Quesnel.Engaging

Engaging Adolescents

QuesnelMiddleandSeniorYearsFayeBrownlie

Slideshare.net/fayebrownlie/quesnel.engaging

Who is doing the cognitive work in your class?

Features of High-Engagement Learning Environments

•  availablesupplyofappropriatelydifficulttexts•  opAonsthatallowstudentsmorecontroloverthetextstobereadandtheworktobeaccomplished

•  thecollaboraAvenatureofmuchofthework•  theopportunitytodiscusswhatwasreadandwriDen

•  themeaningfulnessoftheacAviAes

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

Backgroundknowledgehasagreaterimpactonbeingabletoreadatextthananythingelse.

-DougFisher,RichardAllington

•  UniversalDesignforLearning

•  BackwardsDesign

•  Lowfloor,highceiling

Grade 9 Science – Starleigh Grass & Mindy Casselman�

Electricity

•  TheChallenge:

•  Manyofthestudentsaredisengagedanddislike‘booklearning’.Theyacquiremoreknowledge,conceptandskillwhentheyareacAve,collaboraAveandreadinginchunks.

•  StarleighandMindyinIt’sAllaboutThinking(MathandScience),2011.

Essential Question •  Ifweunderstandhowmaterialsholdandtransferelectriccharge,canwestoreandmoveelectricchargeusingcommonmaterials?

•  Individually,brainstormwhatyoucanrecallaboutthecharacterisAcsofanatom.

•  Meetingroupsof3toaddtoandreviseyourlist.

•  Comparethislisttothemasterlist.

•  …(wordderivaAons,labelanatom…)

•  Exitslip:2characterisAcsyouwanttorememberaboutatoms.

TheAtom

•  AllmaDerismadeofatoms.•  Atomshaveelectrons,neutrons,andprotons.Electrons

move,protonsandneutronsdonotmove.•  AtomshavenegaAveandposiAvecharges.•  ElectronshaveanegaAvecharge;protonshaveaposiAve

charge.•  Protonsandneutronsarelocatedatthecentreoftheatom,

inthenucleus.•  Electronsorbitaroundtheoutsideofthenucleus,inenergy

“shells.”•  AnobjectcanbenegaAvelyorposiAvelycharged,

dependingontheraAoofprotonsandneutrons.

Choice Novels & Literature Circles

Entrypointsfordiggingdeeperanddeveloping

empathy.DaveGiesbrecht,RichmondNancySharkey,Librarian

Learning Outcomes •  KNOW

–  IcananalyzeficAonforcommonelementsandexplainhowtheyhelptodevelopthestoryandmessageofthenovel.

•  DO–  IcanprepareforandparAcipateinsmallgroupdiscussionsto

develop•  Myunderstandingofthenovel•  Myabilitytocommunicatemythinking

•  UNDERSTAND–  Icandemonstrateanddeepenmyunderstandingof

•  ThenovelIreaditscontext•  Theissuesfacingchildreninotherpartsoftheworld•  Empathy–whatitisandhowitisdeveloped

Guiding Questions •  Howistheworldwherethestoryissetdifferentfromyourworld?

•  Howdohumandevelopmentissuesaffectthecharactersandsocietyinyournovelandhowdoesthisrelatetotheworld?

•  Howdodiscussionscircleshelpyoudevelopyourthinking?

“Thedangerofasinglestory”

The Plan: starting •  Introducedandselectedbooks.•  Modeledthetypesofthinkingtousewhilereadingwithasharedtext,“ThankYouMa’am”byLangstonHughes.Createdgroupplacemats:– ConnecAons– QuesAons– Conclusions–  Judgments

ConnecAons QuesAons

Conclusions Judgments

ThankYou,Ma’am–LangstonHughes

The Plan: working in groups •  Studentsworkedtwiceaweekfor3weeks.•  Groupscreatedtheirownreadingplan.•  Arereach20minuteliteraturediscussion,studentscompletedoneof:– HotSeat– DoubleEntryJournal– CSI(colour,symbol,image–MakingThinkingVisible–Richart)

Final Assessments •  ReadingresponsebasedonaquesAongeneratedbythegroupandapersonalresponse/recommendaAonofthenovel.

•  GrouppresentaAononcontextofthenovelandhowthisimpactstheircharacter.–  Researchonrealworldcontextofnovel–  Chose3mostsignificantfactorsfromthesesngthataffectedcharactersandtheirqualityoflife

•  OngoingfeedbackandaddiAonalinstrucAonbasedonconversaAons,observaAons,andproductscreatedduringthe3weeks.

Test Prep – Socials 11�Canada in the 1930’s with Melanie Mattson •  PeopleSearch–12boxes•  StudentsmadenotesforeachquesAon•  Coachedandlistenedtoseeiftherewereanychallengingareas

•  2quesAonsweremostchallenging•  Melanieexplainedher‘answer’toeach,usingaAmelineandassociaAons

•  2addiAonalareastostudy– Withaconceptmap– Withachart

Canadainthe1930’sPeopleSearchFindsomeonewho:

…candescribe3differencesbetweenlifeinthecityandlifeinruralCanadaduringtheGreatDepression

…canpaintavividpicturewithwordsofreliefcamps

…cantellthestoryofthebeginningofthelabourmovementinCanada

…understandsthedifferencebetweentotalitarism,socialism,communism,andfascisminthe1930’s

Test Prep – Math 10�Measurement with Jennifer Paziuk

•  PeopleSearch

•  Inside/OutsideCircle