Bulkley Valley.April2014

Strategies for Inclusive Classrooms: across grades,

across curriculum Bulkley  Valley  

April  28/29,  2014  

www.slideshare.net  

Learning Intentions •  I  can  iden?fy  aspects  of  quality  teaching  in  my  prac?ce.  

•  I  can  plan  with  ALL  in  mind.  

•  I  have  a  plan  to  try  something  new  to  me  in  my  classroom.  

•  I  have  a  plan  to  share  with  someone  else.      

Big Ideas of our work together

– Teaching  counts!    •  Our  instruc?onal  choices  impact  significantly  on  student  learning  

• We  teach  responsively  

– All  kids  can  learn  and  we  know  enough  collec?vely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emo?onally,  and  intellectually  

• We  need  to  be  opening  our  doors  to  each  other  and  learning  from  each  other’s  strengths  

Something I have recently learned from a colleague that has a strengths-based focus

The teeter totter

kids

kids curriculum

Universal Design for Learning Mul?ple  means:  -­‐to  tap  into  background  knowledge,  to  ac?vate  prior  knowledge,  to  increase  engagement  and  mo?va?on  

-­‐to  acquire  the  informa?on  and  knowledge  to  process  new  ideas  and  informa?on  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Access

not accommodate or adapt

Backwards Design •  What  important  ideas  and  enduring  understandings  do  you  want  the  students  to  know?  

•  What  thinking  strategies  will  students  need  to  demonstrate  these  understandings?    

                 McTighe  &  Wiggins,  2001  

A Primary Writing Prompt: the grab bag

•  4  items  in  a  bag,  kids  with  a  paper  with  4  boxes  

•  Pull  out  1  item  at  a  ?me,  explore  how  it  might  be  used  in  a  story  

•  Kids  draw  how  the  item  might  be  used  •  Repeat  with  each  item  with  kids  drawing  both  items  in  2nd  box,  …  

•  In  4th  box,  either  draw  all  4  items  or  begin  to  write  their  story  

Both  lessons:    75  minutes,  aZer  lunch  

•  Mundy  Road  with  Kris?ne  Wong  – Focus  on  beginning,  middle,  end  

•  9  EAL  students  •  1  very  young  student  

•  Blakeburn  with  Lori  Clerkson  – Focus  on  story  starters,  moving  beyond  ‘I  did,  I  did,  I  did…”    

Teresa Monkman and Elaina Devison

Gr 9 English Smithers Secondary  

-­‐  4  Pictures    -­‐    -­‐  1  Word  -­‐  

OoOOOO   R   E   N   Y   U   S   C   L   F   D   B  

___    ___    ___    ___      

R   S   P   A   H   T   E   N   O   TT   S   W  

___    ___    ___    ___    ___    ___    ___  

E   E   M   P   R   O   A   S   F   H   T   D  

___    ___    ___    ___    ___  ___    ___    

T   T   R   L   S   I   C   M   H   D  

___    ___    ___    ___    ___    ___    ___    ___          

O   A  

P   N   B   S   E   C   U   I   O   T   E  R  

A   Y   C   O   P   D   V   R   E   C   M   F  

___    ___    ___    ___    ___    ___    ___    ___  ___      

S   M   N   J   R   A   L   I   O   U  

___    ___    ___    ___    ___    ___    ___    ___    ___    ___    

F   W  

E   P   I   W   A   D   C   A   N   S  

___    ___    ___    ___    ___  

H   T  

___    ___    ___    ___    ___      

June  1989  

Increasing engagement and oral language

•  Heritage  Woods  Secondary  with  Lauren  O’Leary  in  grade  11  physics  

•  Groups  of  4  •  Building  background  knowledge:  

–  Ques?on  –  Spring  scale  

•  Created  defini?on  together  •  Think  aloud  with  formula  •  One/two  class  prac?ce  problems  with  think  aloud  •  Try  more  prac?ce  problems  in  pairs  or  independently  •  Individual  feedback  •  Ticket  out  the  door:    Learning  outcome  for  closure:    I  can  

apply  Fg  =  m*g  and  explain  my  thinking  

•  What  is  mass?  •  What  is  weight?  

•  What  is  the  difference  between  the  two?  

•  Mass    – Mamer  –  how  much  stuff  we  are  made  up  of  –  Scalar  (no  direc?on)  –  Constant  – Measured  in  kg  

•  Weight    –  Vector  (has  direc?on)  – Depends  on  where  you  are  in  the  universe  -­‐  force  of  gravity  

– Measured  in  Newtons  

PLO:  Solve  a  variety  of  problems  involving  the  rela?onship  between  mass,  gravita?onal  field  strength,  and  force  due  to  gravity.  

Learning  Goal:  Understand  the  conceptual  side  and  apply  it.  

Teaching  Goal:    Make  lesson  accessible  and  interac?ve.  

Fg  =  m*g  

Expand  the  sentence.  Think  aloud  with  your  reasoning.  

Michelle Iacobucci Gr. 4/5

Walnut Grove

Purpose:    math  review  informal  assessment  of  new  student  

People  Search  When  you  find  someone  to  work  with  you,  do  the  work  on  the  same  ques?on  together.      

