This PowerPoint helps students to consider the concept of infinity.
Praire rosesept2012
1. Effective Teaching Strategies
to Engage Students
Prairie
Rose
School
Division
September
14th,
2012
Faye
Brownlie
Slideshare.net
2. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
3. Universal Design for Learning
MulBple
means:
-‐to
tap
into
background
knowledge,
to
acBvate
prior
knowledge,
to
increase
engagement
and
moBvaBon
-‐to
acquire
the
informaBon
and
knowledge
to
process
new
ideas
and
informaBon
-‐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. Approaches
• Assessment
for
learning
• Open-‐ended
strategies
• Gradual
release
of
responsibility
• CooperaBve
learning
• Literature
circles
and
informaBon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
10. What
makes
a
difference
for
adolescent
learners?
–
Reading
Next,
2004
1. Direct,
explicit
comprehension
instrucBon
2. EffecBve
instrucBonal
principles
embedded
in
content
11. Think
Aloud:
Students
need
• A
model
• Guided
pracBce
in
following
the
model
• An
opportunity
to
pracBce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task
13. Sea
O]er
Pup
-‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
bo]om
of
the
kelp
forest,
Mother
sea
o]er
searches
for
food.
14. High
above,
her
pup
is
waiBng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
dria
away
while
Mother
is
down
below.
15. Sarah
says
that
when
she
babysits,
she
earns
$5
an
hour
plus
a
flat
rate
of
$10
to
feed
the
children
dinner.
How
can
you
represent
relaBon
this
in
an
equaBon?
Sarah
earned
$45
for
babysieng
on
Saturday.
How
many
hours
did
she
work?
How
did
you
figure
it
out?
16. 3. MoBvaBon
and
self-‐directed
learning
4. Text-‐based
collaboraBve
learning
17. 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
acBve,
collaboraBve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science),
2011.
18. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?
19. • Individually,
brainstorm
what
you
can
recall
about
the
characterisBcs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
derivaBons,
label
an
atom…)
• Exit
slip:
2
characterisBcs
you
want
to
remember
about
atoms.
20. The
Atom
• All
ma]er
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
negaBve
and
posiBve
charges.
• Electrons
have
a
negaBve
charge;
protons
have
a
posiBve
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
negaBvely
or
posiBvely
charged,
depending
on
the
raBo
of
protons
and
neutrons.
24. “Every
Child,
Every
Day”
–
Richard
Allington
and
Rachael
Gabriel
In
EducaBonal
Leadership,
March
2012
6
elements
of
instrucBon
for
ALL
students!
25. 1.
Every
child
reads
something
he
or
she
chooses.
26. 2. Every
child
reads
accurately.
-‐intensity
and
volume
count!
-‐98%
accuracy
-‐less
than
90%
accuracy,
doesn’t
improve
reading
at
all
27. M
–
meaning
Does
this
make
sense?
S
–
language
structure
Does
this
sound
right?
V
–
visual
informaBon
Does
this
look
right?
28. 3. Every
child
reads
something
he
or
she
understands.
-‐at
least
2/3
of
Bme
spent
reading
and
rereading
NOT
doing
isolated
skill
pracBce
or
worksheets
-‐build
background
knowledge
before
entering
the
text
-‐read
with
quesBons
in
mind
29. 4. Every
child
writes
about
something
personally
meaningful.
-‐connected
to
text
-‐connected
to
themselves
-‐real
purpose,
real
audience
30. 5.
Every
child
talks
with
peers
about
reading
and
wriBng.
31. 6. Every
child
listens
to
a
fluent
adult
read
aloud.
-‐different
kinds
of
text
-‐with
some
commentary
35. Gr.
8
Science
“The
DigesBve
System”
Paul
Paling,
Prince
Rupert
Learning
IntenEon:
Demonstrate
where
in
the
body
digesBon
occurs
and
what
happens
to
the
food
39. Exit
Slips
• Day
1
Choose
1
part
of
the
digesBve
system
and
describe
what
happens
to
food
there.
