Helping you to help your students — a guidebook to improving student attention and performance in the classroom. Across North America, self-regulation is being associated with the kinds of “21st century learning skills” that schools need to foster , empowering learners to succeed from primary grades through the adult years. While interest in self-regulation and self-regulated learning (SRL) is intensifying among researchers, policy-makers and educators, few resources are available to professionals interested in enhancing their practice in this area. Developing Self-regulating Learners is a guidebook to helps in-service candidates and teachers guide students to improved attention spans and more positive behaviour, assisting in connecting research on self-regulation and learning in classrooms and effectively combining theoretical content with practical classroom applications and strategies.
Author: Shelley Moore
It’s All About Thinking: Creating Pathways for All Learners in the Middle Years
In this third volume of It’s All About Thinking, the authors focus their expertise on teaching and learning in the middle years, translating principles into practices and exploring questions such as:
- How can we help students develop the competencies they need to become successful learners?
- How can we create pathways to deep learning of important concepts?
- How can we engage and support diverse learners in inclusive classrooms?
Nicole, Linda and Leyton explore these questions and offer classroom examples to help busy teachers develop communities where all students learn. These three experienced educators offer a welcoming and “can-do” approach to the big ideas in middle years education today. In this book, you will find:
- insightful ways to teach diverse learners (arts integration, open-ended strategies, cooperative learning, inquiry/project-based learning, community/social-emotional learning, formative assessment/self-regulated learning, diverse texts, new literacies/emerging technologies)
- units and lessons crafted using curriculum design frameworks (universal design for learning and backward design)
- assessment for, as, and of learning
- fully fleshed-out lessons and lesson sequences to help students develop deep learning and 21st Century learning competencies
- assessment tools (and student samples) for concepts drawn from middle years curricula
- excellent examples of theory and practice made accessible to teachers
- real school examples of collaboration – teachers working together to create better learning opportunities for their students
Collaborative Model of Support – Partnership Project with SD23:
It is time to work differently in our schools to better meet the needs of our diverse learners. Central to the success students’ learning experiences are teachers who act responsively and intentionally based on a sound research regarding quality teaching and support for diverse learners. In this project educators are part of a collective of professionals who work collaboratively to ensure the learning needs of each individual are met. In order for the power of this collective to work, schools and classrooms that adopt a belief system that embraces inclusion and incorporates differentiated strategies and structures that enable all learners to thrive. Through collaborative planning, teaching and reflection educators respond to the diversity of learning in their classrooms. Teams from elementary, middle and secondary school teams come together several times a year to further develop and share their Collaborative Models of Support. Approaches explored include School-Based Teams, Collaborative Teaching, Class Reviews, Universal Design for Learning, and Backward Design (Understanding by Design).
Changing Results for Young Readers (CR4YR)
- Facilitator of School District 10 (Trail) Team
The goals of the Changing Results for Young Readers initiative is to increase the number of BC children who are engaged, successful readers. The initiative will use current research and an understanding of what fosters reading success.
Every student has the potential to be a successful reader and teachers work hard to allow every student to participate in literacy activities. Teachers create an environment rich in language, oral expression, respect and understanding. They work on developing not only reading skills but also thinking skills, including self-awareness and self-regulation, which act as gateways to reading. They provide meaningful reading materials that appeal to different interests. And they provide choices about when and where to read and how to use and extend what students learn from reading.
Successful early reading is not just a matter of teaching children how to read but also of building an environment that fosters and supports strong literacy skills. That means teaming with schools and families to build a community of reading, within and beyond the classroom. Perhaps more than anything, it means supporting learners to be proficient readers and most importantly, experience the joy of reading.
Every child can learn to read, and every child wants to read. In partnership with teachers, districts, families, communities and students themselves, our goal is to give them that opportunity.
Refereed Publications
Schnellert, L. In Woolfolk, A., Winne, P.H.& Perry, N.E. (2015). Educational Psychology, 6th Canadian Edition. Toronto, ON: Pearson Canada. (2015): 494.
