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Professional Collaboration to Meet Learner Needs
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Professional Collabora.on to Meet Learner Needs
Surrey Librarians Sept. 8, 2010
Faye Brownlie
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
Universal Design for Learning
Mul.ple means: -‐to tap into background knowledge, to ac.vate prior knowledge, to increase engagement and mo.va.on
-‐to acquire the informa.on and knowledge to process new ideas and informa.on
-‐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
Essential Lesson Components
• Essen.al ques.on/learning inten.on/a big idea • Open-‐ended strategies: connect-‐process-‐transform • Differen.a.on – choice, choice, choice • Assessment for learning • Gradual release of responsibility
Inquiry
• Presen.ng an open-‐ended ques.on over several lessons or a full unit of study
• Students collect, compare, and synthesize informa.on over .me
• Students develop thinking strategies which lead to deeper understanding of key concepts
Open-Ended Learning Strategies
• Connect • Process • Transform and personalize
Assessment for Learning
• Learning inten.ons • Criteria • Descrip.ve feedback • Ques.oning • Peer and self assessment
• Ownership
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Egypt
In ancient .mes, Egypt grew much more food than it needed.
It sold the extra food to other countries.
Today, Egypt can’t grow enough food for its people.
It must buy more than half its food from other countries.
In ancient Egypt, farmers used donkeys to move heavy loads. Today, farmers use camels. Ancient Egyp.ans did not have camels.
Ancient Egyp.ans kept careful records, or lists, of their crops and ca`le. These records were kept for tax purposes. Everyone had to pay taxes on their crops and their animals. Farmers were even taxed on the number of eggs their chickens produced!
Ques.oning – gr. 2/3 Goal: crea.ng real ques.ons, using ques.ons to
link background knowledge with new informa.on, create curiosity
• Present an image • Aber each image, ask students to pose ques.ons about the image and to resist the urge to answer someone else’s ques.on
• Repeat with 3-‐4 images
• Salmon Creek – Anne`e LeBox & Karen Reczuch
A Groundwood Book, 2002
0-‐88899-‐458-‐3
Resources
• It’s All about Thinking Collabora.ng to support all learners – Brownlie and Schnellert (2009)
• Student Diversity Classroom strategies to meet the needs of all learners (2nd ed) – Brownlie, Feniak & Schnellert (2006)