1. Teaching
that
Makes
a
Difference
May
9,
2011
Stu-­‐Ate
Secondary
School
Faye
Brownlie

2. Learning
IntenCons
• I
understand
the
power
of
collaboraCon
in
improving
student
learning.
• I
can
idenCfy
‘quality
teaching’
and
explain
what
aspects
of
it
make
a
difference
in
inclusive
classes.
• I
can
find
more
ways
to
embed
assessment
for
learning
into
my
pracCce.
• I
have
a
plan
to
try
something
new
to
me.

3. How
the
world’
best
performing
school
systems
come
out
on
top
–
Sept.
2007,
McKinsey
&
Co.
1. GeVng
the
right
people
to
become
teachers
2. Developing
them
into
effecCve
instructors
3. Ensuring
that
the
system
is
able
to
deliver
the
best
possible
instrucCon
for
every
child

4. McKinsey
Report,
2007
• The
top-­‐performing
school
systems
recognise
that
the
only
way
to
improve
outcomes
is
to
improve
instrucCon:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interacCon.

5. How
the
world’s
most
improved
school
systems
keep
geVng
be[er
–
McKinsey,
2010
Three
changes
collaboraCve
pracCce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracCce
public
and
the
enCre
teaching
populaCon
sharing
responsibility
for
student
learning.
2. Focus
shied
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucCon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

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

7. Universal Design for Learning
MulCple
means:
-­‐to
tap
into
background
knowledge,
to
acCvate
prior
knowledge,
to
increase
engagement
and
moCvaCon
-­‐to
acquire
the
informaCon
and
knowledge
to
process
new
ideas
and
informaCon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

8. 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

9. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaCve
learning
• Literature
circles
and
informaCon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

10. Assessment
OF
Learning
Purpose:
reporCng
out,
summaCve
assessment,
measuring
learning
Audience:
parents
and
public
Timing:
end
Form:
le[er
grades,
rank
order,
percentage
scores

11. Assessment
FOR
Learning
Purpose:
guide
instrucCon,
improve
learning
Audience:
teacher
and
student
Timing:
at
the
beginning,
day
by
day,
minute
by
minute
Form:
descripCve
feedback

13. The
Six
Big
AFL
Strategies
1.
IntenCons
2.
Criteria
3.
DescripCve
feedback
4.
QuesCons
5.
Self
and
peer
assessment
6.
Ownership

14. Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

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

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

17. Benne[,
2007

18. Collaborative Skills
Social Skills: taking turns, equal voice, calm voice,
politeness, appreciation statements, waiting your
turn, encouraging others
Communication Skills: attentive listening,
paraphrasing, seeking clarification, accepting and
extending the ideas of others, probing
Critical Thinking Skills: suspending judgment,
examining both sides of an issue, considering all
factors, disagreeing agreeably

19. The teeter totter
kids curriculum
kids

20. Essential Lesson Components
• EssenCal
quesCon/learning
intenCon/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• DifferenCaCon
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

21. QuesConing
–
gr.
2/3
Goal:
creaCng
real
quesCons,
using
quesCons
to
link
background
knowledge
with
new
informaCon,
create
curiosity
• Present
an
image.
• Aer
each
image,
ask
students
to
pose
quesCons
about
the
image
and
to
resist
the
urge
to
answer
someone
else’s
quesCon.
• Repeat
with
3-­‐4
images.

25. Salmon
Creek
–
Anne[e
LeBox
&
Karen
Reczuch
2002,
Douglas
&
McIntyre

26. Questioning – Joni Tsui
• IntroducCon
to
earthquakes
in
geology
12.
• Students
have
all
seen
earthquakes
in
previous
classes
(some
more
than
others).
• We
completed
the
acCvity
and
I
made
sure
every
student
in
class
wondered
at
least
one
thing.

30. Questioning
• Math
• Closed
vs
open

31. • 1
+
4
=
• 2
+
3
=
• 4
+
1
=
• 0
+
5
=

32. How can you show your
number for our number
book?

35. Questioning
• Who
is
answering
your
quesCons?
• Who
is
asking
the
quesCons?

36. Math Centres – gr. 1/2
Michelle Hikada, Tait
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
pa[erns
with
different
materials
(pracCce)
• 1
making
pa[erns
with
sCckers
(pracCce)
• 1
graphing
in
partners
(pracCce)

37. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
quesCons
about
your
graph.
• Make
another
graph
with
a
different
material.

40. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?
• What
thinking
skills
do
you
use?
It’s
all
about
thinking
in
math
&
science
–
Brownlie,
Fullerton,
Schnellert

41. Critical thinking & Problem-Solving
• How
much
forest
must
be
removed
to
create
a
4-­‐lane
highway
15
km
long?
• How
can
you
figure
it
out?