Butler, D. & Schnellert, L. (2015). “Success for students with learning disabilities: What does self-regulation have to do with it?” In T. Cleary (Ed.), Self-regulated learning interventions with at-risk populations: Academic, mental health, and contextual considerations. Washington, DC: American Psychological Association Press.
Butler, D. L., Schnellert, L., & MacNeil, K. (2015). Collaborative inquiry and distributed agency in educational change: A case study of a multi-level community of inquiry. Journal of Educational Change. 16(1):1-26.
Schnellert, L., Richardson, P. & Cherkowski, S. (2014). “Teacher educator professional development as reflexive inquiry”. LEARNing Landscapes 8(1): 233-250.
Schnellert, L., & Butler, D.L. (2014, June). Collaborative inquiry: Empowering teachers in their professional development. Education Canada. 54(3): 18-22.
Schnellert, L. (2011). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. (Doctoral dissertation). Retrieved from https://circle.ubc.ca/handle/2429/38245.
Schnellert, L. & Widdess, N. In Hume, Karen’s Tuned out: Engaging the 21st century learner. Pearson Canada. (2010): 217.
Nicholson, D., Schnellert, L., Rideout, B., Meyer, K., & Cameron, B. (2007). Living and learning in a community of inquiry: Coming to know knowing in a self-directed doctoral seminar. Educational Insights, 11(3).
Invited Publications
Schnellert, L. & Butler, D. (2014, June). Collaborative Inquiry: Empowering teacher in their professional development. Education Canada 54(3) 31-35.
Butler, D. L. & Schnellert, L. (2008). Teachers working to achieve valued outcomes for students: Making meaningful links between research and practice. Education Canada, 48(5), 36-40.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents’ engagement in “reading to learn”: Bridging from assessment to instruction. BC Educational Leadership Research, 2, Retrieved December 2, 2005, from <http://slc.educ.ubc.ca/eJournal/index.htm>http://slc.educ.ubc.ca/eJournal/index.htm.
Editorials/Commentaries
Schnellert, L. (2007). Pressing forward: New curriculum, new literacies, new possibilities. English Practice: the Journal of BC Teachers of English Language Arts, 49 (2), 1-2.
Schnellert, L. (2006). Teaching Language Arts is border crossing. English Practice: the Journal of BC Teachers of English Language Arts, 48 (2), 1.
Non-Refereed Publications
Widdess, N. & Schnellert, L. (2007). A second shot of thoughtful literacy instruction: Supporting struggling adolescent readers. English Practice: the Journal of BC Teachers of English Language Arts, 49(1), 7-22.
Schnellert, L. & Widdess, N. (2005). Student-generated criteria, free verse poetry, and residential schools. English Practice: the Journal of BC Teachers of English Language Arts, 47 (2), 19-28.
Schnellert, L. (2005). Engaging middle years writers in improving their writing while becoming self- and other-wise. English Practice: the Journal of BC Teachers of English Language Arts, 47 (1), 20-28.
Schnellert, L. (2004). Strengthening student writing network: Teachers meeting with teachers to share with and support one another. English Practice: the Journal of BC Teachers of English Language Arts, 46 (2).
Upcoming Conferences
Schnellert, S., Cartier, S., Butler, D., Buzza, D., Winne, P., & Perry, N. (2015, June). Canadian Association of Educational Psychology: Self Regulated Learning Symposium. Annual Conference of the Society for Studies in Education, Ottawa, ON.
Refereed Conference Presentations-International & National Conferences
Schnellert, S., Naylor, C., Reid, J. & Turner, D. (2014, July). Professional learning communities: The K-12 lived experience. Simon Fraser Summer Institute. Professional Learning Communities. Surrey, BC
Schnellert, S., Kozak, D., & Wilson, L. (2014, May). Collaborating in literacy instruction to meet the needs of all learners: RTI structures, strategies and systems that work in schools. International Reading Association (IRA) Annual Conference. New Orleans, LA.
