2. Engagement
• Schlechty:
high
aCenDon
and
commitment
–
task
or
acDvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-‐regulaDon;
calmly
focused
and
alert
• Brownlie
and
Schnellert
–
voice
and
choice
3. Highly Engaged Class
Source:
Schlechty
Center
for
Leadership
in
School
Reform.
(2006).
Accessed
online
at
h"p://media.wiley.com/product_data/excerpt/55/07879616/0787961655.pdf.
Accessed
November,
2010.
4. Stuart Shanker:
stages of arousal
InhibiDon
asleep
drowsy
hypoalert
calmly
focused
and
alert
***
hyperalert
flooded
AcDvaDon
5. The
Progress
Principle:
Using
Small
Wins
to
Ignite
Joy,
Engagement,
and
CreaDvity
at
Work
–
Amabile
&
Kramer
• Analyzed
238
electronic
daily
diaries
from
people
doing
innovaDve
work
in
7
companies
• What
was
the
#1
source
of
engagement?
6. #1
source
of
engagement
• Making
progress
on
a
task
that
day,
no
maCer
how
trivial
7. Causes
of
disengagement
• Micro-‐management
or
a
lack
of
autonomy
• Failure
of
management
to
communicate
clear
goals
8. BC Learning Principles
• Learning
requires
the
acDve
parDcipaDon
of
the
learner
• People
learn
in
a
variety
of
ways
and
at
different
rates
• Learning
is
both
an
individual
and
a
group
process
• Ministry
of
EducaDon
10. Universal Design for Learning
MulDple
means:
-‐to
tap
into
background
knowledge,
to
acDvate
prior
knowledge,
to
increase
engagement
and
moDvaDon
-‐to
acquire
the
informaDon
and
knowledge
to
process
new
ideas
and
informaDon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
11. 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
12.
Open-ended teaching
Assessment for learning
& gradual release
Workshop & Cooperative Inquiry learning
learning
Differentiation & MI
Literature and
information
circles
13. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
14. Assessment for Learning
Purpose
Guide
learning,
inform
instrucDon
Audience
Teachers
and
students
Timing
On-‐going,
minute
by
minute,
day
by
day
Form
DescripDve
Feedback
¶what’s
working?
•what’s
not?
•what’s
next?
Black
&
Wiliam,
1998
Hake
&
Timperley,
2007
15. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sDll
for
them.”
-‐
SDggins
-‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesDons
to
show
evidence
of
learning
16. 4.
Descrip+ve
Feedback
Timely,
relevant
descripDve
feedback
contributes
most
powerfully
to
student
learning!
5. Self & Peer Assessment
Involve
learners
more
in
self
&
peer
assessment
6. Ownership
Have
students
communicate
their
learning
with
others
17. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
28. Goal:
Learning
IntenDons,
self
assessment
Kate
Giffin,
Queen
Alexandra,
gr.
4/5
Learning
Quiz
Mastery
Prac+ce
on
Assistance
Where
I
get
Inten+on
my
own
please!
stuck…
I
can
create
equivalent
fracDons.
I
can
reduce
a
fracDon
to
its
lowest
terms.
29. Math
Centres
–
gr.
1/2
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paCerns
with
different
materials
(pracDce)
• 1
making
paCerns
with
sDckers
(pracDce)
• 1
graphing
in
partners
(pracDce)
30. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
quesDons
about
your
graph.
• Make
another
graph
with
a
different
material.
31.
32.
33. Goal: develop and apply mathematical
language
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?
34.
35.
36. Inuit
Study
• Now
try
the
same
strategy
with
content.
• Back
to
back
drawing.
• Ater
each
sketch,
check
out
the
image
and
write
a
one
sentence
synthesis
of
what
is
important
–
or
generate
5-‐8
key
phrases
describing
the
picture.
• Students
walk
through
the
‘gallery’
and
observe
the
other
pictures
and
statements/phrases.
• Students
web
what
they
now
know.
37.
38.
39. Engaging
All
Learners
–
what
works?
Universal Design for Learning
Backwards Design
• Open-‐ended
teaching
and
gradual
release
• Assessment
for
learning
• Inquiry
• DifferenDaDon
and
mulDple
intelligences
• Literature
and
informaDon
circles
• Workshop
and
cooperaDve
learning
40. Think
Aloud:
Students
need
• A
model
• Guided
pracDce
in
following
the
model
• An
opportunity
to
pracDce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task
41.
42. Sea
OCer
Pup
-‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
boCom
of
the
kelp
forest,
Mother
sea
oCer
searches
for
food.
43. High
above,
her
pup
is
waiDng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
drit
away
while
Mother
is
down
below.
44. He
bobs,
floaDng
on
his
back
in
the
cold
waves,
holding
his
front
paws
and
hind
flippers
above
the
water
to
keep
them
dry.
45. Resources
• Grand
ConversaDons,
ThoughHul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collaboraDng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniDes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraDng
to
support
all
learners
(in
Math
and
Science)
-‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
InstrucDon
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press
