Quality Teaching in Inclusive Classrooms and Schools

Kamloops  Performance  Network  Series  

September  27th,  2013  Faye  Brownlie  

www.slideshare.net  

•  8:30-­‐10:00    plenary  •  10:00-­‐10:30  coffee  

•  10:30-­‐11:15  break-­‐out  

•  11:20-­‐12:05  break-­‐out  

•  12:05-­‐12:50  lunch  

•  12:50-­‐2:15    plenary  

Learning Intentions •  I  am  beginning  to  understand  how  universal  design  for  learning  and  backwards  design  support  effecKve  teaching  for  all  students  

•  I  can  the  elements  of  quality  teaching  

•  I  can  idenKfy  elements  of  quality  teaching  in  my  work  

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

Pasi  Sahlberg  

•  hMp://news.vanderbilt.edu/2011/12/finnish-­‐lessons/  

•  “Finnish  Lessons:  What  can  the  world  learn  from  educaKonal  change  in  Finland?”  

Lessons

•  Focus  on  the  professionalism  of  teachers  

•  Focus  on  collaboraKon  •  Focus  on  responsibility  •  Focus  on  equity  

•  “Finnish  Lessons:  What  can  the  world  learn  from  educaKonal  change  in  Finland?”  –  Pasi  Sahlberg    

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 MulKple  means:  -­‐to  tap  into  background  knowledge,  to  acKvate  prior  knowledge,  to  increase  engagement  and  moKvaKon  

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

-­‐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  •  CooperaKve  learning  •  Literature  circles  and  informaKon  circles  •  Inquiry  

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

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sKll  for  them.”    -­‐  SKggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  quesKons  to        show  evidence  of  learning  Whose  quesKons?    Who  answers?  

4.  Descrip+ve  Feedback  Timely,  relevant,  personal,    descripKve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  understand  their    learning  and    Communicate  It  with  others

Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about  DNA?  

•  QuesKoning  from  3  pictures  

•  AnKcipaKon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your  answer    

•  Sort  and  predict  –  groups  of  3  

•  With  Ken  Asano,  Centennial  

Before                      Afer  

cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaKon      replace  spindle  fibres    funcKon  for  survival  separate  

Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wriKng  •  Made  class  list  and  categorized  •  Focus  on  meaning  and  thinking  

–  DescripKon  –  ImaginaKon  –  Detail  –  Knowledge  –  Focus  –  Ideas  –  Passion  –  Intriguing  –  Understandable  

•  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  wriKng?  

•  Build  on  one  another’s  thinking  •  View  4  pictures  

•  Eagle  Dreams  -­‐    Wri8en  by  Sheryl  McFarlane  ;  Illustra+ons  by  Ron  Lightburn;    

•  ISBN:  1-­‐55143-­‐016-­‐9  

•  Task:    a  piece  of  wriKng,  choose  your  genre,  think  about  the  criteria  

•  As  you  are  moving  to  your  desk,  keep  walking  unKl  you  have  your  first  line  in  your  head  

•  12  minutes  to  write  

•  As  students  are  wriKng,  move  about  the  room,  underlining  something  powerful  (criteria  connected)  in  each  person’s  wriKng  

•  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  emoKon  or  made  a  picture  

– Hook  –  first  line  made  me  want  to  keep  reading  

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.    Afer  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.  

Sample  3  Once  upon  a  Kme  there  was  a  boy  that  was  facinated  by  eagles,  he  

asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy  thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender  one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last  night,  he  conKnued  his  plan.    He  put  3  fishes  in  the  open  with  a  trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an  eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was  in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to  make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He  remembered  how  much  his  father  despised  eagles.    He  lead  the  eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.    He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to  ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked  why  he  told  him  so.    The  father  said  they  …  

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  Kme  to  eat  a  dinner  say  mother  say  …  

•  Kids  can  add/edit/conKnue  to  work  •  Set  up  for  next  class  – Work  on  same  criteria  – Hear  again,  pieces  that  work  – Move  to  where  kids  can  idenKfy  criteria  in  their  own  work  and  ask  for  help  with  criteria  that  are  struggling  with  

•  Afer  repeated  pracKce,  students  choose  one  piece  to  work  up,  edit,  revise,  and  hand  in  for  marking  

•  Feedback  is  conKnuous,  personal,  Kmely,  focused  

Frog Can Do Many Things

Written by Donna KlockarsIllustrated by Bill Helin

L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM

•  Learning  supports  the  well-­‐being  of  self  and  family  

•  Learning  is  holisKc,  reflexive,  reflecKve  

•  Reading  with  a  purpose:  – Read  to  find  out  what  frog  can  do  and  what  he  wants  to  do.    Be  thinking  about  what  you  can  do  and  what  you  want  to  do.  

Interesting and Insightful •  Linda  Rivet’s  grade  1  class,  Burnaby  •  Many  ESL  children  •  Been  working  on  connecKons  and  jusKfying  opinions  from  reading  

•  Lots  of  discussion  before,  during,  afer  reading:      – What  can  you  do?  – What  do  you  want  to  be  able  to  do?  – Will  frog  ever  learn  to  fly?  –  Is  it  good  to  have  a  dream?    Is  it  OK  to  give  up  on  a  dream?      

•  Used  a  frame:  –  I  can  …  – My  parents  want  …  –  I  really  like  …