Schnellert, L. (2014, May). Building pathways for all learners through inquiry, text sets and self regulated learning. International Reading Association (IRA), Annual Conference. New Orlean, LA.
Schnellert, S. & Moore, S. (2014, February). Building pathways for all learners. National Council of Teachers of English (NCTE). Northwest Regional Conference. Portland, OR.
Schnellert, L., Richardson, P. & Cherkowski, S. (2014, April). “Nurturing reflexivity: Teacher educator professional development as reflexive inquiry”. American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA.
Butler, D. & Schnellert. L. (2014, April). “Tracing cycles of teachers’ self- and co-regulated practice”. American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA.
Cherkowski, S. & Schnellert L. (2014, April). “Co-constructing a learning culture in the school: A case study of collaborative inquiry teams of secondary teachers”. American Educational Research Association (AERA) Annual Meeting. Philadelphia, PA.
Schnellert, L. & Butler, D.L. (2013, May). Teacher professional development through collaborative teaching, Paper presented at the 2013 AERA Annual Meeting in San Francisco, CA.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2012, May). Supporting secondary students’ self-regulated learning through reading in subject-area classrooms. Prepared for a “spotlight” session at the annual meetings of the Canadian Society for the Study of Education. Available on-line at: http://cssespotlight.files.wordpress.com/2012/05/butler-knowledge-snapshot-caep-final.pdf or at http://srlcanada.ca/wp-content/uploads/2012/06/Butler-Knowledge-snapshot-CAEP-FINAL.pdf
Gaylie, V. & Schnellert, L. (2012, May). Teacher ed on the edge: An inquiry into learning to teach through principles of inquiry and inclusion. Presented at the annual meetings of the Canadian Society for Studies in Education. Waterloo, Ontario.
Schnellert, L. (2012, April). Collaborative inquiry: Teacher professional development as situated, responsive co-construction of practice and learning. Presented at the 2012 AERA Annual Meeting in Vancouver, British Columbia.
Butler, D.L., Schnellert, L., & MacNeil, K. (2012, April). Teachers working collaboratively to support adolescent literacy: A case study of a multi-level community of inquiry. Presented at the 2012 AERA Annual Meeting in Vancouver, British Columbia.
Fels, L., Kelly, V., Ling, M., & Schnellert, L. (2010, June). Creating inquiry spaces for pedagogical meaning-making. Presented at the annual meetings of the Canadian Society for Studies in Education. Montreal, Quebec.
Schnellert, L. & Butler, D. (2010, May). Teacher professional development as longitudinal, situated, inquiry-oriented co-construction of practice: Teachers working together to develop teaching practices in elementary and middle years writing classrooms. Presented at the annual meetings of the Canadian Society for Studies in Education. Montreal, Quebec.
Schnellert, L. & Butler, D. (2010, April). Towards a better understanding of teacher professional development: Examining teachers’ practice-oriented inquiry into middle years literacy teaching and learning. Presented at the 55th annual conference of the International Reading Association, Chicago, IL.
Schnellert, L. & Butler, D. (2009, November). Examining teachers’ practice-oriented inquiry into middle years students’ literacy learning. Presented at the National Council of Teachers of English (NCTE) Annual Convention, Philadelphia, PA.
Schnellert, L. & Fullerton, C. (2009, May). Engaging and developing readers and thinkers in Science and Mathematics. Presented at the 54th annual conference of the International Reading Association, Minneapolis, MN.
Butler, D., Schnellert, L., & Cartier, S. (2009, May). Understanding adolescents’ deep engagement with ideas when learning from text(s): Implications for instruction in subject area classrooms. Presented at the 54th annual conference of the International Reading Association, Minneapolis, MN.
Schnellert, L., & Butler, D. L. (2009, April). Teacher professional development as situated, goal-oriented co-construction of practice: Teachers working together to develop teaching practices that respond to and support diverse learners. Presented at the 2009 AERA Annual Meeting in San Diego, California.
