Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.

1. Collaboration Counts!
Teaching to Diversity: It’s All
about Thinking
Crosscurrents
Conference
March
2nd,
2012
Faye
Brownlie
www.slideshare.net

2. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

3. 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

4. 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

5. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

6. Open-Ended Learning Strategies
• Connect
• Process
• Transform
and
personalize

7. Teach Content to All
Learning in Safe Schools - Brownlie, King"

8. Assessment for Learning
• Learning
inten;ons
• Criteria
• Descrip;ve
feedback
• Ques;oning
• Peer
and
self
assessment
• Ownership

9. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
s;ll
for
them.”
-­‐
S;ggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
ques;ons
to
show
evidence
of
learning

10. 4.
Descrip+ve
Feedback
Timely,
relevant
descrip;ve
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

11. Questioning through Pictures

12. Joni
Chui,
Aliisa
Sarte,
Port
Moody
Secondary
• I
used
this
ac;vity
as
an
introduc;on
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
ac;vity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.
Let’s
try
it….

13. Earthquakes
• You
may
ask
ques;ons
out
loud.
• You
may
NOT
ANSWER
any
ques;ons.
EVEN
IF
YOU
KNOW
THE
ANSWER!!!!
• All
ques;ons
should
start
with
“I
wonder”…

17. Example
2
Nerves
–
Biology
12

21. What
We
Found:
• Every
student
could
contribute.
There
is
no
risk
in
asking
a
ques;on
that
no
one
is
supposed
to
answer.
• Students
remembered
a
lot
of
previous
informa;on.
• When
moving
on
to
the
lesson,
they
actually
cared
about
the
material!!!
• The
ques;ons
that
they
asked
were
ohen
very
good
and
related
to
the
content
that
I
was
subsequently
teaching.

22. Grade 9 Science – Starleigh Grass &
Mindy Casselman
Electricity
• The
Challenge:
• Many
of
the
students
are
disengaged
and
dislike
‘book
learning’.
They
acquire
more
knowledge,
concept
and
skill
when
they
are
ac;ve,
collabora;ve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.

23. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?

24. • Individually,
brainstorm
what
you
can
recall
about
the
characteris;cs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
deriva;ons,
label
an
atom…)
• Exit
slip:
2
characteris;cs
you
want
to
remember
about
atoms.

25. The
Atom
• All
majer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
nega;ve
and
posi;ve
charges.
• Electrons
have
a
nega;ve
charge;
protons
have
a
posi;ve
charge.
• Protons
and
neutrons
are
located
at
the
centre
of
the
atom,
in
the
nucleus.
• Electrons
orbit
around
the
outside
of
the
nucleus,
in
energy
“shells.”
• An
object
can
be
nega;vely
or
posi;vely
charged,
depending
on
the
ra;o
of
protons
and
neutrons.

26. Common
Text-­‐Choice
Response
• K-­‐4
class
• Goal:
teach
how
to
‘show
what
you
know’
–
a
form
of
response
–
to
a
mul;-­‐age
class
• Structure:
group
lesson,
differen;ated
response
–
;me
for
1:1

27. The
Plan
• Background
knowledge:
what
do
you
know?
• New
informa;on:
read
text
• Response:
discuss
op;ons
• New
informa;on:
model
web
• Meet
with
EACH
student
-­‐acknowledge
what
is
working
-­‐extend
the
thinking/response
•
Plan
for
‘what’s
next’?

42. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wri;ng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– Descrip;on
– Imagina;on
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

43. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wri;ng?
• Build
on
one
another’s
thinking
• View
4
pictures

47. • Eagle
Dreams
-­‐
Wri8en
by
Sheryl
McFarlane
;
Illustra+ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

48. • Task:
a
piece
of
wri;ng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
un;l
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wri;ng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wri;ng

49. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emo;on
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

50. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Aher
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

51. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
;me
to
eat
a
dinner
say
mother
say
…

52. • Kids
can
add/edit/con;nue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
iden;fy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Aher
repeated
prac;ce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
con;nuous,
personal,
;mely,
focused

53. Resources
• Grand
ConversaEons,
ThoughFul
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
–
collaboraEng
to
support
all
learners
(in
English,
Social
Studies
and
HumaniEes)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collaboraEng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
InstrucEon
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press