Minute  by  Minute,  Day  by  Day:  6  strategies  Faye  Brownlie  

Coquitlam  Teachers  Associa>on  Feb.  17,  2012  

www.slideshare.net  

Learning  Inten>ons  •  Example  1:    Jacob  Martens,  VSB  

•  Example  2:    from  Student  Diversity,  2nd  ed  

•  Example  3:  Megan  Fraser  &  Giovanni  Thiessen  BSD  

•  Example  4:    Lori  Zawada,  RSB  

•  Example  5:    Krista  Ediger,  Mehjabeen  Datoo,  Leyton  Schnellert,  RSB  

B    D    A   Learning  Inten.ons  -­‐  Knowing  

I  can  define  and  relate  the  terms:    clock  reading,  posi.on  and  event.  

I  can  differen>ate  between  a  clock  reading  and  a  .me  interval.  

I  can  define  and  relate  distance  and  average  speed.  

I  can  define  and  relate  displacement  and  average  velocity.  

I  can  differen>ate  between  scalars  and  vectors.  

I  can  define  instantaneous  velocity  and  instantaneous  speed.  

B    D    A   Learning  Inten.ons  -­‐  Doing  

I  can  solve  problems  involving:    displacement,  >me  interval,  and  average  velocity.  

I  can  construct  posi>on-­‐>me  graphs  based  on  data  from  various  sources.  

I  can  use  posi>on-­‐>me  graphs  to  determine:            •displacement  &  average  velocity            •distance  travelled  &  average  speed            •instantaneous  velocity  

I  can  construct  velocity-­‐>me  graphs  based  on  data  from  various  sources.  

Grade  6/7  Humani>es  

•  I  can  understand  basic  children’s  rights  •  I  can  demonstrate  how  children’s  rights  are  denied  in  different  parts  of  the  world    

Grade  2/3  Making  Inferences:  

•  I  can  examine  a  picture  and  infer  what  is  happening  

•  I  can  provide  ‘because’  reasoning  (evidence)  for  my  inference  

K  –  choice  I  can  make  a  violin.  

Essen>al  Ques>on  

•  How  are  hope,  knowledge,  and  friendship  necessary  for  the  survival  of  the  human  spirit?  

•  Grade  8  English  •  Inquiry  and  Thema>c  Teaching  in  It’s  all  about  Thinking,  2009  

An>cipa>on  Guide  

Electrons in an insulator are not tightly bound to the atoms making up the material.

Pure water is an insulator; tap water is a conductor.

A maple-leaf electroscope determines the presence of electric charges.

Criteria  

Grade  6/7  Humani>es  Response  

•  At  least  3  examples  of  denied  children’s  rights  

•  Specific  evidence  from  the  story  that  demonstrates  how  the  right  is  denied  

•  Informa>on  presented  in  a  clear,  organized,  and  interes>ng  way  

Grade  2/3  Wri>ng    

•  An  opening  sentence  with  a  hook  

•  Details  

•  Dis>nguished  words  

Band  Performance  

•  Note  accuracy  – Accurate  – No  tuning  flaws  

•  Rhythm  and  tempo  – Accurate  – Steady  

Andrea  Hough,  Surrey  

1-­‐2   3-­‐4   5-­‐6   7  

Note  Accuracy  

Poor  Many  mistakes  

Few  notes  are  played  accurately  

Generally  accurate  Several  note  or  tuning  flaws  

Strong  performance  with  some  mistakes  

All  notes  are  played  accurately  

Rhythms  and  tempo  

Rhythms  are  generally  not  accurate  Tempo  changes  throughout  

Few  rhythms  are  played  accurately  Tempo  changes  or  falters  many  >mes  

Some  rhythms  are  played  accurately  Tempo  is  somewhat  steady  but  changes  at  >mes  

Most  rhythms  are  played  accurately  Tempo  is  steady  most  of  the  >me  

All  rhythms  are  played  accurately  Tempo  is  steady  throughout  

Ques>oning  

Lisa  Swartz,  Colleen  Reimer,  Louese  Neuman  –    K/1/2,  Tait  

We  want  our  students  to  ask  real  ques>ons  in  research.      

