This document provides an overview of 21st century learning approaches including differentiated instruction and changing assessment practices. It discusses differentiated instruction in terms of content, process, product, and learning environment. Assessment for learning and increasing student choice and ownership are emphasized. Specific strategies are proposed like universal design for learning, backwards design, open-ended teaching, workshop models, inquiry learning, and using feedback to build agency. The importance of individualized feedback and designing lesson sequences with formative assessments is highlighted. Examples are given of strategies like hot seating, critical literacy analysis, and setting learning goals and intentions.
2. Learning Intentions:
• I
have
an
enhanced
understanding
of
what
differen=ated
instruc=on
is
AND
how
to
do
it
• I
have
2
more
assessment
for
learning
strategies
to
use
immediately
• I
can
iden=fy
effec=ve
teaching
prac=ces
in
MY
prac=ce
• I
have
a
plan
to
increase
the
choice
and
ownership
students
have
in
my
class
3. Differentiated Instruction
…is
a
process
to
teaching
and
learning
for
students
of
different
abili=es
in
the
same
class.
(NCAC
–
Na=onal
Centre
on
Accessing
the
General
Curriculum)
The
intent
is
to
maximize
each
student’s
growth
and
individual
success
by
mee=ng
each
student
where
he
or
she
is...rather
than
expec=ng
students
to
modify
themselves
for
the
curriculum.”
(Hall,
2002)
5. Differentiated Instruction
An
approach
to
teaching
and
learning
that
gives
students
mul=ple
op=ons:
-‐
for
taking
in
informa=on
-‐
for
making
sense
of
ideas
-‐
for
presen=ng
ideas
-‐
for
being
evaluated
on
their
learning
6. Some Key Understandings:
• Access
to
the
content
• Present
learning
goals,
learning
inten=ons
• Focus
on
concepts
and
principles
• Use
flexible
groups
• Use
on-‐going
assessment
(assessment
FOR
learning)
8. 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
9. 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
14. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People
Search
–
12
boxes
• Students
made
notes
for
each
ques=on
• Coached
and
listened
to
see
if
there
were
any
challenging
areas
• 2
ques=ons
were
most
challenging
• Melanie
explained
her
‘answer’
to
each,
using
a
=meline
and
associa=ons
• 2
addi=onal
areas
to
study
– With
a
concept
map
– With
a
chart
15. Canada
in
the
1930’s
People
Search
Find
someone
who:
…can
describe
3
differences
between
life
in
the
city
and
life
in
rural
Canada
during
the
Great
Depression
…can
paint
a
vivid
picture
with
words
of
relief
camps
…can
tell
the
story
of
the
beginning
of
the
labour
movement
in
Canada
…understands
the
difference
between
totalitarism,
socialism,
communism,
and
fascism
in
the
1930’s
16. You’re
born
with
what
you
got…
and
that’s
that!
It’s
fixed......or…
17. Your
brain
is
like
a
muscle.
It
can
grow…and
will
with
prac=ce
18. Do
your
students
receive
individual
feedback
from
you
in
every
class?
19. Powerful
feedback
to
build
a
sense
of
agency
• What
do
you
know
how
to
do?
• Where
are
you
geeng
stuck?
• How
does
that
connect
to
what
we
did
yesterday?
Or….?
• What
do
you
remember
about…?
• Brifany
Stockley,
Centennial
20. • What
angle
(between
0
and
360)
– is
in
the
second
quadrant
and
a
sine
=
0.23?
21. • What
angle
(between
0
and
360)
– is
in
the
second
quadrant
and
a
sine
=
0.23?
– Sketch
the
quadrants
and
tell
me
what
you
know.
– Which
is
the
second
quadrant?
– What
do
you
know
about
the
second
quadrant?
– What
do
you
know
about
sine?
23. Hot Seat
The Outsiders – gr.8 with Brent Spencer
The Glass Castle – gr.12 with Amy Stevenson
• Students
choose
a
role
• May
generate
ques=ons
in
advance
that
‘could’
be
asked
of
them
• Begin
with
teacher
as
moderator
• Audience
of
the
class
poses
ques=ons
to
the
panel;
can
interview
in
role
• Quick
write
between
groups
24. The Outsiders – S. E. Hinton
• Three
ques=ons
for
quick
writes:
– What
is
the
big
deal
about
the
Greasers?
– Do
the
Greasers
feel
more
than
the
Socs?
– What
will
your
character
be
doing
in
10
years
=me?
25.
26.
27.
28. Critical Literacy with Amy
Stevenson, gr. 12
The Glass Castle – Jeannette Walls
• Analyzing
habits
of
thinking,
reading,
wri=ng,
speaking
• Understanding
social
contexts
and
consequences
• Deep
meaning
• Applying
deep
meaning
to
self
29. Goal: begin an exploration with
critical analysis/critical literacy
• Set
a
scene
• Personalize
this
scene
and
sketch
• Write
2
minutes
in
response
to
your
sketch
–
feeling,
ac=on
• Pass
your
paper.
2nd
student
reads
and
responds/
adds
on
–
2
minutes
• Repeat
2
more
=mes
• Read
your
own
paper,
others
responses,
and
discuss
–
5-‐10
minutes
30.
31.
32.
33.
34. K – Building Connections/Response
to Reading
• Prac=ce
making
connec=ons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connec=ons
• Students
show
their
connec=ons
by
drawing
and
wri=ng
• with
Jessica
Chan,
Burnaby
41. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15
minutes
–
work
on
unit
review
ques=ons
with
a
partner
• Inside/outside
circle
–
5
ques=ons
• Partner
A
explains,
B
listens,
refines,
ques=ons
• Outside
circle,
move
2
chairs,
then
Partner
A
explains,
etc.
• Teachers
listen/coach
for
class
confusion
• Model
process
for
solu=on
for
the
challenging
ques=on
for
the
class
• Students
reflect:
what
I
need
to
remember
42.
43.
44.
45. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• Ques=oning
from
3
pictures
• An=cipa=on
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial
51. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replica=on
replace
spindle
fibres
func=on
for
survival
separate
52.
53.
54.
55.
56.
57. • Brownlie,
Fullerton,
Schnellert
–
It’s
All
about
Thinking
–
CollaboraHng
to
support
all
learners
in
Math
&
Science,
2011
• Brownlie,
Schnellert
–
It’s
All
about
Thinking
–
CollaboraHng
to
support
all
learners
in
English
&
HumaniHes,
2009
• Brownlie,
Feniak,
Schnellert
-‐
Student
Diversity,
2nd
ed.,
Pembroke
Pub.,
2006
• Brownlie,
Jeroski
–
Reading
and
Responding,
grades
4-‐6,
2nd
edi=on,
Nelson,
2006
• Brownlie
-‐
Grand
ConversaHons,
Portage
and
Main
Press,
2005
• Brownlie,Feniak,
McCarthy
-‐
InstrucHon
and
Assessment
of
ESL
Learners,
Portage
and
Main
Press,
2004
• Brownlie,
King
-‐
Learning
in
Safe
Schools
–
CreaHng
classrooms
where
all
students
belong,
2nd
ed,
Pembroke
Publishers,
2011
58. Planning
What
are
you
going
to
try
ASAP?
Who
will
help
you?
Be
prepared
to
tell
others
about
it
