Bulkely valley nov general session 2013

Current and Effective
Strategies across the grades
and across the curriculum

Bulkley
Valley

November
23rd,
AM,
2013

Faye
Brownlie

www.slideshare.net

Learning Intentions
• 

I
can
design
lesson
sequences
using

the
principles
of
universal
design
for

learning
and
backwards
design
to

support
all
learners.

• 
I
have
a
plan
to
work
with
others
–
or

another.

•  I
have
a
plan
to
try
something
that
is
new
to

me.

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

Choose a lesson
•  Think
of
all
the
users
at
the
point
of
design.

•  Who
mighty
not
be
able
to
do
this?

•  Think
of
the
goal,
not
the
acHvity/method.

•  Accessibility
not
accommodaHon.

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

According
to
teachers,
what
worked
in
CR4YR

2012-‐13?

For
students
who
showed
major
gains,
what
worked
was:

•  1:1
support
(this
didn’t
necessarily
mean
pull
out)

•  feeling
safe
and
supported;
relaHonships

•  choice/personalizaHon
(kids
who
struggled
the
most
oXen

had
the
least
amount
of
choice)

•  A
focus
on
purpose
and
meaning

Sharon
Jeroski,
August
2013

sjeroski@shaw.ca

“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
wriden

•  The
most
powerful
feedback
is
provided
from
the

student
to
the
teacher

Background
knowledge
has
a
greater
impact
on

being
able
to
read
a
text
than
anything
else.

-‐Doug
Fisher,
Richard
Allington

Background Knowledge
Close Reading
Think Aloud
inquiry
How do animals adapt?

Why is this adaptation the best?
•  Examine
the
pictures,
the
capHons
and
the

graphics,
the
text

•  Look
for
what
strikes
you,
what
jumps
out
as

unique
and/or
important
to
remember

•  Place
3
post-‐it
notes
on
3
diﬀerent
points
that

support
your
inquiry/argument

•  Come
to
the
circle
to
start
the
conversaHon

with
the
informaHon
behind
the
post-‐it
notes

Bulkely valley nov general session 2013

The 10
A Scholastic Series for Inquiry
Editor: Jeff Wilhelm
•  100
Htles
grades
6-‐10

•  50
Htles
grades
4-‐8

Smartest Adaptations in Nature
-Scholastic

Teresa Monkman, Mary Neto, Tina
Sikkes, Kristy Bachman
• 
• 
• 
• 

UDL

Personal
connecHons

Big
ideas

Moving
from
a
lesson
to
a
unit

Learning
IntenHons

1.  To
connect
to
Canadian
Heroes
–

why
are
they
heroes?

2.  To
idenHfy
qualiHes
that
represent

good
character

While
looking
at
the
images
think
about
this
EssenHal
QuesHon
–

Why
are
these
men
considered
Canadian
heroes?

WHAT?

(things
you
see
in
the
pictures)

1.

2.

So
What?

(what
these
things
make
you
wonder)

Carousel
AcHvity

AXer
watching
the
video
clips,
you
will
be
put
in
a
team
that

rotates
to
each
chart
to
provide
examples
of
how
Terry
Fox
and

Rick
Hansen
have
demonstrated
the
quality
characterisHcs
we

idenHﬁed
in
our
SPIRIT
poster.

Strong-‐heart
(caring
/
empathy)

Perseverance
(working
hard
/
determinaHon)

Integrity
(trustworthiness
/
truthfulness
/
honesty)

Respect
(admiraHon
/
high
opinion)

InspiraHon
(moHvaHon
/
encouragement)

Teamwork
(cooperaHon
/
collaboraHon
/
joint
eﬀort)

Name: __________________

Choose four of the six traits from the SPIRIT poster and provide examples of how
you have portrayed these character traits.

One way in which I plan to demonstrate a quality character trait over the next week ---__________________________________________________________________

Perseverance:

persistence in doing something
despite difficulty or delay in achieving success
(Oxford English Dictionary)

Learning Intentions:

1. I will show a deep connection to and understanding
of a variety of complex texts that address the theme of
Perseverance.
2. I will understand that perseverance is a personal
quality that changes people’s lives.

Assignment: You will produce an open-ended project
based or inspired by a variety of complex texts. You
will demonstrate your deep connection to, and
understanding and analysis of the following texts.

Your project will be based on the following texts:

1.

Film:

2.

Poetry:

3.

Children’s Book:

4.

Fictional Texts:

5.

Nonfiction Articles:

6.

Primary Resource:

Barb Turney
• 
• 
• 
• 

Universal
Design
for
Learning

Inquiry

Deep
thinking

Personal
connecHons

With
Universal
Design
In
Mind

What
was
the
impact
of
residen2al
schools
on
Aboriginal
culture?

CONNECTING

What
ques2ons
do
you
have?

What
do
you
no2ce?

?

What
are
you
wondering?

Processing
Literature
Circles

• What
opened
your
eyes?

• What
touched
your
heart?

• What
made
you
think
more
deeply
or

diﬀerently?