Can  K-­‐3  students  become  insect  experts  by  following  their  own  ques>ons?  

Students  need:  

•  Forma>ve  Assessment:    To  begin  with  background  knowledge  (brainstorm-­‐categorize)  

•  Modeling:    –  Looking  at  books  and  sharing  ques>ons  –  Choosing  an  insect  and  genera>ng  class  ques>ons  –  Sor>ng  ques>ons  –  big  &  quick  –  Choosing  5  to  research  as  a  class  –  Teacher  models  one  way  to  find  an  answer  to  one  ques>on  

Students  need:  

•  Guided  Prac>ce  – Students  work  in  small  groups  to  answer  another  ques>on  

– Share  answers  and  how  they  found  it  – Each  day,  new  ques>on  and  model  a  new  strategy  or  highlight  a  student’s  strategy  

– Students  work  in  small  groups  on  another  ques>on  

Students  need:  

•  Independent  Prac>ce  – Repeat  process  – Students  chose  own  insect  – #  and  type  of  ques>on  depended  on  skill  level  of  student  

– Worked  in  common  insect  groups,  K-­‐3  

3  classes,  3  insects  

K/1  -­‐  ants  

1/2  -­‐  bunerflies  

2/3  -­‐  bees  

Tinkerplot  Ques>ons  –  gr.5/6  Fullerton  &  Ludwig,  Tait  Elem.  

What  is  your  student  number?      Are  you  a  boy  or  a  girl?    What  language  do  you  speak  at  home?    What  other  language  do  you  speak?    Where  are  your  parents  from?  Do  you  have  a  computer  at  home?    What  is  your  religion?    What  is  your  grade?    How  many  people  do  you  live  with  (including  you)?    How  old  are  you?    What  kind  of  a  home  do  you  live  in?  (house,  townhouse,  apartment)?    How  long  does  it  take  you  to  get  to  school?  (1-­‐5  mins,  5-­‐10  mins,  10-­‐15  mins,  15-­‐20  

mins)?  How  do  you  get  to  school?  (walk,  bike,  scooter,  car,  bus?  What  do  you  like  to  do  on  the  weekend?  (play,  read,  shop,  other)    

Research  –  Heritage  Park  Secondary,  Mission  

Kris>  Johnston,  Tracey  Snipstead  

Goal:  

Prior  Knowledge:    Record  two  facts  you  learned  yesterday.  

Building  Knowledge:    What  3  ques>ons  will  you  pursue  today?  

Reflec>on:    What  did  you  learn  today  that  will  help  you  answer  your  research  ques>on?  

Peer  and  Self  Assessment  

One  September  morning  •a  piece  of  fog  touched  me.    As  I  looked  out  my  window  the  gold  leaves  driped  out  of  the  tree    as  I  dragged  my  feet  down  the  stairs  to  breakfreast,  as  I  waited  for  the  school  bus  I  feel  puffs  of  wind  pick  up  my  hair  when  the  school  bus  came  I  slowley  walk  up  the  stairs  as  I  bundled  •  in  a  seat  as  I  went  down  the  steps  I  saw  birds  migra>ng  south  as  if  leaves  followed  them    it  looked  like  they  were  air  dancing.•    -­‐Allyson,  gr.2  

Ownership  

•  Voice  and  choice  

•  Something  worth  doing  

•  A  sense  of  possibility  

•  Some  ambiguity/challenge  

Resources    •  Grand  Conversa7ons,  Though9ul  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  –  collabora7ng  to  support  all  learners  

(in  English,  Social  Studies  and  Humani7es)  –  Brownlie  &  Schnellert,  2009  

•  It’s  All  about  Thinking  –  collabora7ng  to  support  all  learners  (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  

•  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  Instruc7on  of  ESL  Learners,  2nd  ed  –  Brownlie,  

Feniak,  &  McCarthy,  in  press