quesnel admin - intermediate literacy
TRANSCRIPT
Looking at Literacy in the Intermediate Grades: an administra5ve perspec5ve
Quesnel Administrators August 26, 2015 Faye Brownlie
www.slideshare.net/fayebrownlie/quesnel
Learning Inten5ons:
• I have a beJer understanding of the big pieces of intermediate literacy and can recognize them in classrooms.
• I have a plan of how to be a leader of learning in suppor5ng intermediate readers and writers and their teachers.
• I understand the process and structure of a class review.
The teeter totter
kids
kids curriculum
Big Ideas – Teaching counts!
• Our instruc5onal choices impact significantly on student learning
• We teach responsively
– All kids can learn and we know enough collectively to teach all kids! • An unwavering belief that everyone has the right to be included socially, emo5onally, and intellectually
McKinsey Report, 2007 • The top-‐performing school systems recognize that the only way to improve outcomes is to improve instruc5on: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interac5on.
How the world’s most improved school systems keep getting better
–McKinsey, 2010 Three changes collabora5ve prac5ce brought about: 1. Teachers moved from being private emperors to
making their prac5ce public and the en5re teaching popula5on sharing responsibility for student learning.
2. Focus shiQed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instruc5on’ and teachers became custodians of the model. (p. 79-‐81)
• How do we help every student to become a beJer reader?
Reading is understanding.���
Choice���
Collaboration���
Challenge���
Respect���
Access
not accommodate or adapt
Differentiation
“Know thy impact.” Visible Learning for Teachers
Maximizing Impact on Learning John Haae, 2012
Is what you are doing, getting you what you want?
We CAN teach all our kids to read.
• Struggling readers need to read MORE than non-‐struggling readers to close the gap.
• Struggling readers need to form a mental model of what readers do when reading.
• Struggling readers need to read for meaning and joy ☺
• Struggling readers do NOT need worksheets, scripted programs, or more skills prac5ce.
Language Counts! …our language choices have serious consequences for children’s learning and for who they become as individuals and as a community.
…the language we choose in our teaching changes the worlds children inhabit now and those they will build in the future. -‐Peter H. Johnston, 2012
• My class is a 3-‐4 reading level to a 32. • This is my low group.
• I have 14 IEPs in my class.
• I have a behavior class. • How many special needs do you have?
• I’ve a split class.
Language Counts! • Thank you • What are you reading that is interes5ng to you?
• I think we have come off course. What can we do to get back on course?
• We only get to write for 4 minutes! • I don’t think I was clear enough with my instruc5ons. Can we stop for a moment and have you help me be clearer?
Leadership Roles
-‐keeping the vision alive
-‐providing structures and supports to enable others to provide rich learning environments
-‐maintaining a strengths-‐based perspec5ve
-‐learning together about evidence-‐based reading prac5ces
-‐encouraging collabora5on
Structures and Supports • Class reviews • Collabora5on 5me
• A focus on co-‐teaching • Walking the talk
-‐What’s working?
-‐What do we need to polish?
Why a class review?
Goal:
to support students in working effec5vely in the classroom environment
Goal:
to work together to beJer meet the needs of all students
Ra5onale:
By sharing our collec5ve exper5se about teaching and learning we can beJer implement plans of ac5on, and thus we can beJer meet the needs of all students.
A Key Belief
Interven5on is focused on classroom support. Classroom-‐based interven5on does NOT mean that all specialists have to be in the classroom all the 5me. Instead, the RESULTS of their work have to show up in the classroom.
The Class Review Process
• Learning in Safe Schools, 2nd ed – Brownlie and King
• Meet as a school-‐based team, with the administrator
• Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
• TOC’s provide coverage for CTs • Follow the order of strengths, needs, goals, individuals
• The CT does not do the recording or the chairing
The Class Review
What are the strengths of the class?
What are your concerns about the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Frameworks for Learning
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 Mul5ple means: -‐to tap into background knowledge, to ac5vate prior knowledge, to increase engagement and mo5va5on
-‐to acquire the informa5on and knowledge to process new ideas and informa5on
-‐to express what they know.
Rose & Meyer, 2002
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
Reading Theory and Practice���-the mental model
Features of High-Engagement Learning Environments
• available supply of appropriately difficult texts • op5ons that allow students more control over the texts to be read and the work to be accomplished
• the collabora5ve nature of much of the work • the opportunity to discuss what was read and wriJen
• the meaningfulness of the ac5vi5es
• Allington & Johnston, 2002; Presley, 2002; Wigfield, 1997; Almasi & McKeown, 1996; Turner, 1995
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educa5onal Leadership, March 2012
6 elements of instruc5on for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
3. Every child reads something he or she understands. -‐at least 2/3 of 5me spent reading and rereading NOT doing isolated skill prac5ce or worksheets -‐build background knowledge before entering the text -‐read with ques5ons in mind
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
5. Every child talks with peers about reading and wri5ng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
1. Every child reads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she
understands. 4. Every child writes about something personally
meaningful. 5. Every child talks with peers about reading and
wri5ng. 6. Every child listens to a fluent adult read aloud.
• Reading Next: A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004
• Instructional improvements
1. Direct, explicit comprehension instruc5on 2. Effec5ve instruc5onal principles embedded in
context 3. Mo5va5on and self-‐directed learning 4. Text-‐based collabora5ve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wri5ng 8. A technology component 9. Ongoing forma5ve assessment of students
• Reading Next: A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004
• Infrastructural improvements
• Extended 5me for literacy • Professional development
• Ongoing forma5ve and summa5ve assessment of student learning and programs
• Teacher teams
• Leadership • A comprehensive and coordinated literacy program
15-‐3=0
• What are the 3?
49
15-‐3=0
Without - • professional development • ongoing formative assessment of
students and • ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004
Beginning with images…
Marco Cianfanelli, of Johannesburg, sculptor
50 ten metre high laser cut steel plates set into the landscape, represen5ng the 50 year anniversary of when and where Mandela was captured and arrested in 1962 (prior to his 27 years of incarcera5on). Standing at a par5cular point (presumably the spot where the people are standing in Photo #2), the columns come into focus and the image of Mandela can be seen. At Natal Midlands
What is the smartest adaptation for the environment?���
How do animals adapt?
The 10���A Scholastic Series for Inquiry���
Editor: Jeff Wilhelm���
• 100 5tles grades 6-‐10 • 50 5tles grades 4-‐8
Smartest Adaptations in Nature���-Scholastic
Resources • Assessment & Instruc-on of ESL Learners – Brownlie, Feniak,
& McCarthy, 2004 • Grand Conversa-ons, Though<ul 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 – collabora-ng to support all learners
(in English, Social Studies and Humani-es) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collabora-ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011