It’s All about Thinking Collaborating to Support All Learners

by Faye Brownlie and Leyton Schnellert

Portage and Main Press 2009

Learning  Inten+ons  

•     I  can  explain  two  frameworks  for  learning.  

•  I  can  understand  and  can  explain  to  others  6  approaches  to  learning.  

•     I  can  iden:fy  and  give  specific  examples  of  the  six  big  AFL  strategies.  

•  I  have  a  plan  to  implement  a  strategy  which  is  new  to  me.    

•  I  can  determine  a  next  step.  

Frameworks

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

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  

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  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  Coopera:ve  learning  •  Literature  circles  and  informa:on  circles  •  Inquiry  

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

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007; Kame'enui & Carnine, 2002)

Inquiry  

•  Sparks meaningful connections in the mind of a student

•  Encourages active participation and learning

•  Encourages transfer  

Inquiry  

Essential Questions need to: •  Be interesting and real for students, and address

their point of view. •  Be open-ended, with many possible answers or

responses or perspectives. •  Spark questions and connections for students.

•  Be linked to resources, materials, &/or data. •  Be brief and clear.

- How are humans impacting the environment?

- What can we do to help sustain the environment?

Essential Questions

Essential Questions: (1) How can we honor the interconnectedness of our environment? (2) How are humans impacting the environment? (3) What can we do to sustain the environment?

January Week 1 Week 2 Week 3 Week 4

Essential Questions

What does it mean to pay attention to and learn from the environment?

What do organisms need to survive?

What is an ecosystem?

What living and non-living things make up an ecosystem?

Science 6/7 Ecosystems Unit Overview

February Week 1/2 March 1 Week 2

Essential Questions

Exploring our own community for ecosystems

How do living things share or interact in an ecosystem?

How do humans impact ecosystems?

BenneS,  2007  

•  Vygotsky,  Piaget,  Dewey  all  argued  that  learning  is  socially  constructed.  

•  Neurologists  argue  that  talk  is  essen+al  for  intellectual  growth.  

•  Expert  research  argues  that  experts  evolve  through  their  engagement  with  others.  

BenneS,  2007  

Collabora:ve  Skills  Social  Skills:  taking  turns,  equal  voice,  calm  voice,  politeness,  apprecia+on  statements,  wai+ng  your  turn,  encouraging  others  

Communica+on  Skills:  aFen+ve  listening,  paraphrasing,  seeking  clarifica+on,  accep+ng  and  extending  the  ideas  of  others,  probing  

Cri+cal  Thinking  Skills:  suspending  judgment,  examining  both  sides  of  an  issue,  considering  all  factors,  disagreeing  agreeably  

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