Bulkley Valley.April2014

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Slides from the Monday evening and Tuesday sessions: teaching scenarios from across BC that focus on inclusion of all students. 4 pics, 1 word slides are missing the letters but the intent is captured.

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Bulkley Valley.April2014

  1. 1. Strategies for Inclusive Classrooms: across grades, across curriculum Bulkley  Valley   April  28/29,  2014   www.slideshare.net  
  2. 2. 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.      
  3. 3. 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  
  4. 4. Something I have recently learned from a colleague that has a strengths-based focus
  5. 5. The teeter totter kids kids curriculum
  6. 6. 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  
  7. 7. Access not accommodate or adapt
  8. 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  
  9. 9. 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  
  10. 10. 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…”    
  11. 11. Teresa Monkman and Elaina Devison Gr 9 English Smithers Secondary  
  12. 12. -­‐  4  Pictures    -­‐     -­‐  1  Word  -­‐  
  13. 13. OoOO OO   R   E   N   Y   U   S   C   L   F   D   B   ___    ___    ___    ___      
  14. 14. R   S   P   A   H   T   E   N   O   TT   S   W   ___    ___    ___    ___    ___    ___    ___  
  15. 15. E   E   M   P   R   O   A   S   F   H   T   D   ___    ___    ___    ___    ___  ___    ___    
  16. 16. T   T   R   L   S   I   C   M   H   D   ___    ___    ___    ___    ___    ___    ___    ___           O   A  
  17. 17. P   N   B   S   E   C   U   I   O   T   E  R  
  18. 18. A   Y   C   O   P   D   V   R   E   C   M   F   ___    ___    ___    ___    ___    ___    ___    ___  ___      
  19. 19. S   M   N   J   R   A   L   I   O   U   ___    ___    ___    ___    ___    ___    ___    ___    ___    ___     F   W  
  20. 20. E   P   I   W   A   D   C   A   N   S   ___    ___    ___    ___    ___   H   T  
  21. 21. ___    ___    ___    ___    ___      
  22. 22. June  1989  
  23. 23. 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  
  24. 24. •  What  is  mass?   •  What  is  weight?   •  What  is  the  difference  between  the  two?  
  25. 25. •  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  
  26. 26. 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.  
  27. 27. Fg  =  m*g   Expand  the  sentence.   Think  aloud  with  your  reasoning.  
  28. 28. Michelle Iacobucci Gr. 4/5 Walnut Grove
  29. 29. 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)  
  30. 30. 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  
  31. 31. 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  
  32. 32. 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  
  33. 33. •  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  
  34. 34. 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  
  35. 35. •  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  
  36. 36. 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  
  37. 37. Jo-Anne Goble Gr 5 Walnut Grove
  38. 38. 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
  39. 39. Student products copied back to back… read/ respond How  can  you   use  this?  
  40. 40. Sample  is  not   necessarily  the   best.  Consider     less  text….   …desirable   student…   Less  daun=ng   than  the   assignment.  
  41. 41. Extreme  Environments    -­‐a  lead  in  
  42. 42. 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).    
  43. 43. 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  
  44. 44. 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?    
  45. 45. 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  
  46. 46. 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  
  47. 47. •  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!!!  

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