burnaby.engagement.nov.2011
DESCRIPTION
K-8 session, Tuning In- engaging all learners, for the Burnaby School District, hosted at Byrne Creek.TRANSCRIPT
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Tuning In: Engaging All Learners
Nov. 21st, 2011 Burnaby
Faye Brownlie www. slideshare.net
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Engagement • Schlechty: high aCenDon and commitment – task or acDvity has inherent meaning or value to the student
• Stuart Shanker – self-‐regulaDon; calmly focused and alert
• Brownlie and Schnellert – voice and choice
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Highly Engaged Class
Source: Schlechty Center for Leadership in School Reform. (2006). Accessed online at h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf. Accessed November, 2010.
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Stuart Shanker: stages of arousal
InhibiDon asleep drowsy hypoalert calmly focused and alert *** hyperalert flooded
AcDvaDon
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The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and
CreaDvity at Work – Amabile & Kramer
• Analyzed 238 electronic daily diaries from people doing innovaDve work in 7 companies
• What was the #1 source of engagement?
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#1 source of engagement
• Making progress on a task that day, no maCer how trivial
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Causes of disengagement
• Micro-‐management or a lack of autonomy
• Failure of management to communicate clear goals
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BC Learning Principles
• Learning requires the acDve parDcipaDon 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 EducaDon
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Frameworks
It’s All About Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning
MulDple means: -‐to tap into background knowledge, to acDvate prior knowledge, to increase engagement and moDvaDon
-‐to acquire the informaDon and knowledge to process new ideas and informaDon
-‐to express what they know.
Rose & Meyer, 2002
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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
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Teaching approaches
for engaging diverse
learners
Differentiation & MI
Literature and information
circles
Open-ended teaching & gradual release
Inquiry learning
Assessment for learning
Workshop & Cooperative learning
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Assessment for Learning Purpose Guide learning, inform instrucDon
Audience Teachers and students
Timing On-‐going, minute by minute, day by day
Form DescripDve Feedback ¶what’s working? •what’s not? •what’s next?
Black & Wiliam, 1998 Hake & Timperley, 2007
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1. Learning Intentions “Students can reach any target as long as it holds sDll for them.” -‐ SDggins -‐
2. Criteria
Work with learners to develop criteria so they know what quality looks like.
3. Questions Increase quality quesDons to show evidence of learning
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4. Descrip+ve Feedback Timely, relevant descripDve 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
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Formative assessment to determine students strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
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Teresa Fayant K
Stzuminus First Nation
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Teaching with the end in mind
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Goal: Learning IntenDons, self assessment Kate Giffin, Queen Alexandra, gr. 4/5
Learning Inten+on
Quiz Mastery Prac+ce on my own
Assistance please!
Where I get stuck…
I can create equivalent fracDons.
I can reduce a fracDon to its lowest terms.
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Math Centres – gr. 1/2 Michelle Hikada
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making paCerns with different materials (pracDce)
• 1 making paCerns with sDckers (pracDce)
• 1 graphing in partners (pracDce)
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• With your partner, choose a bucket of materials and make a bar graph.
• Ask (and answer) at least 3 quesDons about your graph.
• Make another graph with a different material.
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Goal: develop and apply mathematical language
• Sit back to back with a partner • Partner A observes the diagram and describes it to partner B
• Partner B draws what he hears Partner A describing
• Reflect: what worked in the partnership? What didn’t? How can it be improved?
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Inuit Study
• Now try the same strategy with content.
• Back to back drawing. • Ater each sketch, check out the image and write a one sentence synthesis of what is important – or generate 5-‐8 key phrases describing the picture.
• Students walk through the ‘gallery’ and observe the other pictures and statements/phrases.
• Students web what they now know.
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Engaging All Learners – what works?
Universal Design for Learning �Backwards Design �
• Open-‐ended teaching and gradual release • Assessment for learning
• Inquiry • DifferenDaDon and mulDple intelligences
• Literature and informaDon circles
• Workshop and cooperaDve learning
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Think Aloud: Students need
• A model • Guided pracDce in following the model
• An opportunity to pracDce the strategy, with support as needed
• Choice in the degree of complexity they use to complete the task
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Sea OCer Pup -‐ Victoria Miles (Orca)
There is a forest of seaweed in the ocean.
It is a forest of kelp. At the boCom of the
kelp forest, Mother sea oCer searches for
food.
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High above, her pup is waiDng. He is
wrapped in a piece of kelp so he can’t
drit away while Mother is down below.
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He bobs, floaDng on his back in the
cold waves, holding his front paws and
hind flippers above the water to keep them dry.
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Resources • Grand ConversaDons, ThoughHul Responses – a unique
approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006 • It’s All about Thinking – collaboraDng to support all learners
(in English, Social Studies and HumaniDes) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collaboraDng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 • Assessment & InstrucDon of ESL Learners, 2nd ed – Brownlie,
Feniak, & McCarthy, in press