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Stu'ate lelum.what makes a difference in teaching.may.2011
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Transcript of Stu'ate lelum.what makes a difference in teaching.may.2011
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Teaching that Makes a Difference
May 9, 2011 Stu-‐Ate Secondary School
Faye Brownlie
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Learning IntenCons
• I understand the power of collaboraCon in improving student learning.
• I can idenCfy ‘quality teaching’ and explain what aspects of it make a difference in inclusive classes.
• I can find more ways to embed assessment for learning into my pracCce.
• I have a plan to try something new to me.
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How the world’ best performing school systems come out on top –
Sept. 2007, McKinsey & Co.
1. GeVng the right people to become teachers
2. Developing them into effecCve instructors
3. Ensuring that the system is able to deliver the best possible instrucCon for every child
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McKinsey Report, 2007
• The top-‐performing school systems recognise that the only way to improve outcomes is to improve instrucCon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacCon.
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How the world’s most improved school systems keep geVng be[er –
McKinsey, 2010
Three changes collaboraCve pracCce brought about: 1. Teachers moved from being private emperors to
making their pracCce public and the enCre teaching populaCon sharing responsibility for student learning.
2. Focus shi\ed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instrucCon’ and teachers became custodians of the model. (p. 79-‐81)
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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Universal Design for Learning
MulCple means: -‐to tap into background knowledge, to acCvate prior knowledge, to increase engagement and moCvaCon
-‐to acquire the informaCon and knowledge to process new ideas and informaCon
-‐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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Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaCve learning • Literature circles and informaCon circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
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Assessment OF Learning
Purpose: reporCng out, summaCve assessment, measuring learning
Audience: parents and public
Timing: end
Form: le[er grades, rank order, percentage scores
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Assessment FOR Learning
Purpose: guide instrucCon, improve learning
Audience: teacher and student
Timing: at the beginning, day by day, minute by minute
Form: descripCve feedback
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The Six Big AFL Strategies
1. IntenCons
2. Criteria
3. DescripCve feedback
4. QuesCons
5. Self and peer assessment
6. Ownership
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Open-ended strategies:
connect process
personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
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Teach Content to All
Learning in Safe Schools - Brownlie, King"
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Benne[, 2007
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Collaborative Skills Social Skills: taking turns, equal voice, calm voice, politeness, appreciation statements, waiting your turn, encouraging others
Communication Skills: attentive listening, paraphrasing, seeking clarification, accepting and extending the ideas of others, probing
Critical Thinking Skills: suspending judgment, examining both sides of an issue, considering all factors, disagreeing agreeably
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The teeter totter
kids
kids curriculum
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Essential Lesson Components
• EssenCal quesCon/learning intenCon/a big idea • Open-‐ended strategies: connect-‐process-‐transform • DifferenCaCon – choice, choice, choice • Assessment for learning • Gradual release of responsibility
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QuesConing – gr. 2/3 Goal: creaCng real quesCons, using quesCons to
link background knowledge with new informaCon, create curiosity
• Present an image. • A\er each image, ask students to pose quesCons about the image and to resist the urge to answer someone else’s quesCon.
• Repeat with 3-‐4 images.
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Salmon Creek – Anne[e LeBox & Karen Reczuch 2002, Douglas & McIntyre
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Questioning – Joni Tsui • IntroducCon to earthquakes in geology 12. • Students have all seen earthquakes in previous classes (some more than others).
• We completed the acCvity and I made sure every student in class wondered at least one thing.
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Questioning
• Math
• Closed vs open
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• 1 + 4 =
• 2 + 3 =
• 4 + 1 =
• 0 + 5 =
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How can you show your number for our number
book?
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Questioning
• Who is answering your quesCons?
• Who is asking the quesCons?
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Math Centres – gr. 1/2 Michelle Hikada, Tait
• 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making pa[erns with different materials (pracCce)
• 1 making pa[erns with sCckers (pracCce)
• 1 graphing in partners (pracCce)
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• With your partner, choose a bucket of materials and make a bar graph.
• Ask (and answer) at least 3 quesCons about your graph.
• Make another graph with a different material.
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Critical thinking & Problem-Solving
• How much forest must be removed to create a 4-‐lane highway 15 km long?
• How can you figure it out?
• What thinking skills do you use?
It’s all about thinking in math & science – Brownlie, Fullerton, Schnellert
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• How much forest must be removed to create a 4-‐lane highway 15 km long?
• How can you figure it out?
Critical thinking & Problem-Solving