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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