

Sample  1  

One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat  on  the  rim  of  his  open  window,  looking  out  at  the  moon,  hoping  for  something  to  happen.    Ajer  a  few  minutes,  he  went  back  in  and  close  his  window.    Robin  sighed.  “I  wished  my  life  has  more  excitement  in  it,  “  he  thought,  before  he  turned  off  his  light  and  went  to  bed,    he  took  one  quick  look  at  his  kite  on  top  of  his  bed  that’s  shaped  like  an  eagle,  and  went  to  sleep.  

Sample  4  

At  Sunday,  the  Ximing  and  his  father  mother  go  travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His  father  and  his  mother  is  going  to  his.    And  his  mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.    We  are  go  back  home!  

At  home:  Today  is  very  funning.  Because  we  are  helpa  eagle!    I’m  so  happy  now!  Ximing  is  Cme  to  eat  a  dinner  say  mother  say  …  

•  Kids  can  add/edit/conCnue  to  work  •  Set  up  for  next  class  – Work  on  same  criteria  – Hear  again,  pieces  that  work  – Move  to  where  kids  can  idenCfy  criteria  in  their  own  work  and  ask  for  help  with  criteria  that  are  struggling  with  

•  Ajer  repeated  pracCce,  students  choose  one  piece  to  work  up,  edit,  revise,  and  hand  in  for  marking  

•  Feedback  is  conCnuous,  personal,  Cmely,  focused  

•  How  is  this  differenCaCon?  

•  How  would  this  engage  your  learners?  

K – Building Connections/Response to Reading

•  PracCce  making  connecCons  •  Choose  a  symbol  •  Talk  about  how  this  helps  our  reading  •  Read  together  and  make  connecCons  •  Students  show  their  connecCons  by  drawing  and  wriCng  

•  with  Jessica  Chan,  Inman,  Burnaby  

•  How  is  this  differenCaCon?  

•  How  would  this  engage  your  learners?  

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.  •  Ajer  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.  

•  How  is  this  differenCaCon?  

•  How  would  this  engage  your  learners?  

Think  Aloud:      Students  need  

•  A  model  •  Guided  pracCce  in  following  the  model  

•  An  opportunity  to  pracCce  the  strategy,  with  support  as  needed  

•  Choice  in  the  degree  of  complexity  they  use  to  complete  the  task  

Sea  OBer  Pup  -­‐  Victoria  Miles  (Orca)  

There  is  a  forest  of  seaweed  in  the  ocean.      

It  is  a  forest  of  kelp.    At  the  boBom  of  the  

 kelp  forest,  Mother  sea  oBer  searches  for  

 food.  

High  above,  her  pup  is  waiCng.    He  is  

 wrapped  in  a  piece  of  kelp  so  he  can’t  

 drij  away  while  Mother  is  down    below.  

He  bobs,  floaCng  on  his  back  in  the  

 cold  waves,  holding  his  front  paws  and  

 hind  flippers  above  the  water  to  keep    them  dry.  

•  How  is  this  differenCaCon?  

•  How  would  this  engage  your  learners?  

Multiple Texts •  Choose  a  text  that  is  just  right  for  you  •  Read  the  text  •  Place  2-­‐3  sCckers  on  the  text:  –  Something  that  is  interesCng  to  you  –  Something  you  wonder  about  –  Something  that  connects  to  what  you  know  or  have  experienced  

•  Find  a  partner  and  share  your  reading  and  your  sCckers  

•  Quick  write:    what  I  want  to  remember  from  today’s  reading  

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