Praire rosesept2012

Effective Teaching Strategies to Engage Students

Prairie  Rose  School  Division  September  14th,  2012  

Faye  Brownlie  Slideshare.net  

Frameworks

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 MulBple  means:  -­‐to  tap  into  background  knowledge,  to  acBvate  prior  knowledge,  to  increase  engagement  and  moBvaBon  

-­‐to  acquire  the  informaBon  and  knowledge  to  process  new  ideas  and  informaBon  

-­‐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  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaBve  learning  •  Literature  circles  and  informaBon  circles  •  Inquiry  

It’s All about Thinking – Brownlie & Schnellert, 2009

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

The teeter totter

kids

kids curriculum

What  makes  a  difference  for  adolescent  learners?  –  Reading  Next,  2004  

1.  Direct,  explicit  comprehension  instrucBon  

2.  EffecBve  instrucBonal  principles  embedded  in  content  

Think  Aloud:      Students  need  

•  A  model  •  Guided  pracBce  in  following  the  model  

•  An  opportunity  to  pracBce  the  strategy,  with  support  as  needed  

•  Choice  in  the  degree  of  complexity  they  use  to  complete  the  task  

Sea  O]er  Pup  

Sea  O]er  Pup  -­‐  Victoria  Miles  (Orca)  

There  is  a  forest  of  seaweed  in  the  ocean.      

It  is  a  forest  of  kelp.    At  the  bo]om  of  the  

 kelp  forest,  Mother  sea  o]er  searches  for  

 food.  

High  above,  her  pup  is  waiBng.    He  is  

 wrapped  in  a  piece  of  kelp  so  he  can’t  

 dria  away  while  Mother  is  down    below.  

Sarah  says  that  when  she  babysits,  she  earns  $5  an  hour  plus  a  flat  rate  of  $10  to  feed  the  children  dinner.    How  can  you  represent  relaBon  this  in  an  equaBon?  Sarah  earned  $45  for  babysieng  on  Saturday.    How  many  hours  did  she  work?    How  did  you  figure  it  out?  

3.  MoBvaBon  and  self-­‐directed  learning  

4.  Text-­‐based  collaboraBve  learning  

Grade 9 Science – Starleigh Grass & Mindy Casselman

Electricity

•  The  Challenge:  

•  Many  of  the  students  are  disengaged  and  dislike  ‘book  learning’.    They  acquire  more  knowledge,  concept  and  skill  when  they  are  acBve,  collaboraBve  and  reading  in  chunks.  

•  Starleigh  and  Mindy  in  It’s  All  about  Thinking  (Math  and  Science),  2011.  

Essential Question •  If  we  understand  how  materials  hold  and  transfer  electric  charge,  can  we  store  and  move  electric  charge  using  common  materials?    

•  Individually,  brainstorm  what  you  can  recall  about  the  characterisBcs  of  an  atom.  

•  Meet  in  groups  of  3  to  add  to  and  revise  your  list.  

•  Compare  this  list  to  the  master  list.  

•  …(word  derivaBons,  label  an  atom…)  

•  Exit  slip:    2  characterisBcs  you  want  to  remember  about  atoms.  

The  Atom  

•  All  ma]er  is  made  of  atoms.    •  Atoms  have  electrons,  neutrons,  and  protons.    Electrons  

move,  protons  and  neutrons  do  not  move.  •  Atoms  have  negaBve  and  posiBve  charges.    •  Electrons  have  a  negaBve  charge;  protons  have  a  posiBve  

charge.  •  Protons  and  neutrons  are  located  at  the  centre  of  the  atom,  

in  the  nucleus.  •  Electrons  orbit  around  the  outside  of  the  nucleus,  in  energy  

“shells.”  •  An  object  can  be  negaBvely  or  posiBvely  charged,  

depending  on  the  raBo  of  protons  and  neutrons.  

5.  Strategic  tutoring  

6.  Diverse  texts  

7.  Intensive  wriBng  

8.  A  technology  component  

9.  On-­‐going  formaBve  assessment  

Assessment for Learning Learning  inten*ons   Criteria   Descrip*ve  feedback  

QuesBons   Self  and  peer  assessment   Ownership  

“Every  Child,  Every  Day”  –  Richard  Allington  and  Rachael  Gabriel  

In  EducaBonal  Leadership,  March  2012  

6  elements  of  instrucBon  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  

M  –  meaning  

Does  this  make  sense?  

S  –  language  structure  Does  this  sound  right?  

V  –  visual  informaBon  Does  this  look  right?  

3.  Every  child  reads  something  he  or  she  understands.      -­‐at  least  2/3  of  Bme  spent  reading  and  rereading  NOT  doing  isolated  skill  pracBce  or  worksheets      -­‐build  background  knowledge  before  entering  the  text      -­‐read  with  quesBons  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  wriBng.  

6.  Every  child  listens  to  a  fluent  adult  read  aloud.  

   -­‐different  kinds  of  text  

   -­‐with  some  commentary  

Yearly  17,655,265  passengers  in  Brussels  Airport.  

