Evening session, building from the frameworks of UDL and BD, K-12, with examples from BC classrooms.

1. Current and Effective
Strategies across the grades
and across the curriculum
Bulkley
Valley
January
16,
2014
Faye
Brownlie
www.slideshare.net

2. 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
conFnue
to
ask
the
quesFons,
”How
is
what
I
am
doing
supporFng
the
learning
of
all
my
students?”
and
“How
do
I
know?”

3. feedback

5. AFL
• Using
informaFon
about
student
achievement/learning
to
adjust
the
subsequent
teaching
• Whole
class
adjustment
• Personalized/differenFated
adjustment

6. “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
effecFve
than
wri^en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

7. You’re
born
with
what
you
got…
and
that’s
that!
It’s
fixed......or…

8. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
pracFce

9. Universal Design for Learning
MulFple
means:
-­‐to
tap
into
background
knowledge,
to
acFvate
prior
knowledge,
to
increase
engagement
and
moFvaFon
-­‐to
acquire
the
informaFon
and
knowledge
to
process
new
ideas
and
informaFon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

10. Features
of
High-­‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opFons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraFve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wri^en
• the
meaningfulness
of
the
acFviFes
•
Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995

11. Essential Lesson Components
•
•
•
•
•
EssenFal
quesFon/learning
intenFon/a
big
idea
Open-­‐ended
strategies:
connect-­‐process-­‐transform
DifferenFaFon
–
choice,
choice,
choice
Assessment
for
learning
Gradual
release
of
responsibility
– Model
– Guided
pracFce
– Independent
pracFce

12. Tara
O’Reilly,
Burnaby
Mountain
Secondary

13. _
_ _ _ _ _
L
M X
A
S
T
O L
_ _
F
U
J
A
C

14. _
_ _ _ _ _
S
E
L
V
X
V
T
N
_ _ _
C
O A
I
B

15. _
_ _ _ _ _
I
E
H
A
H
T
N
_ _ _
CO2
+
PO4
+
H2O
OUT
C
P
I
D
R
S

16. _ _ _ _ _ _ _
F
E E
E
L
D
S
V
_
T
N
C
O
I

17. Things
to
Think
about…
How
are
the
following
pictures
similar?
How
are
the
following
pictures
different?
Is
there
a
common
theme
among
these
pictures?

22. H2SO4

29. NaOH

32. Information Writing – Grade 1/2
with Nicole Cherry, Mundy Road Elementary
Goal:
communicate
informaFon
in
wriFng
What
do
you
know
about
bears?
Chart,
labeled
with
the
4
seasons
Examine
text
cover
and
table
of
contents.
Predict
and
connect
to
‘knowns’.
• Read
Winter
and
write
a
few
sentences.
• Students
fill
in
their
Winter
with
their
choice
informaFon.
• Read
Spring.
Students
fill
in
their
Spring
independently.
•
•
•
•

49. 45 min. – Guided Reading
• Word
work
– Word
families,
words
from
text,
le^ers,
sounds
• Few
sight
words
– Word
games
–
5
minutes
• Strategies
of
good
readers
– Build,
review,
focus
on
one
•
•
•
•
Picture
walk
Read
alone
Read
with
teacher
Choose
another
book
to
read
– From
previous
texts,
shared
texts,
can
reread
• Eyes
on
print
30
minutes/day

50. Michelle Hikada, TL, RT
• I
did
the
guided
reading
groups
as
a
combinaFon
of
my
Resource
and
Library
Fme.
Some
people
may
not
agree
but
I
see
my
role
as
librarian
as
a
literacy
teacher
too
so
I
included
both
guided
reading
and
literature
circles
into
my
role
as
librarian
(I
only
did
15
minute
book
exchanges
so
that
I
could
spend
the
rest
of
my
day
collaboraFng
and
teaching).
Over
the
year,
I
did
guided
reading
in
2
classrooms
(all
year)
and
literature
circles
in
2
classroom
each
for
a
term
(I
followed
your
model
and
worked
with
3
teachers
each
term
so
they
come
to
the
library
twice
a
week.)
You
will
be
excited
that
next
year
4
teachers
have
asked
for
literature
circles
and
for
guided
reading
in
2.
Explicit
reading
instrucFon
is
taking
over
Diefenbaker!!!!
• The
second
class
this
year
got
4
blocks
each
week
starFng
aver
springbreak.
As
a
resource
team,
we
saw
a
few
of
these
students
at
risk
so
we
wanted
to
focus
on
early
intervenFon
for
them.
It
paid
off
because
all
of
our
grade
ones
are
readers!!!

51. Teresa Fayant
K
Stzuminus First Nation

60. Art 9/10
with Sheri Tompkins, Heritage Woods
• Teacher
Modelling
• Students
have
‘ Talking
about
Art’
sheet.
• Teacher
presents
a
piece
of
her
art,
using
‘Talking
about
Art’
sheet
as
her
guide
and
adding
her
own
ideas.
• T
turns
her
back;
students
discuss
and
record.
• T
writes
down
what
is
said
on
her
paper.

61. Art 9/10
with Sheri Tompkins, Heritage Woods
• Working
together
• Student
chooses
one
piece
of
his
art
for
feedback
• Student
self-­‐assesses,
presents
his
piece
to
his
group
(of
4
or
5),
others
observe
silently,
student
adds
his
comments.
• Student
turns
his
back.
Group
members
discuss
the
art
work,
using
the
criteria
sheet.
No
judgment,
likes
or
dislikes.
Student
records
the
remarks.

62. • Students
summarizes
his
feedback
and
others
with
– 2
aspects
I
want
you
to
noFce
– 1
aspect
for
feedback
• The
art
work,
the
self-­‐assessment
and
the
summary
are
handed
in
to
the
teacher.
• Teacher
responds,
following
the
summary
of
the
student
direcFon.

67. QuesFons
Focus
on
what
you
see
and
what
you
feel.
Give
first
impressions.
Give
gut
reacFons.
Make
guesses.
#1
What
stands
out
the
most
when
you
first
see
the
work?
The
(subject,
object,
element,
area)
that
stands
out
the
most
is__________________
#2
Explain
the
reason
you
noFce
the
thing
you
menFon
in
#1.
The
(object,
subject,
element,
area)
stands
out
because_____________________
#3
As
you
keep
looking,
what
else
seems
important
or
stands
out?
The
other
part(s)
that
seem
important
or
that
stand
out
is/
are__________________
#4
Why
does
the
thing
you
menFon
in
#3
seem
important?
These/this
other
part(s)
stand
out
or
seem
important
because
________________
…
#13
…