2 frameworks and 3 strategy sets for humanities, social studies and english classes, grades 5-12. Focus on inclusion and differentiation in a thoughtful classroom.
Salient Features of India constitution especially power and functions
Burnaby Int.Sec (Nov 09)- It's All about Thinking
1. It’s All about Thinking –
Intermediate/Secondary
English, Humanities, Social Studies
Learning to Play, Playing to Learn
Burnaby Focus Day
at Byrne Creek Secondary
Nov. 23, 2009
Faye Brownlie
3. Universal Design for Learning
Multiple means:
-to tap into background knowledge, to
activate prior knowledge, to increase
engagement and motivation
-to acquire the information and knowledge to
process new ideas and information
-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. How can I introduce a variety of
novels to my students in a way
that encourages them to read
thoughtfully and deeply, using
more independently, the strategies
I have been teaching in my class
novel?
How can I help my students attend
to the import of setting and
character at the beginning of a
novel – yet still WANT to read?
6. Students need:
• strategies to hook them into
reading
• multiple ways into the books
• an opportunity to apply the
strategies you have been teaching
• opportunities to talk with others
about their thinking about their
reading
• time to read independently
7. The Plan
• Distribute 5-6 different first pages
• Have students read the page
• Students sketch what they ‘see’ on the
page
• Students circle powerful words
• Students ask questions around the text
• Students meet with others reading the
same page and compare their notes
• Students meet with others not reading the
same page and compare their notes
• Students read independently, in the novel
of their choosing
8. Novels used in this session
• Family Matters – Rohinton Mistry
• Falling – Anne Simpson
• Half of a Yellow Sun –
Chimamanda Adichie
• Bifocal – Deborah Ellis & Eric
Walters
• Crank – Ellen Hopkins
9. How can I help my students see
geography as an opportunity to
problem solve, to address the
impact of geographical features
on people’s lives…? Catriona
Misfeldt, It’s All about Thinking
10. Essential Questions
W hat stories do these data or
this chart, graph, or map tell?
Whose stories are they?
W hat data are the most
revealing and representative of
the quality of life?
Catriona Misfeldt, It’s All about
Thinking
11. The Plan:
• Co-create criteria for measuring
quality of human life
• Model how to underline phrases that
might affect the quality of a life
• Students read and underline phrases
from 2 different case studies
• Students record + and – factors
affecting life
• Exit slip – definition of a good life
12. Emma
“I hate you. You’re such an idiot!” The back
door slammed loudly. Emma opened her
eyes quickly and pulled up her soft
comforter. Her heart was beating fast, and
she had a knot in her stomach. It was her
older sister who had yelled and slammed
the door.
“Lazy head, out of bed!” her father
shouted from the bottom of the stairs.
13. Heavy footsteps moved quickly though the
house and then the front door opened and
slammed shut. The car started and with a
screech pulled away. Dad must be late for
work. He often seemed angry now. Emma
remembered happier times when he helped
her with her homework and they would go to
basketball games together. She wondered if
it would every be like that again.
Caring for Young People’s Rights – Roland Case
14. Jose
Turning over on the woven sleeping mat, Jose bumped
into his younger brother. He could see the early
morning light through the cracks in the stick wall of his
family’s home. The sticks broke easily but were a type
of wood that the termites wouldn’t eat.
Jose could hear his mother feeding the chickens in
the yard outside. Gently raising the thin bed sheet that
kept the bugs off at night, Jose sat up and climbed
over Salvador and his tiny sister Rosita. Careful not to
wake them, he replaced the sheet and stepped on to
the dirt floor.
Caring for Young People’s Rights – Roland Case
15. Learning Intention:
I can understand the
concept of a global village
• Anticipation guide on If the World
Were a Village
• Predictions about statistical
indicators
• Discuss the concept of global
village
• Quick write – the big ideas of a
global village; connection to
qualities of life indicators
16. Anticipation Guide
Before Reading After Reading
The world’s population is
about 6.2 billion people.
Spanish is the most
widely spoken language
in the world.
25% of the world’s
people do not have easy
access to clean drinking
water.
17. Predictions
• About the world’s nationalities?
• About schooling/literacy throughout the
world?
• About electricity consumption throughout
the world?
18. Quick Write Samples
• I understand global village to be an
understanding of what is happening in the
world and to accept that everyone is
different. Also understanding that some
places don’t have enough of something
like food and water and live in poverty.
– Alan
19. • My definition of a global village is that it’s a
metaphor showing the ways of the world.
It is a way people can define and see
races and cultures as it we were all in one
village.
– Terri
20. Resources
• It’s All about Thinking – Collaborating to
Support All Learners – Brownlie and
Schnellert, 2009
• If the World Were a Village – Smith, 2002