• Day
2
Write
the
2
most
important
things
learned
today.
• Day
4
3-‐2-‐1
for
digesBon.
42. • Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
pa]ern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• NoBce
literacy
elements
used
• Brainstorm
for
a
list
of
potenBal
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher
44. Sun
Run
Jog
together
Heaving
panBng
pushing
The
cumbersome
mass
moves
along
10
K
45. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful
46.
47. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas
48. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah
49. Majic
LafaBng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry
50. • 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
pa]erns
with
different
materials
(pracBce)
• 1
making
pa]erns
with
sBckers
(pracBce)
• 1
graphing
in
partners
(pracBce)
52. The
Plan
• Background
knowledge:
what
do
you
know?
• New
informaBon:
read
text
• Response:
discuss
opBons
• New
informaBon:
model
web
• Meet
with
EACH
student
-‐acknowledge
what
is
working
-‐extend
the
thinking/response
•
Plan
for
‘what’s
next’?
66. The
Challenge:
–
A
hook
–
More
discussion
–
Thinking
more
deeply
about
the
content
–
Building
community
in
the
classroom
67. First
Class
–
80
minutes
•
I
wonder
pictures
•
Big
idea
–
circulaBon
•
2
minute
quick
write
–
what
I
remember
•
20
min.
–
alone
or
with
a
partner,
terms
–
heart,
blood,
arteries,
veins,
capillaries,
immune
system,
circulatory
disorders
–
then
mindmap
•
Connect
to
heart
image
•
10
min.
–
lecture,
3
slides
•
15
min.
-‐-‐-‐
essenBal
quesBons
–
in
groups,
discuss
each
•
Class
discussion
on
essenBal
quesBons
•
Exit
slip
–
1
thing
I
remembered,
2
things
I
am
excited
to
learn
68.
69.
70.
71. What
do
you
know
about
the
circulatory
system?
72. Term
What
I
know
–
words
and
diagram
heart
blood
arteries
veins
capillaries
The
immune
system
Circulatory
disorders
73. BCirculaBon:
An
Overview
Circula*on:
Ablood
around
the
•Blood
vessels
transport
n
Overview
body
-‐Arteries
carry
blood
away
from
the
heart
-‐Veins
carry
blood
to
the
heart
-‐Capillaries
allow
for
gas,
nutrient
and
waste
exchange
between
blood
cells
and
body
cells
• ood
vessels
transport
blood
around
the
body
-
Arteries
carry
blood
away
from
the
heart
-
Veins
carry
blood
towards
the
heart
-
Capillaries
allow
for
gas,
nutrient
&
waste
exchange
between
blood
cells
and
body
cells
74. • The
heart
is
responsible
for
pumping
blood
throughout
your
whole
body
-‐There
are
chambers
to
separate
oxygenated
and
deoxygenated
blood
-‐The
right
side
of
the
heart
pumps
blood
to
the
lungs
and
the
lea
side
of
the
heart
pumps
blood
throughout
the
body
75. • Blood
is
made
up
of
more
than
just
red
stuff!
-‐Most
of
blood
is
plasma
(liquid)
-‐White
blood
cells
help
our
immune
system
by
fighBng
diseases
-‐Platelets
allow
our
blood
to
clot
-‐Red
blood
cells
carry
O2
&
nutrients
to
cells,
and
CO2
&
waste
away
from
cells
76. 3
EssenBal
QuesBons
1. How
criBcal
is
a
heart
to
the
life
of
an
organism?
2. How
do
the
differences
between
arteries
and
veins
affect
their
jobs
and
where
they
are
located?
3. Why
must
blood
always
be
flowing?
77. Planning
What
are
you
going
to
try
ASAP?
Who
will
help
you?
Be
prepared
to
talk
about
what
you
tried
when
we
meet
again
in
April.