• Journaling
&
Reﬂec2ng

Transforming

Phrases
and
words
were
used
to
describe
the

impact
of
Residen2al
Schools
on
the
person.

Shared Reading Lesson
Picture Book Strategy Lesson

Gr 3
Joni Cunningham, Richmond
• 
• 
• 
• 
• 

Building
vocabulary
from
pictures

Establishing
ﬁcHon/non-‐ﬁcHon

PredicHng

Directed
drawing

WriHng
to
retell
and
connect

The Swaps
Who

Give
away

Want

scarecrow

hat

walking
sHck

badger

walking
sHck

ribbon

crow

Will Barrow’s gr. 6 Math and
Language Arts, Prince Rupert
•  Math

–  Solving
problems
with
large
numbers.

–  I
can
solve
problems
with
large
numbers

•  Language
Arts

–  Readers
are
aware
of
and
use
strategies
when
reading

for
understanding.

–  I
can
idenHfy
my
reading
strategies.

–  I
can
use
quesHoning
and
summarizing
to
understand

and
remember
big
ideas
as
I
read.

• 
• 
• 
• 
• 
• 
• 
• 
• 

Write
down
these
digits:

A/B

Jujube
problem

Work
to
solve
the
problem

Report
out
on
the
strategies
you
used

Share

Local
newspaper
arHcle

Circle
numbers

Design
a
problem

•  Mr.
Barrow
gave
Ms
Brownlie
half
of
his

jujubes.

She
ate
½
of
the
jujubes
and
gave
the

rest
to
Mr.
K.

He
kept
8
of
the
juubes
and
gave

the
last
10
to
Mrs
Jones.

How
many
jujubes

did
Mr
Barrow
eat?

•  A/B
partners

•  What
strategies
do
good
readers
use?

•  Specks
in
Space
–
1
min.

Post-‐it
note
–
what

do
you
know?

Placed
on
whiteboard.

•  A/B
modeling

•  A
reads,
B
quesHons
a
couple
of
?

Students

watched.

•  Choose
one
secHon.

A/B
read,?,
summarize.

Specks in Space
Reading & Responding, 6
Besides
the
planets
and
their
moons,
billions
of

other
objects
whirl
around
the
sun.

Most
are

Hny
parHcles
of
dust,
but
there
are
also
lumps

of
rock
of
every
shape
and
many
sizes,
up
to

one
with
a
diameter
greater
than
that
of
the

BriHsh
Isles.

Giant
‘snowballs’
several
km

across
also
speed
around
the
solar
system.

From
Hme
to
Hme,
scraps
of
‘space
junk’
fall
to

Earth.

Some
hold
fascinaHng
clues
to
how
the

solar
system
started.

Asteroids

In
the
late
1700s,
astronomers
noHced
that
the

orbits
of
the
planets
seemed
to
be
spaced
out
in

a
deﬁnite
padern.

But
with
one
excepHon:

a

great
gap
yawned
between
the
orbits
of
the

planets
Mars
and
Jupiter.

Astronomers
suggested

that
somewhere
in
this
gap
revolved
an

undiscovered
planet.

In
1801
the
Italian

astronomer,
Giuseppe
Piazzi,
discovered
Ceres,
a

‘mini-‐planet’
only
1000
km
across.

Ceres
is
far

smaller
than
any
of
the
nine
major
planets.

The
more
the
student
becomes
the

teacher
and
the
more
the
teacher

becomes
the
learner,
then
the

more
successful
are
the
outcomes.

-‐John
Hate

Shirley White and Jana Fox
•  Guiding
quesHons

•  Backward
design

•  Self-‐regulaHon

Guiding
QuesHons

Backward
By
Design

•  Science
8
Cells
&
Systems
Unit

•  Introduced
Self-‐RegulaHon
through
the

scienHﬁc
method
and
the
guiding
quesHon

•  Final
project
based

on
the
guiding

quesHon

•  Gradual
Release

–  Modeled
all
the

skills
required
for

the
project
through

our
invesHgaHon
of

cells,
systems
and

self-‐regulaHon.

To
be
conHnued…

ConHnuing
to
answer
the
guiding
quesHon:
how

to
funcHon
to
the
best
of
my
ability?

–  Exploring
strategies
for
self-‐regulaHons

Jo-Anne Goble
•  Assessment
for
learning

•  Self
regulaHon

•  Owning
the
learning

Learning
intenHons

Quick identification
of skills/outcomes
at beginning of
lesson

Intentions

Descriptive feedback

Prior
knowledge

Learning
intentions

feedback

Student
quesHon

Evidence
of

learning

What
does
it

mean?

Notes
From
Previous
lesson

Intentions :
• 

• 

compare
adaptations
(physical/
behavioural
think deeply

•  What’s
your
plan?

•  Who
will
you
work
with?

•  How
will
you
know
that
what
you
have
done
is

making
a
diﬀerence?

Bulkely valley nov general session 2013

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Bulkely valley nov general session 2013