Supporting All Learners: Looking ahead to 2010-2011

A  conversa+on  facili+ated  by  Faye  Brownlie  Surrey  

June  9th,  2010  

Learning Intentions

•  I  can  iden+fy  and  explain  my  mental  model  of  learning.  

•  I  have  a  beEer  understanding  of  what  differen+a+on  can  look  like  in  the  classroom  and  how  to  support  it.  

•  I  have  a  plan  to  con+nue  my  collabora+on  with  my  colleagues  –  and  an  idea  of  how  to  expand  it.  

What makes a difference in student learning?

•  Reading  Next  –  Biancarosa  and  Snow  

•  It’s  All  about  Thinking  –  Brownlie  and  Schnellert  

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

Assessment for Learning

•  Learning  inten+ons  •  Criteria  •  Descrip+ve  feedback  •  Ques+oning  •  Peer  and  self  assessment  

•  Ownership  

Open-Ended Learning Strategies

•  Connect  •  Process  •  Transform  and  personalize  

Teach Content to All  

 Learning in Safe Schools - Brownlie, King"

Teach Content to All  

  "Surrey Special Education "

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Cooperative Learning

•  Learning  is  both  an  individual  and  social  ac+vity  

•  Students  need  to  learn  the  pro-­‐social  skills  to  work  in  a  group,  as  a  member  of  a  team  

•  Meaning  is  built  together  

•  Students  learn  communica+on  skills,  social  skills  and  cri+cal  thinking  skills  

Literature and Information Circles

•  Students  can  read  from  mul+ple  texts  •  Students  come  together  to  discuss  what  has  been  read,  to  make  meaning  together  and  to  pose  ques+ons  

•  Discussion  points  and  ques+ons  come  from  the  students  

•  Teacher  acts  as  facilitator  and  observer  

Inquiry

•  Presen+ng  an  open-­‐ended  ques+on  over  several  lessons  or  a  full  unit  of  study  

•  Students  collect,  compare,  and  synthesize  informa+on  over  +me  

•  Students  develop  thinking  strategies  which  lead  to  deeper  understanding  of  key  concepts  

Reading Next - Biancarosa & Snow, 2004

•  Instruc(onal  Improvements  1.  Direct,  explicit  comprehension  instruc+on  2.  Effec+ve  instruc+onal  principles  embedded  in  content  3.  Mo+va+on  and  self-­‐directed  learning  4.  Text-­‐based  collabora+ve  learning  5.  Strategic  tutoring  6.  Diverse  texts  7.  Intensive  wri+ng  8.  A  technology  component  

9.  Ongoing  forma+ve  assessment  of  students    

Our Context

•  What’s  working?  

•  What’s  not?  

•  What’s  our  evidence?  

•  What’s  next  

www.all4ed.org

•  Infrastructure  Improvements  1.  Extended  +me  for  literacy  2.  Professional  development  3.  Ongoing  summa+ve  assessment  of  students  and  

programs  4.  Teacher  teams  5.  Leadership  6.  A  comprehensive  and  coordinated  literacy  

program  

15-3=0 Without - •  professional development •  ongoing formative assessment of

students and •  ongoing summative assessment of

students and programs

Reading Next - Biancarosa & Snow, 2004  

From  high  to  low  structure  &  maintenance  –  Linder  

“A  Difficult  Choice:    Which  Model  of  Reading  Instruc+on  for  My  Students?  

•  High  degree  of  structure  &  maintenance  – Balanced  Literacy  (Fountas  &  Pinnell)  – Guided  Comprehension  Model  (McLaughin/Allen)  

– Small  Group  Instruc+on  (Diller)  – Daily  Five  (Boushey  &  Moser)  

– Workshop  Models  (Routman,  Miller,  Atwell)  

Cinquain Poems •  Show  a  poem  to  the  students  and  have  them  see  if  they  can  find  the  paEern  –  5  lines  with  2,4,6,8,2  syllables  

•  Create  a  cinquain  poem  together  •  No+ce  literacy  elements  used  •  Brainstorm  for  a  list  of  poten+al  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  

Garnet’s  4/5s  Literary  Elements  

•  Simile  

•  Rhyme  

•  Allitera+on  •  assonance  

Sun  Run  Jog  together  

Heaving  pan+ng  pushing  

The  cumbersome  mass  moves  along  

10  K  

Vicky  Shy  and  happy  

The  only  child  at  home  

Always  have  a  smile  on  her  face  

                                                               my  

cheerful  

Candy  Choclate  bars  

Tastes  like  a  gummy  drop  

Lickrish  hard  like  gummys  

Eat  

Thomas  

Vampires  Quenching  the  thirst  

These  bloodthirsty  demons  

Eyes  shine,  like  a  thousand  stars  

Midnight  

Hannah  

Majic  Lafa+ng  

Wacing  throw  wals  fliing  in  air  

Macking  enment  objec  

Drec  dans.  

Henry  

Grade 11 Math

Logic  Problems  

There  are  20  socks  in  the  drawer,  10  are  blue,  10  are  brown.    What  is  the  minimum  number  of  socks  you  can  pull  out  to  make  a  pair?  

Ques+on:  Givens:                      Unknowns:  

Work  Space:  

Answer:  WriEen  Answer: