An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
Micro-Scholarship, What it is, How can it help me.pdf
It's All about Thinking
1. It’s All about Thinking
Collaborating to Support All Learners
by Faye Brownlie and Leyton Schnellert
Portage and Main Press
2009
2. 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.
4. 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
5. 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
6. 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
9. Inquiry
• Sparks meaningful connections in
the mind of a student
• Encourages active participation
and learning
• Encourages transfer
10. 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.
11. Essential Questions
- How are humans impacting the
environment?
- What can we do to help sustain the
environment?
12. Science 6/7 Ecosystems Unit Overview
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 What does it mean to What do organisms What is an What living and non-
pay attention to and need to survive? ecosystem? living things make up
Questions learn from the an ecosystem?
environment?
February Week 1/2 March 1 Week 2
Essential Exploring our own How do living things How do humans impact
Questions community for share or interact in an ecosystems?
ecosystems ecosystem?
14. • 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
15. 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
16. References
Barton, M. & Heidema, C. (2002) Teaching reading in mathematics Mid-continent Research for Education and Learning.
Barton, M & Jordan, D. (2001) Teaching reading in science ASCD.
Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation.
Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press.
Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers.
Brownlie, F., Saundry, C., & Schnellert, L. (2010). It’s all about thinking: Collaborating to support all learners in Science and
Mathematics., Pembroke Publishers.
Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in Humanities, Social Studies and
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Brownlie, F. (2005) Grand Conversations, Portage & Main Press.
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Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents' engagement in "reading to learn": Bridging from assessment to
instruction. BC Educational Leadership Research, 2.
Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12 Pembroke Publishers.
Doty, J. Cameron, G. Barton, M. (2003) Teaching reading in social studies Mid-continent Research for Education and Learning.
Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle and secondary classrooms,
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Hourcade, J.J., & Bauwens, J. (2002). Cooperative teaching: Rebuilding and sharing the schoolhouse. Austin, TX: ProEd Inc.
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52-58.
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development in an age of accountability. Teaching and Teacher Education.
Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry, assessment and instruction in today’s
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Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.
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