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

Coquitlam/Burnaby  Performance  Network  Series  

September  21st,  2012  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  more  fully  understand  how  universal  design  for  learning  and  backwards  design  support  effecGve  teaching  for  all  students  

•  I  can  implement  more  integrated,  fluid  assessment  for  learning  pracGces  

•  I  have  a  plan  to  use  more  choice  or  more  diverse  texts  with  my  students  

•  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  

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 MulGple  means:  -­‐to  tap  into  background  knowledge,  to  acGvate  prior  knowledge,  to  increase  engagement  and  moGvaGon  

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

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

How  can  you  find  the  sum  of:  

6  +  8                36  +  48  

           3.6  +  4.8  

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  

The teeter totter

kids

kids curriculum

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaGve  learning  •  Literature  circles  and  informaGon  circles  •  Inquiry  

It’s All about Thinking – Brownlie & Schnellert, 2009

Assessment for Learning •  Learning  intenGons  •  Criteria  •  DescripGve  feedback  •  QuesGoning  •  Peer  and  self  assessment  

•  Ownership  

Descriptive Feedback •  What’s  working?  •  What’s  not?  

•  What’s  next?  

Effec%ve  feedback  occurs  during  the  learning,  while  there  is  s%ll  %me  to  act  on  it.    Jan  Chappuis  

Feedback  is  not  advice,  praise,  or  evalua%on.    Feedback  is  informa%on  about  how  we  are  doing  in  our  efforts  to  reach  a  goal.    Grant  Wiggins  

Focus  on  errors,  not  on  mistakes  and  search  for  pa`erns  in  student  errors.    Douglas  Fisher  and  Nancy  Frey  

The  primary  goal  of  feedback  is  to  improve  the  future  possibiliGes  for  each  individual  learner  and  for  the  learning  community.    Peter  Johnston  

How do we use the world’s water?

Literacy  in  AcGon  8  

Pearson  

www.pearson.ca  

Information Circles •  Select  4-­‐5  different  arGcles,  focused  on  central  topic  or  theme.  

•  Present  arGcles  and  have  students  choose  the  one  they  wish  to  read.  

•  Present  note-­‐taking  page.  •  Student  fill  in  all  boxes  EXCEPT  ‘key  ideas’  before  meeGng  in  the  group.  

•  Students  meet  in  ‘like’  groups  and  discuss  their  arGcle,  deciding  together  on  ‘key  ideas’.  

•  Students  meet  in  non-­‐alike  groups  and  present  their  informaGon  from  their  arGcle.  

Vocabulary/terms   Images  

Ques%ons   Key  ideas  

Lit Circles – Gr 1/2 Spring Term Michelle Hikada, Richmond

Learning  IntenGons/Focus  QuesGon  

What  kind  of  thinking  will  we  do  when  we  are  reading?    •deep  connecGons  –  no  thin  connecGons  

 •I  wonder  

 •infer  –  What  do  you  think?    Why  do  you  think?  

•  Our  jobs  in  lit  circles:  – Think  – Listen  and  look  at  the  speaker  – Pay  a`enGon.    They  will  make  you  smarter.  – Be  a  good  leader  – Don’t  interrupt  – Don’t  be  silly  –  If  you  finish  early,  just  read  

1.  Read  independently  15  minutes.  2.  Join  in  lit  circle  group.  3.  Teacher  circulates  and  listens  in  on  conversaGon.  4.  20-­‐25  minutes.    Stop.    Put  a  sGcky  note  on  your  

deep  connecGon,  your  wonder  or  your  inference.  

5.  Appoint  a  leader.  6.  Discuss.  7.  Review  as  a  class.  8.  Students  write  le`ers  1-­‐2  /week  to  teacher.  

Planning

What  are  you  going  to  try  ASAP?  

Who  will  help  you?  

Be  prepared  to  talk  about  what  you  tried  when    we  meet  again  in  January.