Schnellert, L. (2009, April). Examining the influence of collaboration on teacher learning and practice. Presented at the 2009 Council for Exceptional Children (CEC) Annual Convention in Seattle, Washington.
Schnellert, L. & Panas, J. (2008, November). Building and breaking down criteria: Fostering metacognitive learners. Presented at the National Council of Teachers of English (NCTE) Annual Convention, San Antonio, Texas.
Schnellert, L., Brownlie, F., Watson, L., & Wyatt, S. (2008, May). Getting strategic with strategies: Engaging all learners in thoughtful literacy practices. Presented at the 53rd annual conference of the International Reading Association, Atlanta, Georgia.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, May). Adolescents’ learning through reading: Relating professional development, students’ perceptions of learning through reading tasks and performance-based assessment. Presented at the 53rd annual conference of the International Reading Association, Atlanta, Georgia.
Butler, D. L., Schnellert, L., & Cartier, S. C. (2008, March). Layers of self-regulation: Teachers working strategically to improve practice so as to foster student self-regulation. Presented at the 2008 AERA Annual Meeting in New York, New York.
Schnellert, L., Datoo, M., Ediger, K., & Panas, J. (2007, November). Fostering metacognition and co-regulation in the English language arts classroom: Teachers and students working together to map thoughtful literacy practices for the twenty-first century. Presented at the National Council of Teachers of English (NCTE) annual convention, New York, New York.
Schnellert, L., Brownlie, F., & Dewonck, B. (2007, May). Strategies-rich, text-rich, metacognitive classrooms and schools that support all learners (grades 6-12). Presented at the 52nd annual conference of the International Reading Association, Toronto, Ontario.
Schnellert, L., Butler, D.L., & Higginson, S. (2007, April). Fostering agency and co-regulation: Teachers using formative assessment to calibrate practice in an age of accountability. Presented at the 2007 AERA Annual Meeting in Chicago, Illinois. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Butler,_Schnellert,_&_Higginson,_2007.pdf
Butler, D. L., Cartier, S. C., Schnellert, L., & Gagnon, F. (2006, May). Secondary students’ self-regulated engagement in “learning through reading”: Findings from an integrative research project. Paper presented at the annual meetings of the Canadian Society for Studies in Education. Toronto, Ontario. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Butler,_Cartier,_Schnellert,_&_Gagnon,_2006.pdf
Butler, D., Schnellert, L., Cartier, S., Gagnon, F., Higginson, S., Giammarino, M., & Tang, I. (2006, May). An integrative research project relating professional development processes for teachers to the quality of students’ self-regulated engagement in learning. CAEP session presented at the annual meetings of CSSE, Toronto, Ontario. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Butler,_Schnellert,_Cartier,_Gagnon,_Higginson,_Giammarino,_&_Tang,_2006.pdf
Schnellert. L., Higginson, S., & Butler, D. (2006, May). Co-constructors of data, co-constructors of meaning: Teacher professional development in an age of accountability. CAEP session presented at the annual meetings of CSSE, Toronto, Ontario. Available at: http://www.ecps.educ.ubc.ca/faculty/Butler_ConfPapers/Schnellert,_Higginson,_&_Butler,_2006.pdf
Schnellert, L., Brownlie, F., Widdess, N., Datoo, M., & Panas-Vine, J. (2006, May). Collaborative strategy instruction in secondary schools: Modeling, using text sets & building student and teacher metacognition. Presented at the 51st annual international conference of the International Reading Association, Chicago, Illinois.
Rideout, B., Nicholson, D., Schnellert, L., & Meyer, K. (2006, March). A hitchhiker’s guide to epistemology. Presented at Teacher Development: The Key to Education in the 21st Century International Conference, Vancouver, BC.
Schnellert, L. (2005, May). Towards an understanding of understanding: How indigenous knowing can help articulate a metalanguage for situated teacher inquiry and self-regulated transformation. CATE session presented at the annual meetings of CSSE. London, Ontario.
