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It’s All about Thinking: �teaching reading and writing
across the grades, within different disciplines, throughout
the day Borderland,Gr6-12March21,2016FayeBrownlie
www.slideshare.net/fayebrownlie/borderland2
Learning Intentions • Ihaveabe@erideaofwhatcountsinadolescentliteracyteaching.
• Ihaveaplantotrysomethingthatisdifferentforme.
• IknowtheassessmentFORlearningstrategiesandcanfindevidenceoftheminmyteaching.
• Increasingdisciplinaryunderstanding• IncreasingstudenttalkJme
• Hear–speak–read–write• Constrainedvsunconstrainedreadingfocus
FeaturesofHigh-EngagementLearningEnvironments
• availablesupplyofappropriatelydifficulttexts• opJonsthatallowstudentsmorecontroloverthetextstobereadandtheworktobeaccomplished
• thecollaboraJvenatureofmuchofthework• theopportunitytodiscusswhatwasreadandwri@en
• themeaningfulnessoftheacJviJes
• Allington&Johnston,2002;Presley,2002;Wigfield,1997;Almasi&McKeown,1996;Turner,1995
Findsomeonewho…
Yanniegetsaloanforanewcarfor$18000.Heispaying5%interestfora5yearterm.Howmuchwilltheinterestbeforthatloan?
Daniellegetsaloanforanewcarfor$18000.Sheispaying6%interestcompoundedsemi-annuallyfor5years.HoymuchwilltheloancompoundedaDer5years?
12x15
Solvethis.Explainyourthinking.
Convinceyourself.Convinceapeer.ConvinceaskepJc.
IfaEurois1.50USD,howmanyUSDis5Euros?
a) 30quartersb) 50dimesc) 70nickelsd) 90penniesSource:Whowanttobeamillionaire?
• ‘…childrenages8to18spendnearly7.5hourseachdayconsumingentertainmentmedia–listeningtomusic,watchingTVandmovies,surfingonline,reading,etc…”
• KaiserFoundaJonStudy,2010• ReportedinEducaJonUpdate,ASC,Sept2014
1. Learning Intentions “StudentscanreachanytargetaslongasitholdssJllforthem.”-SJggins-
2. Criteria
Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.
3. Questions IncreasequalityquesJonstoshowevidenceoflearningWhosequesJons?Whoanswers?
4.DescripFveFeedbackTimely,relevant,personal,descripJvefeedbackcontributesmostpowerfullytostudentlearning!
5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment
6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers
Grade 9 Science – Starleigh Grass & Mindy Casselman�
Electricity
• TheChallenge:
• Manyofthestudentsaredisengagedanddislike‘booklearning’.Theyacquiremoreknowledge,conceptandskillwhentheyareacJve,collaboraJveandreadinginchunks.
• StarleighandMindyinIt’sAllaboutThinking(MathandScience)2011.
Essential Question • Ifweunderstandhowmaterialsholdandtransferelectriccharge,canwestoreandmoveelectricchargeusingcommonmaterials?
• Individually,brainstormwhatyoucanrecallaboutthecharacterisJcsofanatom.
• Meetingroupsof3toaddtoandreviseyourlist.
• Comparethislisttothemasterlist.
• …(wordderivaJons,labelanatom…)
• Exitslip:2characterisJcsyouwanttorememberaboutatoms.
TheAtom
• Allma@erismadeofatoms.• Atomshaveelectrons,neutrons,andprotons.Electrons
move,protonsandneutronsdonotmove.• AtomshavenegaJveandposiJvecharges.• ElectronshaveanegaJvecharge;protonshaveaposiJve
charge.• Protonsandneutronsarelocatedatthecentreoftheatom,
inthenucleus.• Electronsorbitaroundtheoutsideofthenucleus,inenergy
“shells.”• AnobjectcanbenegaJvelyorposiJvelycharged,
dependingontheraJoofprotonsandneutrons.
How are children still being exploited in the 21st century and what can we do
about it? • 300000
– EsJmatednumberofchildsoldiersintheworldtoday.
• 1.2million– AccordingtoUNICEL,thenumberofchildrentraffickedorsoldeachyear
• 85million– EsJmatednumberofchildreninvolvedindangerouswork
Children’s Rights, Issues 21, Scholastic, grades 6-9
• Chooseyourpassage.• Readitandhighlight/note:
– NewinformaJon– SurprisinginformaJon– QuesJons– Specializedlanguage,technicalvocabulary
• Findsomeonewhohasreadyourpassageandcomparewhatyouhighlighted/noted.
