Interweaving Curriculum, Instruction and Assessment Delta Intermediate & Secondary Teachers Sept 30, 2015, Jan 12, Apr 7, 2016 Slideshare.net/fayebrownlie/deltacia
Interweaving Curriculum, Instruction and Assessment
DeltaIntermediate&SecondaryTeachers
Sept30,2015,Jan12,Apr7,2016Slideshare.net/fayebrownlie/deltacia
Why did you try?�
Celebrations and challenges
Learning Intentions: • IammorefamiliarwiththeframeworksofUniversalDesignforLearningandBackwardsDesign.
• IcanplanwithUDKandBDinmind.
• Ihaveaplantoimplementsomethingdifferentforme,basedonthelessonsfromDeltaclassrooms.
Frameworks for Learning
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning MulOplemeans:-totapintobackgroundknowledge,toacOvatepriorknowledge,toincreaseengagementandmoOvaOon
-toacquiretheinformaOonandknowledgetoprocessnewideasandinformaOon
-toexpresswhattheyknow.
Rose&Meyer,2002
Backwards Design • Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?
• Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?
McTighe&Wiggins,2001
Teaching that makes a difference • UniversalDesignforLearning• BackwardsDesign• AssessmentforLearning• GradualRelease• OpenEndedStrategies• CooperaOveLearning• SmallGroupReading,LiteratureandInformaOonCircles
• Inquiry• It’sAllAboutThinking–HumaniOes(2009),Sciences(2011)
Cory Ziebarth, Barb Jalandoon, Nimret Sandhu, Science 9, NDSS
• EssenOalQuesOons– HowdoweharnessthepowerofelecOons?– WhyistheharnessingofelecOonsimportant?
• 4photos:VanderGraphgenerate,badery,electricalfan,lightning:ingroups,organizeyourlearningfromthepastfewweeks.
• Contentcheckonbrokencircuitandcircuitwithapaperclipinbooklet(previouslytaught)
• Design/draw/createcircuitsusingallthematerialsfromthepast2weeks– Drawcircuitswithsymbolsonsmallpaper– Createthe‘drawn’circuits– Reflectonwhatdidn’tworkandhowyousolvedit– Saveevidenceofwhatyoudid/yourlearningforGAFEEXIT:whiparound:somethingyoulearnedorachallenge
Sharon Hoffinger, 6/7, �Cougar Canyon
• Inquiry-basedlearningwithafocusonskills:– Accessing,comprehendingandsynthesizinginformaOon
– Newmeaningfromnewandpriorknowledge
– ThinkcriOcally,creaOvely,andreflecOvelyaboutthenewlearning
HowcanIusemynewknowledgetotransformmythinkingormyacOons?• Modeled:
– noOce,think,wonderwithapicture• Studentsingroupsof3–noOce,think,wonder• Addonto2ndpicture.• Shareoutwhatisgoingoninyourpicture,2thingsyounoOced,1quesOon.
• Modeled:– explodethesentence
• Explodeanothersentenceinsmallgroups.• Explaintoanadultwhatyouknowthinkishappening.
ThreeSyrianbrothers,anewlifeinEuropebringstrialsandtriumphs.
5week,8countries,3400kilometers.
Globe,Nov20,2015
Halley Rockel, 6/7, Ladner • Currentculturesandancientcultures• BigIdea:howphysicallandformsdeterminewhereacivilizaOonislocatedandwhetheritthrives
• LO:– Nameanddescribeavarietyofphysicallandforms.
– WhyDeltawaschosenbytheFirstNaOonspeople– WhydifferentciOesdevelopedduetophysicallandforms
• Groupsof4–brainstormwordsthatarephysicallandforms
• Icategorizedthemastheywereshared• Imageofphysicallandforms(ScholasOc)• Eachstudenthadonelandformtoputontheimage• DecidedasaclassthatciOesneed:
– Freshwatersource,foodsource,waytotrade,protecOon• Homework:chooseacityoftheworldanddecidewhyitsgeographyhelpsitthrive
Tracey Coehlo, 3/4, Devon Gardens
• WriOngusingamentortexttoexpandchildren’sthinking,focusonsequencinganddetail,buildstamina
• GalleryWalk-modeledfirst• Examine3pictures.Lookforthestory.• Walkandtalkwithapartnertofindyourfirstsentence.• Writethestorybehindthepictures–10-12uninterruptedminutes.RememberBMEandDETAIL.
• Whiletheywrote,Ihighlightedaword/phraseoneachstudent’swork.
• Sharedthese‘treasures’.Studentswereencouragedtoborrowa‘treasure’fromanotherstudentandaddittotheirwriOng.
What is your take away?�What will you do within the next
month?