Day 1 of the 4th year of quality teaching and assessment for learning. K-12.

1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
September
21st,
2012
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
more
fully
understand
how
universal
design
for
learning
and
backwards
design
support
effecGve
teaching
for
all
students
• I
can
implement
more
integrated,
fluid
assessment
for
learning
pracGces
• I
have
a
plan
to
use
more
choice
or
more
diverse
texts
with
my
students
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me

3. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

4. Universal Design for Learning
MulGple
means:
-­‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-­‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. How
can
you
find
the
sum
of:
6
+
8
36
+
48
3.6
+
4.8

6. 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

7. The teeter totter
kids curriculum
kids

8. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaGve
learning
• Literature
circles
and
informaGon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

9. Assessment for Learning
• Learning
intenGons
• Criteria
• DescripGve
feedback
• QuesGoning
• Peer
and
self
assessment
• Ownership

10. Descriptive Feedback
• What’s
working?
• What’s
not?
• What’s
next?

11. Effec%ve
feedback
occurs
Feedback
is
not
advice,
praise,
or
during
the
learning,
while
evalua%on.
Feedback
is
informa%on
about
there
is
s%ll
%me
to
act
on
it.
how
we
are
doing
in
our
efforts
to
reach
a
Jan
Chappuis
goal.
Grant
Wiggins
Focus
on
errors,
not
on
The
primary
goal
of
feedback
is
to
improve
mistakes
and
search
for
the
future
possibiliGes
for
each
individual
pa`erns
in
student
errors.
learner
and
for
the
learning
community.
Douglas
Fisher
and
Nancy
Frey
Peter
Johnston

12. How do we use the world’s water?
Literacy
in
AcGon
8
Pearson
www.pearson.ca

14. Information Circles
• Select
4-­‐5
different
arGcles,
focused
on
central
topic
or
theme.
• Present
arGcles
and
have
students
choose
the
one
they
wish
to
read.
• Present
note-­‐taking
page.
• Student
fill
in
all
boxes
EXCEPT
‘key
ideas’
before
meeGng
in
the
group.
• Students
meet
in
‘like’
groups
and
discuss
their
arGcle,
deciding
together
on
‘key
ideas’.
• Students
meet
in
non-­‐alike
groups
and
present
their
informaGon
from
their
arGcle.

15. Vocabulary/terms
Images
Ques%ons
Key
ideas

16. Lit Circles – Gr 1/2 Spring Term
Michelle Hikada, Richmond
Learning
IntenGons/Focus
QuesGon
What
kind
of
thinking
will
we
do
when
we
are
reading?
•deep
connecGons
–
no
thin
connecGons
•I
wonder
•infer
–
What
do
you
think?
Why
do
you
think?

17. • Our
jobs
in
lit
circles:
– Think
– Listen
and
look
at
the
speaker
– Pay
a`enGon.
They
will
make
you
smarter.
– Be
a
good
leader
– Don’t
interrupt
– Don’t
be
silly
– If
you
finish
early,
just
read

18. 1. Read
independently
15
minutes.
2. Join
in
lit
circle
group.
3. Teacher
circulates
and
listens
in
on
conversaGon.
4. 20-­‐25
minutes.
Stop.
Put
a
sGcky
note
on
your
deep
connecGon,
your
wonder
or
your
inference.
5. Appoint
a
leader.
6. Discuss.
7. Review
as
a
class.
8. Students
write
le`ers
1-­‐2
/week
to
teacher.

19. 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
January.