Bullkley.leadership.nov.22.12

A Leadership Series: Current and Effective Teaching Strategies across the Curriculum, year 2  

Bulkley Valley November 21 2012

Presented by Faye Brownlie www.slideshare.net

Mentors 2012-13 •  Share/facilitate  work  with  at  least  one  colleague  in  the  building  

•  Network/share  with  other  mentors  •  Build  a  por:olio  of  student  samples  to  share  with  colleagues  

•  Do  something  new  and  reflect  on  the  following:  – What  are  we  doing?  – How  is  it  going?  – What  next?  

•  Intros  •  The  ‘big  ideas’    UDL,  BD,  AFL  

-­‐what  it  is  

-­‐examples  of  

-­‐quesMons  about  

Universal Design for Learning – UDL Backwards Design- BD

Assessment for Learning - AFL 10 word story

•  Groups  •  Summarize  your  focus  topic  

•  Together,  create  a  10  word  story  that  answers  these  quesMons:  – What  is  UDL  or  BD  or  AFL?  – Why  UDL  or  BD  or  AFL?  

Universal Design for Learning MulMple  means:  -­‐to  tap  into  background  knowledge,  to  acMvate  prior  knowledge,  to  increase  engagement  and  moMvaMon  

-­‐to  acquire  the  informaMon  and  knowledge  to  process  new  ideas  and  informaMon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Gr. 8 Science with Kerri Christie, Qualicum – co-planned, co-taught •  EssenMal  QuesMon  •  Learning  IntenMons  •  What  do  you  remember  about  cells?  

•  Cell  dicMonary  – 2-­‐3  words,  image  

•  Model,  partner  (3-­‐4  words),  individual  choice  for  2  words  

•  Exit  –  what  I  learned  that  I  will  remember  

Essential Question

•  What  role  do  cells  play  in  our  bodies?  

Learning Intentions •  I  know  the  different  types  of  cells  –  (plant,  animal,  bacteria)  

•  I  can  describe  the  structures  and  funcMons  of  organelles  –  (shapes  and  jobs  of  cell  structures)  

The Pluses •  relaMonship  –  kids  loved  the  teacher  and  worked  hard  to  make  her  look  good  

•  experienced  EA  who  was  oben  with  the  students  

•  co-­‐planning  science  with  Robyn,  experienced  science  teacher,  and  Barb,  experienced  resource  teacher  who  is  teaching  science  8  too  this  year.  

The Challenges •  7  students  on  IEPS  •  curriculum  new  to  CT  

•  brand  new  RT  •  busy,  boisterous  class  •  very  diverse  

24  words  in  total;  6  to  begin  

•  Cell  wall  •  Cell  membrane  •  Cytoplasm  •  Vacuole  •  Nucleus  •  Chloroplast  *ProkaryoMc  cell  *EukaryoMc  cell  

Team Planning •  What  will  you  do?  •  Who  will  you  work  with?  •  What  arMfacts  will  you  collect  from  the  students  to  provide  evidence  of  how  they  are  learning  –  i.e,  student  samples  for  your  por:olio?  

•  Reflect  on  the  quesMons:  – What  are  we  doing?  – How  is  it  going?  – What  next?  

Due:      Jan.  18,  2013  

•  Bio  –  2  lines  •  Title  and  session  synopsis  –  2-­‐3  lines  •  Session  learning  intenMons  •  Student  sample/video  

•  Handout  as  soon  as  I  respond  to  the  session  synopsis