Transcript Teaching and Learning in Diverse Secondary Classrooms

Teaching and Learning in
Diverse Secondary
Classrooms
Rural Schools Renewal
Conference
2007
Oct. 10-12
Faye Brownlie
Diversity
Key elements of learning
Engagement
Connection
Questioning
Talk
Working alone and together
Descriptive feedback
Cognitive Confidence
Allows students to…
• comprehend
texts
• monitor their understanding
• determine meaning of words
• read with fluency
• the skills and strategies of reading
Text Confidence
Allows students to…
• develop
Social and Emotional
Confidence
Allows students to…
• be
willing and active participants
in a community of readers
• read for enjoyment and
information
• have a positive attitude toward
reading and other readers
• readers who read
the stamina to continue
reading difficult texts
• find authors and genre that interest them
• stick-with-it-ness
Teaching Content to All
Open-ended
teaching
adapted
modified
Schema for Instructional Support
• Connecting (pre)
• Processing (during)
• Transforming and personalizing (post)
Brownlie, Close, Wingren (1988)
The Gradual Release Model
•
•
•
•
Model
Guided practice
Independent practice
Independent application
Pearson (1982)
Connecting Strategy
With a partner, choose a way to
illustrate key vocabulary from the
previous class.
Processing Strategy
Paired Reading/Paired Summarizing
Read a short section with your partner.
One reader summarizes the text while
the other asks questions to clarify or
extend the reading.
• Recessive
• Dominant
• Sometimes things just aren’t as simple
as George Mendel first thought through
his experiments with pea plants.
Sometimes there isn’t a true ‘dominant’
trait and a true ‘recessive’ trait. Here
we will try to explain these ‘funny’ types
of gene interactions.
Incomplete Dominance:
• Incomplete dominance is basically just a
blending of traits - the heterozygous
form is a blend of the homozygous
dominant and the homozygous
recessive.
Codominance:
• Codominance is an interesting case
where there is no real dominant or
recessive allele. Instead both alleles
are fully expressed in the heterozygous
form (the homozygous forms acts
normally).
Assessment FOR Learning
Purpose:
Guide Instruction
Assessment FOR Learning is
descriptive assessment
Whole class
Day by day
Assessment FOR Learning
• Descriptive scoring
• Coding in teams
• Class/grade profile of strengths and
areas of need
• Action plans developed - what’s next?
• Individual students identified for further
assessment
Standard Reading
Assessment
• Choose a common piece of text.
• Build background for the reading.
• Have students respond to common
prompts.
• Have students read a short section aloud
and answer several interview questions.
• Code using the Reading Performance
Standards
• Connections: How does what you read
connect with what you already knew?
• Summarizing: Choose a way to show the
main ideas and details in what you read.
• Inferencing: Read between the lines to find
something that you believe to be true, but that
isn’t actually said. Explain your reasoning.
• Vocabulary: Here are 3 challenging words
from the text. Explain what you think they
mean.
• Reflecting: Was this easy or hard to
understand? How did you help your self
understand?
(SD, p.23)
Fort St. John Reading
Assessments
•
•
•
•
•
•
Chemistry 12
Accounting
Children’s Services
Science 10
Applied Math 10
Social Studies 11
Descriptive Feedback
What’s working?
What’s not?
What’s next?
Descriptive Feedback
Without descriptive feedback, you are
getting on a golf course, but nobody has
put up the flag.
Grant Wiggins
Middle School En/SS Project
Mon. - Model assignment with picture
book. Build criteria.
Tues. - Read independently, begin
assignment.
Wed. - Hand in assignment.
Thurs. - Return assignments with
feedback. Teach mini- lesson.
Fri. - Hand in assignment for evaluation.
Assessment AS Learning
•Purpose: students taking
responsibility for their own
learning
•Setting goals
•Monitoring their progress toward
their goals
Rural Schools Online Series
Interactions: Strategies for Learning
and Thinking
•
•
•
•
•
•
October 22
November 26
January 14
February 11
March 10
April 21
English Language Arts
Science
Math
English Language Arts
Science
Math
• Lori Driussi - English/Language Arts
• Janice Novakowski - Science
• Carole Saundry - Mathematics
English Language Arts
Kids like to talk! We will share ideas for
focusing student conversation so all
students can deepen their content
understanding while building a
supportive learning community.
Say Something
What is inquiry-based
teaching in science?
• Focus on the students’ questions
• Science studies begin with inquiry
questions that are then investigated
by the students
• Students are actively engaged in
thinking and acting like scientists
What happens to the car if
the ramp is higher?
• Grade 1 students
exploring force
and motion
• Students designed
their own
investigation
based on an
inquiry question
Science IRP/Grade 1/Physical Science/Force and Motion
a good question
sessions will look at frames and models
for good questions ...
to promote mathematical thinking, and to
expose what students know and can do
mathematically
a good question
How many triangles can you build with
an area of 4 square units?
Key elements of learning
Engagement
Connection
Questioning
Talk
Working alone and together
Descriptive feedback
Resources
Brownlie, Feniak, Schnellert - Student Diversity, 2nd ed.,
Pembroke Pub., 2006
Brownlie, Jeroski - Reading and Responding,
gr. 4,5,+6, 2nd ed., Thomson Nelson, 2006
Brownlie - Grand Conversations, Portage and Main Press, 2005
Brownlie - Literacy in the Middle Years, Webcast, 2004
http://insinc.com/ministryofeducation/20041007/index.html and
http://insinc.com/ministryofeducation/20041118/indix.html
Brownlie, Feniak, McCarthy - Assessment and Instruction of
ESL Learners, Portage and Main Press, 2004
Brownlie, King - Learning in Safe Schools, Pembroke Pub., 2000