93%  of  them  are  visiBng  the  toilets.  

www.face2face.aero  

Putting it all together: classroom scenarios

Gr.  8  Science  “The  DigesBve  System”  Paul  Paling,  Prince  Rupert  

Learning  IntenEon:  Demonstrate  where  in  the  body  

digesBon  occurs  and  what  happens  to  the  food  

ConnecBng/processing  Strategy:    What’s  In,  

What’s  Out?      (Reading  44,  adapted  by  PPaling)  

stomach            squeezing  abdomen      hungry  

saliva          ulcer  

bolus          tongue  

gastric  juices    mucus  

pepsin          carbohydrates  

muscles        mechanical  

Exit  Slips  

•  Day  1    Choose  1  part  of  the  digesBve  system  and  describe  what  happens  to  food  there.  

•  Day  2    Write  the  2  most  important  things  learned  today.  

•  Day  4    3-­‐2-­‐1  for  digesBon.  

Introducing Cinquain Poems gr. 4/5 and gr.8

•  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  pa]ern  –  5  lines  with  2,4,6,8,2  syllables  

•  Create  a  cinquain  poem  together  •  NoBce  literacy  elements  used  •  Brainstorm  for  a  list  of  potenBal  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the  syllables  and  the  word  choices,  then  check  with  a  teacher  

Garnet’s  4/5s  Literary  Elements  

•  Simile  

•  Rhyme  

•  AlliteraBon  •  Assonance  

Sun  Run  Jog  together  

Heaving  panBng  pushing  

The  cumbersome  mass  moves  along  

10  K  

Vicky  Shy  and  happy  

The  only  child  at  home  

Always  have  a  smile  on  her  face  

                                                               my  

cheerful  

Candy  Choclate  bars  

Tastes  like  a  gummy  drop  

Lickrish  hard  like  gummys  

Eat  

Thomas  

Vampires  Quenching  the  thirst  

These  bloodthirsty  demons  

Eyes  shine,  like  a  thousand  stars  

Midnight  

Hannah  

Majic  LafaBng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  pa]erns  with  different  materials  (pracBce)  

•  1  making  pa]erns  with  sBckers  (pracBce)  

•  1  graphing  in  partners  (pracBce)  

Common Text-Choice Response Dease Lake, BC

The  Plan  

•  Background  knowledge:    what  do  you  know?  •  New  informaBon:    read  text  •  Response:    discuss  opBons  •  New  informaBon:    model  web  •  Meet  with  EACH  student      -­‐acknowledge  what  is  working      -­‐extend  the  thinking/response  •    Plan  for  ‘what’s  next’?  

Intro to Circulation – Gr. 12 Biology

Natalie Burns, Burnaby Central

The  Challenge:    –  A  hook    

–  More  discussion  

–  Thinking  more  deeply  about  the  content  

 –  Building  community  in  the  classroom    

First  Class  –  80  minutes  

•    I  wonder  pictures    •    Big  idea  –  circulaBon    •    2  minute  quick  write  –  what  I  remember    •    20  min.  –  alone  or  with  a  partner,  terms  –  heart,  blood,  

arteries,  veins,  capillaries,  immune  system,  circulatory  disorders  –  then  mindmap    

•    Connect  to  heart  image    •    10  min.  –  lecture,  3  slides    •    15  min.  -­‐-­‐-­‐  essenBal  quesBons  –  in  groups,  discuss  each    •    Class  discussion  on  essenBal  quesBons    •    Exit  slip  –  1  thing  I  remembered,  2  things  I  am  excited  to  

learn    

What  do  you  know  about  the  circulatory  system?  

Term   What  I  know  –  words  and  diagram  

heart  

blood  

arteries  

veins  

capillaries  

The  immune  system  

Circulatory  disorders  

Circula*on:  An  Overview  BCirculaBon:  An  Overview  •Blood  vessels  transport  blood  around  the  body  -­‐Arteries  carry  blood  away  from  the  heart  -­‐Veins  carry  blood  to  the  heart  -­‐Capillaries  allow  for  gas,  nutrient  and  waste  exchange  between    blood  cells  and  body  cells  • ood  vessels  transport  blood  around  the  body  -   Arteries  carry  blood  away  from  the  heart  

-   Veins  carry  blood  towards  the  heart  -   Capillaries  allow  for  gas,  nutrient  &  waste  exchange  between  blood  cells  and  body  cells  

•  The  heart  is  responsible  for  pumping  blood  throughout  your  whole  body  

-­‐There  are  chambers  to  separate  oxygenated  and  deoxygenated  blood    

-­‐The  right  side  of  the  heart  pumps  blood  to  the  lungs  and  the  lea  side  of  the  heart  pumps  blood  throughout  the  body  

•  Blood  is  made  up  of  more  than  just  red  stuff!    

-­‐Most  of  blood  is  plasma  (liquid)  

-­‐White  blood  cells  help  our  immune  system  by  fighBng  diseases  

-­‐Platelets  allow  our  blood  to  clot  

-­‐Red  blood  cells  carry  O2  &  nutrients  to  cells,  and  CO2  &  waste  away  from  cells  

3  EssenBal  QuesBons  

1.  How  criBcal  is  a  heart  to  the  life  of  an  organism?  

2.  How  do  the  differences  between  arteries  and  veins  affect  their  jobs  and  where  they  are  located?    

3.  Why  must  blood  always  be  flowing?    

Planning

What  are  you  going  to  try  ASAP?  

Who  will  help  you?  

Be  prepared  to  talk  about  what  you  tried  when    we  meet  again  in  April.