Strategies to support quality teaching across the curriculum, especially in intermediate and secondary classrooms. Thursday evening and Friday sessions.

1. Current and Effective Strategies
across the grades and across the
curriculum
May
2
and
3,
2013
Bulkley
Valley
Faye
Brownlie

2. Universal Design for Learning
Mul7ple
means:
-­‐to
tap
into
background
knowledge,
to
ac7vate
prior
knowledge,
to
increase
engagement
and
mo7va7on
-­‐to
acquire
the
informa7on
and
knowledge
to
process
new
ideas
and
informa7on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

4. Effect Size – What makes a difference?
John Hattie in Visible Learning (> .4 effect size)
• Student
self-­‐assessment/self-­‐grading
• Response
to
interven7on
• Teacher
credibility
• Providing
forma7ve
assessments
• Classroom
discussion
• Teacher
clarity
• Feedback
• Reciprocal
teaching
• Teacher-­‐student
rela7onships
fostered
• Spaced
vs.
mass
prac7ce

5. What
are
the
narra7ves
of
self
that
our
learners
are
developing?
What
is
the
story
they
tell
about
themselves
as
learners?
• Our
language
and
our
ac7ons
are
immensely
powerful
in
helping
to
narrate
the
‘self’
that
our
learners
are
becoming.

6. Do
your
students
receive
individual
feedback
from
you
in
every
class?

7. Powerful
feedback
to
build
a
sense
of
agency
• What
do
you
know
how
to
do?
• Where
are
you
geTng
stuck?
• How
does
that
connect
to
what
we
did
yesterday?
Or….?
• What
do
you
remember
about…?
• BriWany
Stockley,
Centennial

8. • What
angle
(between
0
and
360)
– is
in
the
second
quadrant
and
a
sine
=
0.23?
– Sketch
the
quadrants
and
tell
me
what
you
know.
– Which
is
the
second
quadrant?
– What
do
you
know
about
the
second
quadrant?
– What
do
you
know
about
sine?

9. Powerful
feedback
to
build
a
sense
of
agency
• I
see
you
know
how
to
write
the
beginning
of
that
word….
• Can
you
show
me
a
word
you
took
a
risk
at
spelling/using?
• Circle
your
2
most
powerful
words/phrases.
• I
bet
you’re
proud
of
yourself.
• Which
part
are
you
sure
about,
and
which
part
are
you
not
sure
about?

10. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effec7ve
than
wriWen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

11. Lesson Sequences

12. Hot Seat
The Outsiders – gr.8 with Brent Spencer
The Glass Castle – gr.12 with Amy Stevenson
• Students
choose
a
role
• May
generate
ques7ons
in
advance
that
‘could’
be
asked
of
them
• Begin
with
teacher
as
moderator
• Audience
of
the
class
poses
ques7ons
to
the
panel;
can
interview
in
role
• Quick
write
between
groups

13. The Outsiders – S. E. Hinton
• Three
ques7ons
for
quick
writes:
– What
is
the
big
deal
about
the
Greasers?
– Do
the
Greasers
feel
more
than
the
Socs?
– What
will
your
character
be
doing
in
10
years
7me?

14. 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

18. Critical Literacy with Amy
Stevenson, gr. 12
The Glass Castle – Jeannette Walls
• Analyzing
habits
of
thinking,
reading,
wri7ng,
speaking
• Understanding
social
contexts
and
consequences
• Deep
meaning
• Applying
deep
meaning
to
self

19. Goal: begin an exploration with
critical analysis/critical literacy
• Set
a
scene
• Personalize
this
scene
and
sketch
• Write
2
minutes
in
response
to
your
sketch
–
feeling,
ac7on
• Pass
your
paper.
2nd
student
reads
and
responds/
adds
on
–
2
minutes
• Repeat
2
more
7mes
• Read
your
own
paper,
others
responses,
and
discuss
–
5-­‐10
minutes

24. Literature Circles: Residential
Schools
• A
unit
co-­‐developed
by
– Marla
Gamble,
gr.
6
Classroom
Teacher,
Prince
Rupert,
BC
– Marilyn
Bryant,
Aboriginal
Educa7on
Program
Resource
Teacher
– Raegan
Sawka,
LUCID
Support
Teacher
(Learning
for
Understanding
through
Culturally
Inclusive
Imagina7ve
Development)
• Lesson
2:
co-­‐designed
and
co-­‐taught:
Marla
&
Faye

25. • 1st
lesson
– Slide
presenta7on
on
First
Na7ons
background
in
the
geographic
area
with
some
reference
to
residen7al
schools
• 2nd
lesson
– Whip
around
– Fishbowl
on
1st
paragraph
of
Fa#y
Legs
–
C.
Jordan-­‐Fenton
&
M.
Poliak-­‐Fenton
(Annick
Press)
– Co-­‐created
criteria
for
effec7ve
group
– Envelopes
of
5-­‐6
pictures
from
Fa#y
Legs
– Make
a
story
– Share
some
stories
– Walk
and
talk
– 4
minute
write
–
story
behind
the
pictures

34. K – Building Connections/Response
to Reading
• Prac7ce
making
connec7ons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connec7ons
• Students
show
their
connec7ons
by
drawing
and
wri7ng
• with
Jessica
Chan,
Burnaby

35. Strong
Na7ons
Publishing

41. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15
minutes
–
work
on
unit
review
ques7ons
with
a
partner
• Inside/outside
circle
–
5
ques7ons
• Partner
A
explains,
B
listens,
refines,
ques7ons
• Outside
circle,
move
2
chairs,
then
Partner
A
explains,
etc.
• Teachers
listen/coach
for
class
confusion
• Model
process
for
solu7on
for
the
challenging
ques7on
for
the
class
• Students
reflect:
what
I
need
to
remember

45. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People
Search
–
12
boxes
• Students
made
notes
for
each
ques7on
• Coached
and
listened
to
see
if
there
were
any
challenging
areas
• 2
ques7ons
were
most
challenging
• Melanie
explained
her
‘answer’
to
each,
using
a
7meline
and
associa7ons
• 2
addi7onal
areas
to
study
– With
a
concept
map
– With
a
chart

46. Canada
in
the
1930’s
People
Search
Find
someone
who:
…can
describe
3
differences
between
life
in
the
city
and
life
in
rural
Canada
during
the
Great
Depression
…can
paint
a
vivid
picture
with
words
of
relief
camps
…can
tell
the
story
of
the
beginning
of
the
labour
movement
in
Canada
…understands
the
difference
between
totalitarism,
socialism,
communism,
and
fascism
in
the
1930’s

47. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
suppor7ng
informa7on
• With
Ken
Porter
and
Kelly
Zimmer,
Mundy
Road
–
in
class
support
for
students
at
risk

50. Explorer Trading Cards – Ken Porter,
Mundy Road
• Built
from
power
paragraphs