Butler, D., Cartier, S., Schnellert, L., Gagnon, F., Higginson, S., & Giammarino, M. (2005, May). Reading to learn in the content areas: From assessment to intervention. CAEP session presented at the annual meetings of CSSE, London, Ontario.
Schnellert, L. & Brownlie, F. (2005, May). Using literature circles to explore issues and develop social responsibility. Presented at the 50th annual international conference of the International Reading Association, San Antonio, Texas. Schnellert, L. (2005, April 29). Universally designing writing experiences for all. Presented at the International Whole Schooling Consortium Conference, Edmonton, Alberta.
Schnellert, L., Campbell, J., Loat, C., Rollo, C., & Widdess, N. (2004, December). Richmond’s strengthening student writing network: A study group exemplar. Presented at the 36th annual meeting of the National Staff Development Council. Vancouver, BC.
Brownlie, F. & Schnellert, L. (2004, May). Enhancing social responsibility through reading and writing. Presented at the 49th annual international conference of the International Reading Association. Reno, Nevada.
Brodie, C., Mallette, P., Rothstein, V., Schnellert, L., & Stevens, A. (2000, April). Collaborating to implement best practices for students with autism in inclusive schools. Presented at the annual meetings of the Council for Exceptional Children. Vancouver, BC.
Brodie, C., Mallette, P., Remedios, C., Rothstein, V., Stevens, A., & Schnellert, L. (1998, December). Supporting students with autism: Richmond’s collaborative model. Presented at the annual meetings of the Association for the Severely Handicapped (TASH). Seattle, WA.
Sakakibara, T., Harvey, A., Schnellert, L., et al. (1996, July). You, me and reality: Youth negotiating the barriers to safer sex: A qualitative research inquiry. Presented at the XI International Conference on AIDS. Vancouver, BC. REFEREED CONFERENCE PRESENTATIONS – REGIONAL AND LOCAL CONFERENCES
Schnellert, L., & Richardson, P. (2012, February). Arts-based teacher inquiry as teacher professional development. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Calgary, AB.
Schnellert, L., & Klassen, W. (2012, February). Learning through teaching rather than learning about teaching. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Calgary, AB.
Schnellert, L., Watson, L., Widdess, N. & Moore, S. (2011, October). Multiple pathways to leading literate lives. Presented at the annual conference of the BC Teacher of English Language Arts. Richmond, BC.
Schnellert, L., Datoo, M., Ediger, K., Widdess, N. (2010, October). Using literature circles to integrate assessment, inquiry and instruction to reach all learners. Presented at the annual conference of the BC Teacher of English Language Arts. Richmond, BC.
Schnellert, L. (2007, August). What is a literacy experience? The Literacy Continuum: SFU Summer Institute. Surrey, BC.
Schnellert, L. & Widdess, N. (2006, August). Nesting accelerated learning opportunities within classrooms and schools. SFU Summer Institute. Surrey, BC.
Schnellert, L., Rideout, B., Nicholson, D., & Meyer, K. (2006, February). Examining our understandings of “knowing”: Utilizing individual points of entry for inquiry and collaborative learning in a small group seminar class. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Vancouver, BC.
Swanson, D., Schnellert, L., & Holmes, P. (2006, February). Situating/storying/performing ourselves as bricoleurs in qualitative research and teaching. Presented at the annual conference of the Western Canadian Association for Student Teaching (WestCAST). Vancouver, BC.
Schnellert, L. (2005, March). Developing writing sequences that help students become self- and other-wise. Presented at the NCTE Northwest Regional Conference, Lewiston, Idaho.
Nicholson, D., Schnellert, L., Rideout, B., & White, V. (2005, February 25). Listening and learning in communities of inquiry. Presented at the CACS Provoking Curriculum: Trans/forming Narrative(s) regional conference, Victoria, BC.
