Moving Forward: �the challenge of teaching to

diversity within the redesigned curriculum

CorrelieuSecondary,QuesnelJune6,2016

FayeBrownlie

•  HowdoIintroduceaninquiryunittoaverydiverseclasswherenotallcontributeandmanydonotappeartobeverycurious?

Humansuseearthmaterialsasnaturalresources

•  Whathappenstoelectronicwaste?•  Whatimpactdoesthiswastehave?– Onpeople– Ontheenvironment– Onlifeasweknowit

An intro to inquiry •  4numbersasprovocaIons•  Respondingroupstoastatement•  Introthebigidea•  ModelquesIoningfromapicture•  Inpartners,2post-itnotes–chooseanimageandposequesIons

•  ChooseyourbestquesIon•  Howcouldyoufindanswers?Whatdidyoulearntodaythatyouwanttoremember?

•  Nextday:categorizethequesIons

Cellphones •  35%•  51%•  79%•  270M

•  DigitalWorldIssues21•  AcIonMagazine,Cybersense

•  In2013,theUnitedNaIonsrevealedthatmorepeopleworldwideowncellphonesthanhaveaccesstotoilets!

•  What?Sowhat?Nowwhat?

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 MulIplemeans:-totapintobackgroundknowledge,toacIvatepriorknowledge,toincreaseengagementandmoIvaIon

-toacquiretheinformaIonandknowledgetoprocessnewideasandinformaIon

-toexpresswhattheyknow.

Rose&Meyer,2002

Backwards Design •  Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?

•  Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?

McTighe&Wiggins,2001

Teaching that makes a difference •  UniversalDesignforLearning•  BackwardsDesign•  AssessmentforLearning•  GradualRelease•  OpenEndedStrategies•  CooperaIveLearning•  SmallGroupReading,LiteratureandInformaIonCircles

•  Inquiry

“Themostpowerfulsingleinfluenceenhancingachievementisfeedback”-DylanWiliam

•  Qualityfeedbackisneeded,notjustmorefeedback•  StudentswithaGrowthMindsetwelcomefeedback

andaremorelikelytouseittoimprovetheirperformance

•  OralfeedbackismuchmoreeffecIvethanwrihen•  Themostpowerfulfeedbackisprovidedfromthe

studenttotheteacher

Purposes

•  Behaviour–  Goalstohelpstudentsbeincludedinthephysicalcommunity

•  Communica7on&Interac7on–  Goalstohelpstudentsbeincludedinthesocial-emo7onalcommunity

•  Curricular–  Goalstohelpstudentsbeincludedinthelearningcommunity

Introduction to Mitosis •  Whiparound–whatdoyourememberaboutDNA?

•  QuesIoningfrom3pictures

•  AnIcipaIonguide–withpartner•  Readtofindoutandprovideevidenceforyouranswer

•  Sortandpredict–groupsof3

•  WithKenAsano,Centennial

Before Ajer

cancer duplicatecellcycle daughtercellscytokinesis nucleusinterphase proteinsmitosis dividereplicaIon replacespindlefibres funcIonforsurvivalseparate

Whatwouldhappenif…

•  Youshijedyourlearningsupportmodeltoincludesomein-classco-teaching?

•  Youbeganwithavolunteerclassreviewtocollaboratearoundco-planning?

•  WhentheSBTmet,teacherswereinvitedtoahendthemeeIng,asappropriate?

Resources•  Assessment&Instruc-onofESLLearners–Brownlie,Feniak,

&McCarthy,2004•  GrandConversa-ons,Though<ulResponses–aunique

approachtoliteraturecircles–Brownlie,2005•  StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,

2006•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,

2006•  It’sAllaboutThinking–collabora-ngtosupportalllearners

(inEnglish,SocialStudiesandHumani-es)–Brownlie&Schnellert,2009

•  It’sAllaboutThinking–collabora-ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011

•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011