Burnaby head teachers.engagement.nov. 2010

Download Burnaby head teachers.engagement.nov. 2010

Post on 24-May-2015

507 views

Category:

Education

2 download

Embed Size (px)

DESCRIPTION

a 3 hour session with K-7 head teachers on engagement

TRANSCRIPT

<ul><li> 1. Engaging Students/Engaging Teachers BurnabyHeadTeachers FayeBrownlie November23rd,2011 www.slideshare.net </li></ul> <p> 2. Engagement Schlechty:highaBenConandcommitment taskoracCvityhasinherentmeaningorvalue tothestudent StuartShankerself-regulaCon;calmly focusedandalert BrownlieandSchnellertvoiceandchoice 3. Highly Engaged Class Source:SchlechtyCenterforLeadershipinSchoolReform.(2006).Accessedonlineat h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.AccessedNovember,2010. 4. Product Focus ClearGoals &amp;Criteria NoFault Prac3ce Organiza3onof Knowledge Novelty&amp;Variety Relevant Content DesignofEngagingWork Authen3city Choice Alia3on/Arma3on Product Focus ClearGoals &amp;Criteria NoFault Prac3ce Organiza3onof Knowledge Novelty&amp;Variety Relevant Content Authen3city Choice Alia3on/Arma3on 5. Stuart Shanker: stages of arousal InhibiCon asleep drowsy hypoalert calmlyfocusedandalert*** hyperalert ooded AcCvaCon 6. Frameworks Its All About Thinking Brownlie &amp; Schnellert, 2009 7. Universal Design for Learning MulCplemeans: -totapintobackgroundknowledge,toacCvate priorknowledge,toincreaseengagementand moCvaCon -toacquiretheinformaConandknowledgeto processnewideasandinformaCon -toexpresswhattheyknow. Rose&amp;Meyer,2002 8. Teachingapproaches forengagingdiverse learners Differentiation Literature and information circles Open-ended teaching Inquiry learning Multiple intelligences Workshop 9. Backwards Design Whatimportantideasandenduring understandingsdoyouwantthestudentsto know? Whatthinkingstrategieswillstudentsneedto demonstratetheseunderstandings? McTighe&amp;Wiggins,2001 10. Assessment for Learning Purpose Guidelearning,informinstrucCon Audience Teachersandstudents Timing On-going,minutebyminute,daybyday Form DescripCveFeedback whatsworking? whatsnot? whatsnext? Black&amp;Wiliam,1998 Hace&amp;Timperley,2007 11. Assessment for Learning LearningintenCons Criteria DescripCvefeedback QuesConing Peerandselfassessment Ownership 12. Goal:LearningIntenCons,selfassessment KateGin,QueenAlexandra,gr.4/5 Learning Inten3on Quiz Mastery Prac3ceon myown Assistance please! WhereIget stuck Icancreate equivalent fracCons. Ican reducea fracConto itslowest terms. 13. QuesConing Math Closedvsopen 14. 1+4= 2+3= 4+1= 0+5= 15. How can you show your number for our number book? 16. ReadingandThinkingwithDierent Texts MakingInferences AskingquesCons Usingevidencetosupportyourthinking LearningIntenCons: -IcanuseworldcurrencyinformaConto explainwhatthismeanstoaveragepeople. -IcaninterpretthisinformaCon,providing reasoningformyinterpretaCons 17. AComparisonofWorldCurrencies whatdoesitmeantotheaverage ciCzen? CiCesbeingcompared: Athens,Frankfurt,Manila,Shanghai,Toronto NumberofminutestoworktobuyaBigMac: -12,15,30,30,88 Numberofhourstoworktobuyan8gbiPod -10.5,13.5,24.5,56.5,128.5 18. Annualaveragehoursworked: -1704,1827,1868,1946,2032 Costofliving(relaCvetoNYC) -28.7%,48.9%,54.6%,63%,70.6% ar?cles.moneycentral.msn.com/SmartSpending/ ConsumerAc?onGuide/burgernomics-whats-a-big- mac-worth.aspx 19. 22 theprocessthroughwhichmeaningfuland reecCvedialoguearises.Itsrstpriorityis toservethepurposeofpromoCnglearning child,teacher,paraprofessional,principal, vice-principal,parent. 20. Assessment for Learning/ Supervision for Learning AssessmentforLearning SupervisionforLearning LearningIntenCons LearningIntenCons Criteria Criteria QuesConing CultureofInquiry DescripCveFeedback DescripCveFeedback SelfandPeerAssessment SelfReecConandLearningPartnerships Ownership TeacherOwnership 21. Meaningful and reec3ve dialoguearound andabout student learning Cultureofcon3nuouslearningandimprovement ACultureofInquiry 24 22. 1. EstablishinggoalsandexpectaCons 2. Strategicresourcing 3. Planning,coordinaCngandevaluaCngteaching andthecurriculum 4. PromoCngandparCcipaCnginteacherlearning anddevelopment 5. EnsuringanorderlyandsupporCveenvironment 23. 26 24. 27 Teachersmakeadierence DierencesinteachereecCvenesswere foundtobethedominantfactoraecCng studentacademicgain theimplicaConisthatseeminglymore canbedonetoimproveeducaConby improvingtheeecCvenessofteachersthan byanyothersinglefactor. Wright,HornandSanders,1997 </p>