Transcript Wendy Klassen Grad TAs presentation Oct 2013

Thinking About Your
Thinking/Different Learning Styles/
Making Connections/
Graphic Organizers
Wed Oct 16, 2013
Wendy Klassen, Anne MacLean
Faculty of Education, UBCO
GOALS
• Make your students’ thinking visible: primarily
for themselves, but also for you
• Encourage students to think more deeply
– Past the superficial, passive, filling a vessel notion
– Enrich students’ conceptual understanding
– Personalize the learning
– Make connections
– Think critically
Inclusive Practice for a Wide
Range of Student Needs
…Why?
Colleen Lindsay
School Psychologist
Student Support Services
SD 22 Vernon, BC
Why? This Task May Illustrate
This Question
• Take out a blank piece of paper.
• Draw a picture of a pig.
• You will be presented with the
completely nonscientific analysis of your
drawing.
Interpretation
• If the pig is drawn:
–Toward the top of the paper, you are
positive and optimistic.
–Toward the middle of the paper, you
are a realist.
–Toward the bottom of the paper, you
are negative and pessimistic.
• If the pig:
–Faces left, you believe in tradition.
–Faces right, you are innovative and
active.
–Faces forward (looking at you), you are
direct and forthright.
–Faces the rear, seek counseling
immediately. (That’s a joke.)
• If the pig is drawn with:
–Many details, you are analytical.
–Few details, you are a risk taker and
sometimes commit before analyzing an
entire situation.
–Fewer than four legs showing, you are
living in a time of major personal change.
–Four legs showing, you are secure and
sometimes stubborn.
–More than four legs showing, seek
professional help. (Another joke.)
• The size of the ears indicates how good a
listener you are – the bigger the better.
• The length of the tail indicates the
quality of you love life. The longer the
tail, the more fulfilling your love life.
• Did you even draw a tail?
TYPES OF KNOWLEDGE
Type of knowledge
What our
students learn
Content
knowledge:
‘What to know”facts, vocabulary,
concepts etc.
How Assessed?
Procedural knowledge:
‘How to’ knowledge- skills, strategies,
techniques, procedures etc.
Tacit knowledge:
‘Soft skills’ that help students acquire knowledge: for example, how to...

take notes,

read a textbook,
pace yourself in the allotted time
How our students 
learn

organize to begin a task

be attentive to details,

ask for help
Self-knowledge:
For exampleLearning profile: our preferred modes of engagement when learning such
as...

Learning style
Multiple Intelligences (MI)
What motivates 
our students to Affect: students’ attributes that directly affect a students’ motivation to
learn
learn and predispose them to behave in academically and socially
productive (or unproductive) ways such as...

Interests

Attitudes/Anxieties

Aspirations & Efficacy
Examples

Formative or
Summative










Formative






Formative
Work samples or portfolios
with feedback /response
Rubrics
Quizzes/tests
Free writing
Performance tasks with
criteria
Interview or other personal
communication
Observation
self-checking strategies
To do lists
Contracts
Templates and graphic
organizers
Modelling
Feedback
Observation
Questionnaires or surveys
(Learning Style, MI,
Interest, Attitude)
Free write: journals,
metaphors, poetry
Visual representation:
drawing, sculpting, model
creation
Metacognition:
- awareness and understanding of
one's own thought processes
- active control over the cognitive
processes engaged in learning
Assessment AS Learning
Teachers work with their students
to bring them into the assessment
process so that the students
learn to understand
how they are learning
as opposed to
what they are learning.
Self-Assessment: An on-going
process whereby students reflect
on their learning
Association for Achievement and Improving for Learning
Students take responsibility for
their learning
Association for Achievement and Improving for Learning
Activities such as planning how to
approach a given learning task,
monitoring comprehension, and
evaluating progress toward the
completion of a task are
metacognitive in nature.
Metacognitive strategies include
mnemonic devices, problem-solving
routines, self-monitoring skills, and
the use of graphic organizers.
Graphic organizers are designed to
assist students in representing
patterns, interpreting data, and
analyzing information relevant to
problem- solving in order to assess
their own learning.
CONNECTIONS
What did you have for dinner last Sunday?
Learning is contextual!!
Prior Knowledge Prompt
• Relates new learning to
existing knowledge
• Promotes learning by helping
students retrieve relevant
information and learn with
awareness
Mnemonic Devices
• Strategies that students and teachers
can create to help student remember
content. The verbal information
promotes recall of unfamiliar
information and content.
• Examples??
Please Excuse My Dear Aunt Sally
BEDMAS
My Very Educated Mother Just
Served Us Nine Pizzas
K-W-L or K-W-H-L
K
K
W
W
L
H
L
Before introduction of a topic, students write
down and discuss, what they know (K) (or
think they know) and what they wonder about
or want (W) to learn about the topic. They
may also include how (H) they are going to
find the information.
Graphic or Visual Organizers
http://www.enchantedlearning.com/g
raphicorganizers/
Frayer’s Model
Fishbone
PMI – Plus, Minus, Interesting
Venn Diagram
Flowchart
Graphic or Visual Organizers
http://www.enchantedlearning.com/g
raphicorganizers/
GOALS REVISITED
• Make your students’ thinking visible: primarily
for themselves, but also for you
• Encourage students to think more deeply
– Past the superficial, passive, filling a vessel notion
– Enrich students’ conceptual understanding
– Personalize the learning
– Make connections
– Think critically