Schnellert, L., & Widdess, N. (2004, August). Reading and fine arts: From modeling to student-led inquiry using non-fiction. Presented at the Simon Fraser University Adolescent Literacy Summer Institute, Burnaby, BC.
Non-Refereed Conference Presentations- Invited Speaker
Schnellert, L., & Kozak, D. (2013, February). Collaborative model of support. Presented at Crosscurrents the annual conference of the BC Special Education Association. Richmond, British Columbia.
Schnellert, L. (2008, October). Success for all: Working together to support students with special needs. Presented at the Rural School Conference. Vancouver, BC.
Schnellert, L., Ediger, K., Panas, J. & Widdess, N. (2008, October). Designing engaging units using backward design. Presented at the annual conference of the BC Teacher of English Language Arts. Richmond, BC.
Schnellert, L. (2007, October). Supporting learners with special needs. Presented at the Rural School Renewal Conference. Richmond, BC.
Schnellert, L. (2007, March). Reading across the curriculum: Developing strategic learners and critical thinkers (6-12). Interactive Innovations, A Showcase for Learners and Learning Conference, BC Ministry of Education, Nelson, BC.
Schnellert, L. (2006, May). Nurturing thoughtful writing in middle and secondary schools (6-12). Interactive Innovations, A Showcase for Learners and Learning Conference, BC Ministry of Education, Whistler, BC.
Schnellert, L. (2006, May). Reading to learn: Working together to develop critical readers (6-12). Interactive Innovations, A Showcase for Learners and Learning Conference, BC Ministry of Education, Whistler, BC.
Schnellert, L. (2004, September). Universal design and ‘second shot’ approaches to teaching reading in grades 4-12. Presented at the Naramata Conference for Inclusive Education. Naramata, BC. Schnellert, L. (2003, October). Cracking the information code. Presented at the annual conference of the BC Provincial Intermediate Teachers’ Association. Victoria, BC.
Schnellert, L. (2003, September). Supporting diverse learners through open-ended activities and differentiation. Presented at the Naramata Conference for Inclusive Education. Naramata, BC. Schnellert, L. (2003, August). Teaching reading in the middle years. Presented at the BC Ministry of Education Summer Institute. Nanaimo, BC.
Refereed Conference Proceedings
Holmes, P., Schnellert, L., & Swanson, D. (2006). Situating/storying/performing ourselves as bricoleurs in qualitative research and teaching. WestCAST Conference Proceedings, Vancouver, BC. Downloaded August 2, 2006 from http://educ.ubc.ca/westcast/proceedings.
Schnellert, L., Rideout, B., Nicholson, D., & Meyer, K. (2006). Examining our understandings of “knowing”: Utilizing individual points of entry for inquiry and collaborative learning in a small group seminar class. WestCAST Conference Proceedings, Vancouver, BC. Downloaded August 2, 2006 from http://educ.ubc.ca/westcast/proceedings.
British Columbia Teachers of English and Language Arts
British Columbia Teachers of English Language Arts (BCTELA) is a Provincial Specialist Association. We are made up of English Language Arts teachers from all over the province of British Columbia and the Yukon Territory. As an affiliate of both NCTE and BCTF, our mandate is to provide support for our members in their practice and professional development. BCTELA is coordinated by an executive committee but powered by each and every member educator through the province.
National Council of Teachers of English
The National Council of Teachers of English is devoted to improving the teaching and learning of English and the language arts at all levels of education
International Reading Association
Since 1956, IRA has been a nonprofit, global network of individuals and institutions committed to worldwide literacy. More than 53,000 members strong, the Association supports literacy professionals through a wide range of resources, advocacy efforts, volunteerism, and professional development activities.
SRL Canada- Canadian Consortium for Self-Regulated Learning
SRL Canada is a consortium of researchers who actively collaborate with educators, schools, and learners to improve learning, collaboration, and student engagement. Together we have been engaged with applied classroom research about SRL for over 20 years, frequently in collaboration with educational partners. Our research demonstrates that self-regulated learning (SRL) is critical to success, and that learners from early childhood through adulthood can learn to regulate their learning.
