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2014-‐15 L.I.F. Focus
Improving Learning For All
Crea%ng Schools and Classrooms Where All Students Belong
Secondary
Faye Brownlie www.slideshare.net
Learning Intentions: • We have reviewed our class profiles. • We have polished our mental models of learning frameworks.
• We have new ideas of HOW to collaborate in co-‐teaching.
• We are leaving with a revised school plan of acHon.
“You can see what the teachers, teams, and schools value by what actually goes on in the classrooms.” (Brownlie, Fullerton, Schnellert, 2011, p25)
“Pedagogy trumps curriculum.” (Dylan Wiliam)
C
Class Review -‐gathering
informaHon
-‐strengths-‐based
-‐acHon oriented
Your Class Review
• Examine your class review process from last session: – What worked? – What did not? – What’s next?
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 MulHple means: -‐to tap into background knowledge, to acHvate prior knowledge, to increase engagement and moHvaHon
-‐to acquire the informaHon and knowledge to process new ideas and informaHon
-‐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 • CooperaHve learning • Literature circles and informaHon circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie, Fullerton, & Schnellert, 2011
The Vision
A Remedial Model
(Deficit Model) ‘Fixing’ the student
Outside the classroom/ curriculum
A Shi_ from….. to
An Inclusive Model (Strengths Based) ‘Fixing’ the curriculum
Within the classroom/ curriculum
to
Transforma%ons within the Inclusive Model
Pull-‐out Support / Physical Inclusion • sHll a remedial model – to make kids fit • In the class, but o_en on a different plan
Inclusion • Classroom Teacher as central support • Resource Teacher – working together in a
co-‐teaching model
Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1 teach, 1 support • Parallel groups • Sta%on teaching • 1 large group; 1 small group
• Teaming
“The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam
• Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their performance
• Oral feedback is much more effecHve than wrigen • The most powerful feedback is provided from the
student to the teacher
Introduction to Mitosis • Whip around – what do you remember about DNA?
• QuesHoning from 3 pictures
• AnHcipaHon guide – with partner • Read to find out and provide evidence for your answer
• Sort and predict – groups of 3
• With Ken Asano, Centennial
Before A_er
cancer duplicate cell cycle daughter cells cytokinesis nucleus interphase proteins mitosis divide replicaHon replace spindle fibres funcHon for survival separate
What’s The QuesHon?
If this is the answer, then what’s the quesHon A: Mr T
(Q: Who is da’ man?)
What’s The QuesHon?
• If this is the answer, then what’s the quesHon.. A. For 5.0 s
Q.__________________________________
What’s The QuesHon?
• If this is the answer, then what’s the quesHon.. A. 0m
Q.__________________________________
What’s The QuesHon?
• If this is the answer, then what’s the quesHon.. A. Jogger A
Q.__________________________________