1. Building
Elementary
Secondary
Teams
2010-­‐2011,
a
facilitated
conversa<on
Richmond
February
16th,
2011
Faye
Brownlie

2. Learning
Inten<ons
• I
have
a
beEer
understanding
of
how
to
use
Universal
Design
for
Learning
and
Backwards
Design
to
guide
my
teaching.
• I
have
determined
something
to
let
go
of
and
something
to
do
more
of.
• I
know
‘what
counts’
in
my
teaching.
• I
have
made
or
deepened
a
contact
with
someone
outside
my
school.

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

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

5. • Coaching
classroom
prac<ce
• Moving
teacher
training
to
the
classroom
• Developing
stronger
school
leaders
• Enabling
teachers
to
learn
from
each
other

6. Individual
teachers:
• Become
aware
of
areas
to
grow
in
their
prac<ce
• Gain
an
understanding
of
best
prac<ce
–
most
effec<ve
when
demonstrated
in
an
authen<c
seUng
• Are
mo<vated
to
improve
– Teachers
have
high
expecta<ons
– Share
a
common
purpose
– Have
a
collec<ve
belief
in
their
ability
to
make
a
difference

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

8. 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

9. 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

10. 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

11. Essential Lesson Components
• Essen<al
ques<on/learning
inten<on/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• Differen<a<on
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

12. Assessment for Learning
• Learning
inten<ons
• Criteria
• Descrip<ve
feedback
• Ques<oning
• Peer
and
self
assessment
• Ownership

13. 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
ac<ve,
collabora<ve
and
reading
in
chunks.
• Starleigh
and
Mindy
in
It’s
All
about
Thinking
(Math
and
Science)-­‐
Brownlie,
Fullerton,
Schnellert
in
press.

14. Essential Question
• If
we
understand
how
materials
hold
and
transfer
electric
charge,
can
we
store
and
move
electric
charge
using
common
materials?

15. • Individually,
brainstorm
what
you
can
recall
about
the
characteris<cs
of
an
atom.
• Meet
in
groups
of
3
to
add
to
and
revise
your
list.
• Compare
this
list
to
the
master
list.
• …(word
deriva<ons,
label
an
atom…)
• Exit
slip:
2
characteris<cs
you
want
to
remember
about
atoms.

16. The
Atom
• All
maEer
is
made
of
atoms.
• Atoms
have
electrons,
neutrons,
and
protons.
Electrons
move,
protons
and
neutrons
do
not
move.
• Atoms
have
nega<ve
and
posi<ve
charges.
• Electrons
have
a
nega<ve
charge;
protons
have
a
posi<ve
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
nega<vely
or
posi<vely
charged,
depending
on
the
ra<o
of
protons
and
neutrons.

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