Podcasts
Literacy for Diverse Learners
In this podcast Dr. Leyton Schnellert discusses the importance of self-regulation and metacognition in literacy learning. Strategies such as four words, collaborative summaries, and exit slips illustrate how teachers can support students to develop self-regulation and metacognition in the classroom.
Pulling Together
Do you feel pressured to cover an impossible amount of material in your English language arts curriculum? How can you use longer units of study to achieve a saner pace while still developing thinking skills and assessing effectively? Listen as Mehjabeen Datoo and Leyton Schnellert discuss their latest book, Pulling Together, and how teachers can use as few as three units during a school year while using diverse texts to engage students, differentiate, and build confidence.
Videos
Teacher Collaboration
When great minds come together that share the common goal of enhancing student learning and achievement, great things happen. Educators are incredibly creative and effective at what they do. Coming together benefits everybody: educators and students.
The Class Review
Learning is a social enterprise and classrooms are rich grounds for learning. Students learn with and from each other. The unique makeup of each class determines the dynamics of the classroom. In order to ensure effective student engagement, it is important to understand and consider the strengths, interests, areas of need for students, and group to effective learning in the classroom.
Teaching and Learning in Diverse and Multi Grade Classrooms
Leyton’s presentation explores ways we can all work together to respond to diversity. The presentation looks at designing instruction and developing learning-centred classrooms that build enduring understandings, thinking strategies and skills.
Success for All: Working Together to Support Students with Special Needs
Leyton looks at ways to engage all learners, from designing instruction that responds to diversity, to developing learning-centred classrooms where all students engage in deep content learning that builds thinking strategies and skills.
It’s All About Thinking: Collaborating to Support all Learners
In this video, Leyton and Faye share some thoughts and insights into their latest book, It’s All About Thinking: Collaborating to Support All learners.
UBC’s Next Big Thing
In this video interview, Leyton discusses the University of British Columbia adolescent literacy research.
It’s All About Thinking: Collaborating to Support All Learners in Mathematics and Science
In this second volume of It’s All About Thinking, the authors focus their expertise on the disciplines of mathematics and science, translating principles into practices that help other educators with their students.
- How can we help students develop the thinking skills they need to become successful learners?
- How does this relate to deep learning of important concepts in mathematics and science?
- How can we engage and support diverse learners in inclusive classrooms where they develop understanding and thinking skills?
In this book, Faye, Leyton and Carole explore these questions and offer classroom examples to help busy teachers develop communities where all students learn. This book is written by three experienced educators who offer a welcoming and “can-do” approach to the big ideas in math and science education today. In this book you will find:
- insightful ways to teach diverse learners (Information circles, open-ended strategies, inquiry, manipulatives and models)
- lessons crafted using curriculum design frameworks (udl and backwards design)
- assessment for, as, and of learning
- fully fleshed-out lessons and lesson sequences; inductive teaching to help students develop deep learning and thinking skills in Math and Science
- assessment tools (and student samples) for concepts drawn from learning outcomes in Math and Science curricula
- excellent examples of theory and practice made accessible
- real school examples of collaboration — teachers working together to create better learning opportunities for their students
Pulling Together: Integrating inquiry, assessment, and instruction in today’s English classroom
Complete with diagrams, graphic organizers, classroom examples, assessment tools, and lists of core understandings, Pulling Together presents a comprehensive answer to the current big ideas in teaching—formative assessment, backward design, inquiry learning, strategic teaching, metacognition. The authors show how this collaborative process is reflected in all aspects of the literacy learning, from unit planning and lesson sequences, through the inquiry process and gradual release of responsibility in the classroom, to linking formative and summative assessment for responsive planning. For a review of Pulling together, click here.
Listen as Mehjabeen Datoo and Leyton Schnellert discuss their latest book, Pulling Together, and how teachers can use as few as three units during a school year while using diverse texts to engage students, differentiate, and build confidence.
Leyton Schnellert 