(12  ques?ons)  

Knows  24  divided  by  8  

Can  show  an  equivalent  frac=on  to  ½  

Will  count  by  6’s  to  100  

Can  draw  4  groups  of  3  

Can  explain  the  rule  of  this  pamern:        1,3,9,27  

Will  find  3  ques?ons  to  this  answer:  A  =  36  

Graffi?  Wall  &  Wri?ng  with  Stone  Fox  

•  Goal:    sharing  what  we  learned  •  Theme:    op?mism  – Group,  partner,  individual  reading  &  partner  talk  – Double  entry  journal:    story  events  and  thinking  – S?cky  notes:    exquisite  language,  meaningful  quotes,  strong  emo?on  

– Class  whip  around  – Borrowing  1-­‐2  ideas  each  day  – Final  projects:    graffi?  wall  and  story  

Goal: Reading and Writing with Fluency

•  Grade  8  English  •  Dawnn  Thorsen,  CT  and  Sheryl  Proskiw,  ELD,  Prince  Rupert  Middle  School  

•  Have  co-­‐taught  for  2  years  – TRUST  – All  we  need  is  a  GOAL  – Every  2nd  day  in  both  classes  

•  Both  classes  have  24  kids  •  Both  classes  have  3  kids  on  IEPs  •  Classroom  management  improved  with  daily  20  minutes  of  silent  reading  

•  Class  1  –  Lower  self-­‐esteem  –  18  have  had  ESD  support  at  some  point    

•  Class  2  –  4  students  have  challenged  grade  8  math  –  EA  – More  diversity  

Day 1: Mystery Writing •  Enter  class  to  see  the  scene  of  the  crime  •  5  minute  write  

–  Set  the  scene  –  What  happened?  –  Why?  –  Mood?  

•  Dawnn  modeled  a  start  on  the  board  •  Change  groups  according  to  your  coloured  name  tag  •  Character  (all  names  of  actual  people  in  the  school)  

–  One  reads  the  character’s  point  of  view  –  5  minutes,  add  on  

•  Change  groups  •  Piece  of  evidence  

–  Examine  the  evidence  together  –  5  minutes,  add  on  

•  Wri?ng  is  collected  as  kids  leave  •  Plenty  of  ?me  for  both  teachers  to  move  around  to  support  and  extend  all  learners  

•  Students  very  on  task  

•  Tomorrow:  –  Teachers  will  have  chosen  one  phrase/line  from  each  writer  

–  Display  for  all  to  see  –  Look  for  strengths  – Move  to  wri?ng  own  detec?ve  story  

2nd class, reflections and revisions

•  Start  with  characters,  not  seung  •  Set  the  scene  more  – 10  years  from  now  

– You  are  back  for  a  middle  school  reunion  – Write  in  role  

•  Walk  by  the  scene  

•  Encourage  more  table  talk  about  the  characters  

Jo-Anne Goble Gr 5

Walnut Grove

Strategies  for:    catching  students  up/    

suppor=ng  developing  readers/  revisi=ng  or  reviewing    

•  Instead of reading text -read student products

•  Instead of writing- respond briefly to student products

•  Instead of writing- read/discuss and decide whether you agree

Student products copied back to back…

read/ respond

How  can  you  use  this?  

Sample  is  not  necessarily  the  best.  Consider    less  text….  …desirable  student…  

Less  daun=ng  than  the  assignment.  

Extreme  Environments    -­‐a  lead  in  

Tuesdays with Tracey •  Tracey  Sullivan,  Teacher  Consultant,  Secondary  Literacy  and  Assessment,  Richmond  

•  Lisa  Toffolo  –  CT,  Laura  Sutherland  –  RT,  Noli  Cole  –  Youth  and  Family  Support  Worker  

•  Therapeu?c,  social/emo?onal,  and  educa?onal  interven?on  is  included  in  the  educa?onal  plan  for  each  student  (ages  13-­‐18).    

Goals: Social/emotional – belonging, safety, sense of ‘can do’, working with others

Academic – responding more deeply to a text by questioning

•  Meet  at  8AM  to  co-­‐prepare  a  meal.    All  kids  have  a  role.  

•  Eat  together,  then  talk  about  what  everyone  is  reading,  siung  in  a  circle  (teachers  and  students  mixed  together)  

•  Teacher  begins:  – What  I  am  reading,  what  I  am  wondering  – Mini-­‐lesson/focus:    ex.,  ques?ons  –  Students  move  to  board  to  write  their  ques?ons  –  i.e.,  make  public,  record  

–  Other  teacher’s  support  1:1  as  necessary  

Group Lesson: Questioning •  Text:    Stories  with  Holes  hmp://www.angelfire.com/amiga/gstroop631/holes.html  

•  “A  man  was  arrested  in  an  airplane  simply  for  gree?ng  his  friend  5  rows  over.”  – Why?  –  I  can  only  answer  ‘yes’  or  ‘no’    

•  Debrief:  –  Think/thin  ques?ons  – What  helped?    

What are we noticing? •  Kids  are  appearing  to  cook  at  8  –  and  clean  up  

•  Increased  sense  of  community  

•  More  eye  contact  

•  Increased  talk  about  books  •  Fewer  needing  1:1  support  as  they  are  able  to  stay  in  the  circle  

•  Increased  ease  with  the  ‘outsider’  –  i.e.,  Tracy  •  Next:    story  elements,  conversa?on,  listening  

Using Mindmaps to Organize and Demonstrate Understanding

•  Gleneagle  Secondary,  Coquitlam,  with  Andy  Albright,  grade  10  English  –  graphic  novels  – Opener:    hot  chocolate  invita?on  and  3  +  from  yesterday  –  extended  1;  modeled  chains  

– Styles  Line-­‐Up:    visual,  verbal,  rela?onships/connec?ons,  analyzing    

– Examined  mindmap  of  WW11  –  what  do  you  no?ce?    Created  draZ  design  criteria.  

– Reviewed  content  criteria  – 20  minute  for  individual  work  &  feedback  

•  Trust  your  professional  exper?se  •  Collaborate:    2  heads  are  bemer  than  1  

•  Follow  the  lead  of  your  children  –their  interests,  their  needs  

•  NO  program  exists  that  can  replace  YOU!!!