Current and Effective Teaching Strategies across the Curriculum  

Bulkley Valley November 23, 2012

Presented by Faye Brownlie www.slideshare.net

Learning  Inten+ons  

•  I  can  iden+fy  ‘what  counts’  in  different  teaching  sequences  

•  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  and  to  my  students  

•  I  have  a  plan  to  con+nue  to  ask  the  ques+ons,  ”How  is  what  I  am  doing  suppor+ng  the  learning  of  all  my  students?”  and  “How  do  I  know?”  

•  American  5th  graders  spend  91%  of  their  day  either  listening  to  a  teacher  talk  or  working  alone  (Pianta  &  Belsky,  2007).  

•  10  years  aQer  high  school,  graduates  who  had  honed  their  teamwork  skills  while  s+ll  in  high  school  had  significantly  higher  earnings  than  those  who  failed  to  do  so  (Science  Daily  2008).  

Questioning

• Math  

•  Closed  vs  open  

•  1  +  4  =    

•  2  +  3  =  

•  4  +  1  =  

•  0  +  5  =  

How can you show your number for our number

book?

Questioning

• Who  is  answering  your  ques+ons?  

• Who  is  asking  the  ques+ons?  

What? So What? •  2  column  notes  

•  Essen+al  ques+on:  – How  does  where  you  live  affect  how  you  live?  

Yearly  17,655,265  passengers  in  Brussels  Airport.  

93%  of  them  are  visi+ng  the  toilets.  

www.face2face.aero  

Powerful  Learning:    What  We  Know  about  Teaching  for  Understanding  

(2008)  Darling-­‐Hammond,  Pearson,  Barron,  

Schoenfeld  

As  discussed  in  It’s  All  About  Thinking  –  Math  and  Science,  2011  

1. Crea+ng  meaningful  and  ambiguous  tasks  that  reflect  how  knowledge  is  used  in  the  field  

2.  Engaging  students  in  ac+ve  learning  so  they  will  apply  and  test  what  they  know  

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  rela+on  this  in  an  equa+on?  Sarah  earned  $45  for  babysihng  on  Saturday.    How  many  hours  did  she  work?    How  did  you  figure  it  out?  

Brian  babysits  as  well.    He  earns  $7.50  an  hour.    Show  Sarah's  wage  and  Brian's  wage  on  a  graph.    Which  mode  of  payment  would  you  prefer,  and  why?    Use  the  graph  to  explain  your  thinking.  

3.  Drawing  connec+ons  to  students’  prior  knowledge  and  experiences  

Caitlin.    If  you  ever  want  to  talk  about  what  happened  you  just  let  me  know,  Mrs.  Johnson  says.  

That’s  what  Mrs.  Brook  is  for,  I  tell  her.  Maybe  we  could  all  sit  down  together.  Why?  

So  we  know  where  you’re  coming  from.    I  look  around  the  living  room.    I  come  from  here.  

I’m  sorry.    I  meant  so  we  all  know  how  you’re  feeling.  

Oh.    Mrs.  Brook  know  how  I’m  feeling  so  you  can  find  out  from  her.  I  would  be  superfluous.    My  DicJonary  says  suPERfluous  means  exceeding  what  is  sufficient  or  necessary.  

I  just  thought  it  would  be  nice  to  take  some  Jme  to  sit  and  chat.  

I  shake  my  head.    SuPERfluous  also  means  marked  by  wastefulness.  

Well…okay  then,  she  says.    I  suppose  I  can  talk  with  Mrs.  Brook.  

Mockingbird  –  Kathryn  Erskine  

Choice  Beginnings  

•  Choose  15-­‐20  words  •  Read  these  words  while  the  students  sketch,  predict,  or  write  ques+ons  

•  Reread  the  words  several  +mes  •  In  2’s  and  3’s,  students  discuss  what  they  believe  they  know  and  what  they  wonder  

•  Present  informa+on    

•  Student  Diversity,  2nd  ed.  -­‐  Brownlie,  Feniak,  Schnellert  

•  Previously:    Big  Bang  Theory  •  Topic:    Life  cycle  of  stars  and  the  sun  

•  Key  Idea:    Nuclear  fusion  powers  stars  and  is  the  force  behind  solar  flares,  prominences,  sunspots,  solar  wind.  

•  Choice  beginnings  •  Read  and  discuss  •  Create  a  graphic  of  nuclear  fusion  •  What  do  you  know?  – Alone  and  with  a  partner  

•  Exit  slip  – What  ques+ons  do  you  have?  – What  are  you  unsure  of?