Coq Continuing Ed Literacy

Current Literacy Research – What Works?

Coquitlam Con8nuing Educa8on Sept. 9, 2010

Faye Brownlie

BC Learning Principles

•  Learning requires the ac8ve par8cipa8on of the learner

•  People learn in a variety of ways and at different rates

•  Learning is both an individual and a group process

•  Ministry of Educa8on

21st Century Learning Skills

•  Cri8cal thinking •  Collabora8on •  Problem solving

•  Rotherham & Willingham, 2009

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning

Mul8ple means: -‐to tap into background knowledge, to ac8vate prior knowledge, to increase engagement and mo8va8on

-‐to acquire the informa8on and knowledge to process new ideas and informa8on

-‐to express what they know.

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

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Reading Next -‐ Biancarosa & Snow, 2004

•  Instruc(onal Improvements 1.  Direct, explicit comprehension instruc8on 2.  Effec8ve instruc8onal principles embedded in content 3.  Mo8va8on and self-‐directed learning 4.  Text-‐based collabora8ve learning 5.  Strategic tutoring 6.  Diverse texts 7.  Intensive wri8ng 8.  A technology component

9.  Ongoing forma8ve assessment of students

Direct, explicit comprehension instruc8on

Think Aloud


Africa’s World of Forced Labor, in a 6-‐Year-‐Old’s Eyes -‐ by Sharon La Franiere

KETE KRACHI, Ghana -‐ Just before 5 a.m., with the sky s8ll dark over Lake Volta, Mark Kwadwo was rousted from his spot on the damp dirt floor. It was 8me for work.


Shivering in the predawn chill, he helped paddle a canoe a mile out from shore. For five more hours, as his coworkers yanked up a fishing net, inch by inch, Mark bailed water to keep the canoe from swamping.


He last ate the day before. His broken wooden paddle was so heavy he could barely lih it. But he raptly followed each command from Kwadwo Takyi, the powerfully built 31-‐year-‐old in the back of the canoe who freely deals out bea8ngs.


“I don’t like it here,” he whispered, out of Mr. Takyi’s earshot.

Mark Kwadwo is 6 years old. About 30 pounds, dressed in a pair of blue and red underpants and a Likle Mermaid T-‐shirt, he looks more like an oversized toddler than a boat hand. He is too likle to understand why he has wound up in this fishing village, a two-‐day trek from his home.

But the three older boys who work with him know why. Like Mark, they are indentured servants, leased by their parents to Mr. Takyi for as likle as $20 a year.

•  The New York Times, 29/10/06

Effec8ve instruc8onal principles embedded in context

•  Connec&ng -‐ with background knowledge and with others, building background knowledge

•  Processing -‐ new informa8on by interac8ng with it, making new connec8ons, revising former understandings

•  Transforming and personalizing -‐ new informa8on so it is stored in long-‐term memory

•  Student Diversity, 2nd ed. -‐ p. 16, 36-‐37

Direct, explicit comprehension instruc8on •  Secret of the Dance -‐ •  Andrea Spalding and Alfred Scow, Illustra8ons -‐ Darlene Gait

•  Orca Publishing, 2006 •  #9 781551 433967

Connec8ng/Processing Strategy: What’s In, What’s Out?

(Reading 44, adapted by Paul Paling) stomach squeezing abdomen hungry

saliva ulcer

bolus tongue

gastric juices mucus

pepsin carbohydrates

muscles mechanical

www.all4ed.org

•  Infrastructure Improvements 1.  Extended 8me for literacy 2.  Professional development 3.  Ongoing summa8ve assessment of students and

programs 4.  Teacher teams 5.  Leadership 6.  A comprehensive and coordinated literacy program

15-‐3=0

Without - •  professional development •  ongoing formative assessment of

students and •  ongoing summative assessment of

students and programs

Reading Next - Biancarosa & Snow, 2004

Wri8ng Next – Graham & Perrin, 2007

Wri8ng Next: Effec8ve Strategies to Improve Wri8ng of Adolescents in Middle and High School (gr.4-‐12)

-‐Steve Graham and Dolores Perin

Alliance for Excellent Educa8on www.all4ed.org/publica(ons/Wri(ngNext • 

Wri8ng Next – Graham & Perrin, 2007

1. Wri8ng strategies 2. Summariza8on

3. Collabora8ve Wri8ng

4. Specific Product Goals

5. Word Processing

6. Sentence Combining

7. Prewri8ng 8. Inquiry Ac8vi8es

9. Process Wri8ng Approach

10. Study of Models

11. Wri8ng for Content Learning

Elements necessary to learn to write well and to use wri8ng as a tool for

learning

•  All supported by rigorous research •  Do not cons8tute a full wri8ng curriculum

A Wri8ng Strategy

•  1 minute story telling •  30 second response •  1 minute story telling •  30 second response •  3 minute write •  Choose powerful line or phrase •  Whip around •  Criteria

Sentence Combining -‐ basic prac8ce

•  It is a dull day. •  It is raining. •  I don’t want to go outside. •  I don’t want to get groceries.

Sentence Combining -‐ with student wri8ng

•  The Arc8c pup starts to hunt at 14-‐15 weeks. They eat field mice. When they hunt they listen under the snow. (21-‐16)

•  The Arc8c fox are born in May or June. They are born brown. Some8mes the mother has 11 pups. (19-‐10) Naomi, gr.3

Sentence Combining -‐ with content

•  Mary Gray was selling. •  Her merchandise was microwaves. •  High unit price was of crucial importance

to her. •  She made a decision. •  The decision was to soften her position. •  The position concerned delivery and

warranty.

Resources

•  It’s All about Thinking Collabora8ng to support all learners – Brownlie and Schnellert (2009)

•  Student Diversity Classroom strategies to meet the needs of all learners (2nd ed) – Brownlie, Feniak & Schnellert (2006)

Documents

Coq Continuing Ed Literacy