Teaching and Learning in Diverse Secondary Classrooms

1
Teaching and Learning in Diverse Secondary
Classrooms

• Rural Schools Renewal Conference
• 2007
• Oct. 10-12
• Faye Brownlie

2

• Diversity

3

4
Key elements of learning

• Engagement
• Connection
• Questioning
• Talk
• Working alone and together
• Descriptive feedback

5

• Cognitive Confidence
• Allows students to
• comprehend texts
• monitor their understanding
• determine meaning of words
• read with fluency
• the skills and strategies of reading

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
Text Confidence Allows students to develop the
stamina to continue reading difficult
texts find authors and genre that interest
them stick-with-it-ness
6
Teaching Content to All
Open-ended teaching
adapted
modified
7
Schema for Instructional Support

• Connecting (pre)
• Processing (during)
• Transforming and personalizing (post)
• Brownlie, Close, Wingren (1988)

8
The Gradual Release Model

• Model
• Guided practice
• Independent practice
• Independent application
• Pearson (1982)

9
Connecting Strategy

• With a partner, choose a way to illustrate key
  vocabulary from the previous class.

10
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.

11

• Recessive
• Dominant

12

13

• Sometimes things just arent as simple as George
  Mendel first thought through his experiments with
  pea plants. Sometimes there isnt a true
  dominant trait and a true recessive trait.
  Here we will try to explain these funny types
  of gene interactions.

14

15
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.

16

17
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).

18

19
Assessment FOR Learning

• Purpose
• Guide Instruction

20
Assessment FOR Learning is descriptive assessment

• Whole class
• Day by day

21
Assessment FOR Learning

• Descriptive scoring
• Coding in teams
• Class/grade profile of strengths and areas of
  need
• Action plans developed - whats next?
• Individual students identified for further
  assessment

22
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

23

• 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
  isnt 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)

24
Fort St. John Reading Assessments

• Chemistry 12
• Accounting
• Childrens Services
• Science 10
• Applied Math 10
• Social Studies 11

25
(No Transcript)
26
(No Transcript)
27

28
Descriptive Feedback

• Whats working?
• Whats not?
• Whats next?

29
Descriptive Feedback

• Without descriptive feedback, you are getting on
  a golf course, but nobody has put up the flag.
• Grant Wiggins

30
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.

31
Assessment AS Learning

• Purpose students taking responsibility for
  their own learning
• Setting goals
• Monitoring their progress toward their goals

32

33
Rural Schools Online SeriesInteractions
Strategies for Learning and Thinking

• October 22 English Language Arts
• November 26 Science
• January 14 Math
• February 11 English Language Arts
• March 10 Science
• April 21 Math

34

• Lori Driussi - English/Language Arts
• Janice Novakowski - Science
• Carole Saundry - Mathematics

35
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.

36

• Say Something

37
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

38
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
39
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
40
a good question

How many triangles can you build with an area of
4 square units?
41
(No Transcript)
42
Key elements of learning

• Engagement
• Connection
• Questioning
• Talk
• Working alone and together
• Descriptive feedback

43
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/2004100
  7/index.html and http//insinc.com/ministryofeduca
  tion/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