This document summarizes an engagement and differentiation workshop for teachers. It discusses how to increase student engagement through giving students voice and choice, and how to differentiate instruction through varying the content, processes, products, and learning environments. Specific examples are provided of lessons that incorporate gallery walks, collaborative writing activities, and connecting reading to real-world experiences to engage students with varied abilities.

1. Engagement and Differentiation:
making a difference for all
learners
Matsqui
Elementary
June
27th,
2013
Faye
Brownlie
www.slideshare.com

2. • Engagement
• Differentiation

3. Engagement
• Schlechty:
high
aBenCon
and
commitment
–
task
or
acCvity
has
inherent
meaning
or
value
to
the
student
• Stuart
Shanker
–
self-­‐regulaCon;
calmly
focused
and
alert
• Brownlie
and
Schnellert
–
voice
and
choice

4. Differentiated Instruction
Content
Process
Product
Learning
environment

5. Differentiated Instruction
An
approach
to
teaching
and
learning
that
gives
students
mulCple
opCons:
-­‐
for
taking
in
informaCon
-­‐
for
making
sense
of
ideas
-­‐
for
presenCng
ideas
-­‐
for
being
evaluated
on
their
learning

6. Some Key Understandings:
• Access
to
the
content
• Present
learning
goals,
learning
intenCons
• Focus
on
concepts
and
principles
• Use
flexible
groups
• Use
on-­‐going
assessment
(assessment
FOR
learning)

7. The teeter totter
kids
kids curriculum

8. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

9. Features
of
High-­‐Engagement
Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opCons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraCve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriBen
• the
meaningfulness
of
the
acCviCes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995

10. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriCng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripCon
– ImaginaCon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

11. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wriCng?
• Build
on
one
another’s
thinking
• View
4
pictures

15. • Eagle
Dreams
-­‐
Wri.en
by
Sheryl
McFarlane
;
Illustra;ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

16. • Task:
a
piece
of
wriCng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unCl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriCng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriCng

17. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoCon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

18. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Ajer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

19. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Cme
to
eat
a
dinner
say
mother
say
…

20. • Kids
can
add/edit/conCnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenCfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Ajer
repeated
pracCce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conCnuous,
personal,
Cmely,
focused

21. • How
is
this
differenCaCon?
• How
would
this
engage
your
learners?

22. K – Building Connections/Response
to Reading
• PracCce
making
connecCons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connecCons
• Students
show
their
connecCons
by
drawing
and
wriCng
• with
Jessica
Chan,
Inman,
Burnaby

29. • How
is
this
differenCaCon?
• How
would
this
engage
your
learners?

30. Goal: develop and apply mathematical
language
• Sit
back
to
back
with
a
partner
• Partner
A
observes
the
diagram
and
describes
it
to
partner
B
• Partner
B
draws
what
he
hears
Partner
A
describing
• Reflect:
what
worked
in
the
partnership?
What
didn’t?
How
can
it
be
improved?

32. Inuit
Study
• Now
try
the
same
strategy
with
content.
• Back
to
back
drawing.
• Ajer
each
sketch,
check
out
the
image
and
write
a
one
sentence
synthesis
of
what
is
important
–
or
generate
5-­‐8
key
phrases
describing
the
picture.
• Students
walk
through
the
‘gallery’
and
observe
the
other
pictures
and
statements/phrases.
• Students
web
what
they
now
know.

34. • How
is
this
differenCaCon?
• How
would
this
engage
your
learners?

35. Think
Aloud:
Students
need
• A
model
• Guided
pracCce
in
following
the
model
• An
opportunity
to
pracCce
the
strategy,
with
support
as
needed
• Choice
in
the
degree
of
complexity
they
use
to
complete
the
task

37. Sea
OBer
Pup
-­‐
Victoria
Miles
(Orca)
There
is
a
forest
of
seaweed
in
the
ocean.
It
is
a
forest
of
kelp.
At
the
boBom
of
the
kelp
forest,
Mother
sea
oBer
searches
for
food.

38. High
above,
her
pup
is
waiCng.
He
is
wrapped
in
a
piece
of
kelp
so
he
can’t
drij
away
while
Mother
is
down
below.

39. He
bobs,
floaCng
on
his
back
in
the
cold
waves,
holding
his
front
paws
and
hind
flippers
above
the
water
to
keep
them
dry.

40. • How
is
this
differenCaCon?
• How
would
this
engage
your
learners?

41. Multiple Texts
• Choose
a
text
that
is
just
right
for
you
• Read
the
text
• Place
2-­‐3
sCckers
on
the
text:
– Something
that
is
interesCng
to
you
– Something
you
wonder
about
– Something
that
connects
to
what
you
know
or
have
experienced
• Find
a
partner
and
share
your
reading
and
your
sCckers
• Quick
write:
what
I
want
to
remember
from
today’s
reading

42. Resources
• Assessment
&
Instruc-on
of
ESL
Learners
–
Brownlie,
Feniak,
&
McCarthy,
2004
• Grand
Conversa-ons,
Though<ul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani-es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora-ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011