Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals

Coquitlam/Burnaby  Performance  Network  Series  April  11th,  2014  Faye  Brownlie  

www.slideshare.net  

•  8:30  –  10:00  –  Faye  

•  10:10  –  10:55  sessions  •  11:00  –  11:45  –  sessions  

•  Break    -­‐  12:10  •  12:15  –  1:30  -­‐  Faye  

Learning Intentions •  I  can  explain  UDL  and  BD.  •  I  can  idenPfy  aspects  of  quality  teaching  in  my  pracPce.  

•  I  can  plan  with  ALL  in  mind.  

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

The Competencies

•  Thinking  •  Personal  and  social  •  CommunicaPon  

Frameworks

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 MulPple  means:  -­‐to  tap  into  background  knowledge,  to  acPvate  prior  knowledge,  to  increase  engagement  and  moPvaPon  

-­‐to  acquire  the  informaPon  and  knowledge  to  process  new  ideas  and  informaPon  

-­‐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  

•  “…  numbers  do  not  take  the  place  of  a  teacher’s  professional  judgment.”  (7)  

•  Cameron  &  Gregory  

•  “…people  rarely  quesPon  whether  percentage  scores  truly  represent  student  learning….  Teacher  judgment  is  replaced  by  the  ‘power  of  the  points’”  (86)    

•  Marzano  as  quoted  in  Cameron  &  Gregory    (10)    

Rethinking Letter Grades – the 5 step process –

Cameron & Gregory •  IdenPfy  3-­‐5  big  ideas  for  one  subject  area  •  Write  3  levels  of  performance  for  each  big  idea  

•  IdenPfy  evidence  that  shows  student  performance  

•  Highlight  descripPons  of  learning  on  the  learning  map  

•  Determine  a  lefer  grade  (or  %)  

Big Ideas of the PNS

– Teaching  counts!    •  Our  instrucPonal  choices  impact  significantly  on  student  learning  

• We  teach  responsively  

– All  kids  can  learn  and  we  know  enough  collecPvely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emoPonally,  and  intellectually  

Increasing engagement and oral language

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

•  Groups  of  4  •  Building  background  knowledge:  

–  QuesPon  –  Spring  scale  

•  Created  definiPon  together  •  Think  aloud  with  formula  •  One/two  class  pracPce  problems  with  think  aloud  •  Try  more  pracPce  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    – Mafer  –  how  much  stuff  we  are  made  up  of  –  Scalar  (no  direcPon)  –  Constant  – Measured  in  kg  

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

– Measured  in  Newtons  

PLO:  Solve  a  variety  of  problems  involving  the  relaPonship  between  mass,  gravitaPonal  field  strength,  and  force  due  to  gravity.  

Learning  Goal:  Understand  the  conceptual  side  and  apply  it.  

Teaching  Goal:    Make  lesson  accessible  and  interacPve.  

Fg  =  m*g  

Expand  the  sentence.  Think  aloud  with  your  reasoning.  

Using Mindmaps to Organize and Demonstrate Understanding

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

– Styles  Line-­‐Up:    visual,  verbal,  relaPonships/connecPons,  analyzing    

– Examined  mindmap  of  WW11  –  what  do  you  noPce?    Created  dras  design  criteria.  

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

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  Pme,  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,  aser  lunch  

•  Mundy  Road  with  KrisPne  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…”    

Making Deeper Connections in Social Studies

•  Clinton  with  Diana  Sakic,  Grade  4/5  – Text:    Painted  Words  -­‐  Aliki  

• Whip  around  ‘immigraPon’  –  Confusion  with  immigraPon  vs  refugee  

•  Post-­‐it:    record  a  connecPon  as  I  read,  place  on  page  •  Draw  your  connecPon  on  personal  whiteboard  •  Reread  text,  discussing  some  connecPons  

•  Gallery  walk:    others’  connecPons  •  Quick  write:    how  your  connecPon  deepened  your  understanding  

Next… •  What’s  your  plan?  •  Who  can  help?  

•  How  will  you  know  you  have  made  a  difference?