• Meetwith2otherswhohavereaddifferentpassagesandshareyourunderstandings.
• Quickwrite:– Whatsurprisedyou?Whatmoredoyouwanttoknow?How
haswhatyouread/learned,connectedtothequesJon?
Gallery Walk – writing lesson • Ingroups,3thingsthatcountinwriJng• Madeclasslistandcategorized• Focusonmeaningandthinking
– DescripJon– ImaginaJon– Detail– Knowledge– Focus– Ideas– Passion– Intriguing– Understandable
• Placeaseriesofpicturesaroundtheroom• Studentsingroupsof3• 3minutesperpicture
• Chat–HowcouldyouusethisimageinyourwriJng?
• Buildononeanother’sthinking• View3pictures
• Task:apieceofwriJng,chooseyourgenre,thinkaboutthecriteria
• Asyouaremovingtoyourdesk,keepwalkingunJlyouhaveyourfirstlineinyourhead
• 12minutestowrite
• AsstudentsarewriJng,moveabouttheroom,underliningsomethingpowerful(criteriaconnected)ineachperson’swriJng
• Eachstudentshareswhatwasunderlined• Listentohearsomethingyoumightwanttoborrow
• Asaclass,decideonwhyeachwasunderlined• Createthecriteria:– WordsthatareWOW– DetailsthatshowedemoJonormadeapicture
– Hook–firstlinemademewanttokeepreading
Sample1
Onecoolandbreezynight,inaprairie,aboysatontherimofhisopenwindow,lookingoutatthemoon,hopingforsomethingtohappen.Aserafewminutes,hewentbackinandclosehiswindow.Robinsighed.“Iwishedmylifehasmoreexcitementinit,“hethought,beforeheturnedoffhislightandwenttobed,hetookonequicklookathiskiteontopofhisbedthat’sshapedlikeaneagle,andwenttosleep.
Sample3OnceuponaJmetherewasaboythatwasfacinatedbyeagles,he
askedhisfathertogetoneforhimbuthecouldn’t.Thentheboythoughtaboutawaytocatchaneagleandthenadifferentgenderoneformoreeagles.Delightedwithhisideathathethoughtoflastnight,heconJnuedhisplan.Heput3fishesintheopenwithatrap,andwenttobed.Thenheheardanoisethatsoundedlikeaneagle.Whenhehadcheckedthetrap,hefoundaneaglethatwasinhistrap.Happilyjumpingaround,theeaglemadehiminspiredtomakeahomefortheeagle.Hecreatedabondwiththeeagle.Herememberedhowmuchhisfatherdespisedeagles.Heleadtheeagletoasecretplaceintheforestwherehisfatherneverwent.Hecamedownstairsandhisfatherwasinarage.Hethreatenedtogroundhissonifhedidn’tkilltheeagles.Shocked,theboyaskedwhyhetoldhimso.Thefathersaidthey…
Sample4
AtSunday,theXimingandhisfathermothergotravel.On,Ximingsay“I’mseeaeagle!”Hisfatherandhismotherisgoingtohis.Andhismothersay“Oh,Helpit!”OK.Itwasheal.OK.Wearegobackhome!
Athome:Todayisveryfunning.Becausewearehelpaeagle!I’msohappynow!XimingisJmetoeatadinnersaymothersay…
• Kidscanadd/edit/conJnuetowork• Setupfornextclass– Workonsamecriteria– Hearagain,piecesthatwork– MovetowherekidscanidenJfycriteriaintheirownworkandaskforhelpwithcriteriathatarestrugglingwith
• AserrepeatedpracJce,studentschooseonepiecetoworkup,edit,revise,andhandinformarking
• FeedbackisconJnuous,personal,Jmely,focused
Level 1 Carpentry: Table saws and band saws
• WiththankstoKevinJanz
• DemonstraJonandoralexplanaJon• Completeworksheetwiththestudents• SummaJveassessment:studentsdemonstratetheirlearning
• 1-2hours• 45fill-in-the-blanks• 4–idenJfyparts• 2-tooloperaJons
• Tocutrabbetsusingadadoblade,clamp…
• Whatdoyouknow?
• Whatdoyouneedtoknow?
• Howcanyoufigureitout?
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