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

curriculum  

September  2013  Faye  Brownlie  

www.slideshare.net  

Who are we?

– AB  partners,  10  minutes  

– Groups  of  4,  intro  your  partner  –  Intro  partners  to  the  group    – Put  quesGons  from  the  group  on  cards  

– Categorize  cards  as  whole  group  – Respond  to  quesGons  

Group  work:  

•  One  with  people  from  your  school  

•  One  with  people  who  share  your  grade  or  your  subject  area  

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.    

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulGple  means:  -­‐to  tap  into  background  knowledge,  to  acGvate  prior  knowledge,  to  increase  engagement  and  moGvaGon  

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

-­‐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  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaGve  learning  •  Literature  circles  and  informaGon  circles  •  Inquiry  

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

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sGll  for  them.”    -­‐  SGggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  quesGons  to        show  evidence  of  learning  

4.  Descrip+ve  Feedback  Timely,  relevant    descripGve  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

Big Ideas

– Teaching  counts!    •  Our  instrucGonal  choices  impact  significantly  on  student  learning  

– All  kids  can  learn  and  we  know  enough  collecGvely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emoGonally,  and  intellectually  

Big Ideas

– performance  based  assessment  and  assessment  FOR  learning  

–  -­‐framework  for  learning  (UDL,  BD),  mental  model  of  teaching  and  learning  

–  -­‐strategy  sequences  –  -­‐co-­‐planning,  collaboraGng  –  -­‐big  ideas  -­‐  cross  discipline,  cross  grade  

Know thy impact.

Visible  Learning  for  Teachers    Maximizing  impact  on  learning    

John  Hace,  2012

Feedback is information about how we are doing in our efforts to reach a goal.

‘Seven  Keys  to  EffecGve  Feedback”  in  EL,  Sept  2012  -­‐  Grant  Wiggins  

2 kinds of feedback •  Observable  effects  (self)  – Bulbs  – Workshop  

•  From  other  people  – Appie  – PresentaGon  

Feedback is NOT advice. Feedback is NOT value

judgments. Feedback is description of

actions toward a goal.

7 elements of feedback 1.  Goal-­‐referenced  –  Do  your  students  know  the  goal  of  the  exercise  

they  are  working  on?    Is  their  work  about  learning  or  doing?  

2.  Tangible  and  transparent  –  NoGce  if  the  learners  actually  get  it,  not  that  you  

just  give  it.  

3.  AcGonable  –  What  next?  

–  Something  to  work  on  •  biuld  

•   beter  •  ried  

4.  User-­‐friendly  –  Not  over-­‐whelming  or  too  technical    

–  1-­‐2  pieces  

5.  Timely  –  Not  always  immediate  but  when  it  can  sGll  be  

used  

–  Oral  reading    –  Papers  and  tests  

6.  Ongoing  –  OpportuniGes  to  change  the  pracGce  

7.  Consistent  –  Same  expectaGons  no  maler  who  the  teacher  is  •  WholisGc  scoring,  grade  or  subject  group  meeGngs  

–  Same  language  from  all  who  give  the  feedback  •  At-­‐risk  reader  must  receive  the  same  feedback  from  

all  who  help  –  EA,  RT,  CT,  peers,  parents    

hlp://wonderopolis.org  

Marco Cianfanelli, of Johannesburg, sculptor

50  ten  metre  high  laser  cut  steel  plates  set  into  the  landscape,  represen5ng  the  50  year  anniversary  of  when  and  where  Mandela  was  captured  and  arrested  in  1962  (prior  to  his  27  years  of  incarcera5on).  Standing  at  a  par5cular  point  (presumably  the  spot  where  the  people  are  standing  in  Photo  #2),  the  columns  come  into  focus  and  the  image  of  Mandela  can  be  seen.    At  Natal  Midlands