A full day session on how to conduct a class review. Afternoon follow-up with two strategy sequences addressing the 'what next?' piece. K-7

1. Balancing Students and
Curriculum: The Art and Science
of Teaching
The
Class
Review
Process
Kamloops
Dec.
5,
2015
Faye
Brownlie
www.slideshare.net/fayebrownlie/classreview

2. • The
class
review
process
(as
outlined
in
Learning
in
Safe
Schools)
is
used
by
many
schools
as
a
vehicle
to
guide
a
strengths-­‐based
conversaKon
profiling
a
teacher's
class.
Following
this
discussion,
a
plan
is
built
to
use
this
class
informaKon
in
planning
instrucKon.
In
this
two
part
series,
we
will
first
learn
how
to
conduct
a
class
review.
Staffs
will
be
guided
through
the
process
as
they
profile
their
own
classes
and
consider
'what's
next?'.
The
remainder
of
the
first
day
will
be
spent
exploring
effecKve
teaching
strategies
(especially
in
literacy)
to
address
the
learning
strengths
and
needs
of
the
students.In
session
two,
we
will
return
to
examine
how
the
class
review
plan
has
worked,
make
refinements
to
the
plan,
and
conKnue
with
teaching
scenarios.
These
scenarios
will
include
a
focus
on
wriKng.In
both
days,
teachers
will
have
significant
chunks
of
Kme
to
collaborate.
School
teams
will
parKcipate
in
the
class
review
process
and
in
planning
for
'what's
next?'
Cross-­‐school
grade
group
teams
will
work
with
implementaKon
of
the
teaching
strategies.
These
small
group
discussions
will
be
facilitated
by
Tricia,
Lorraine,
D,
D,
Jo
and
Faye.

3. Learning Intentions
• I
understand
how
to
conduct
a
strengths-­‐
based
class
review.
• I
have
a
plan
to
conduct
a
class
review
with
my
school-­‐based
team.
• I
know
how
to
plan
‘what’s
next?’
as
a
result
of
my
class
review.

4. The teeter totter
kids curriculum
kids

5. Goal
to
support
students
in
working
effecKvely
in
the
classroom
environment

6. Goal
to
work
together
to
beVer
meet
the
needs
of
all
students

7. Response To Intervention:
Literacy Framework
[Whole
Class
–
Small
Group
–
Individual]
[One-­‐to-­‐One]
[Small
Group
–
Individual]

8. Rationale
By
sharing
our
collecKve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
acKon
based
on
this,
we
can
beVer
meet
the
needs
of
all
students.

9. A Key Belief
IntervenKon
is
focused
on
classroom
support.
Classroom-­‐based
intervenKon
does
NOT
mean
that
all
specialists
have
to
be
in
the
classroom
all
the
Kme.
Instead,
the
RESULTS
of
their
work
have
to
show
up
in
the
classroom.

10. The Class Review Process

11. • Meet
as
a
school-­‐based
team,
with
the
administrator
• Each
classroom
teacher
(CT)
joins
the
team
for
45
minutes
to
speak
of
her
class
• TOC’s
provide
coverage
for
CTs
• Follow
the
order
of
strengths,
needs,
goals,
individuals
• The
CT
does
not
do
the
recording
or
the
chairing

12. The
Class
Review
What
are
the
strengths
of
the
class?
What
are
your
concerns
about
the
class
as
a
whole?
What
are
your
main
goals
for
the
class
this
year?
What
are
the
individual
needs
in
your
class?

13. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other Medical Language Learning Socio-Emotional

14. Classroom
Strengths
-­‐
gr.4/5
• Kind
to
each
another
• Like
to
write
• High
energy
• Some
models
of
responsibility
• Some
will
take
risks
in
their
learning

15. Classroom
Needs
-­‐
gr.
4/5
• Self-­‐control
-­‐
too
loud!
• Interdependence
• Listen
to
group
instrucKons
• Wide
academic
range
• Very
teacher
dependent
• Easily
distracted

16. Classroom
Goals
-­‐
gr.
4/5
• Help
individuals
within
class
to
become
more
independent
• Help
students
write
more
powerfully,
with
criteria
• Help
students
learn
to
ask
real
research
quesKons
• Help
students
choose
appropriate
reading
materials

17. Medical
• Challis
-­‐
ritalin,
see
file
• Karmvir
-­‐
severe
diabetes

18. Language
• ESL
1
-­‐
Sharon
• ESL
2-­‐4
Ammen,
Karmjit,
Janel,
Amrit,
Ekam,
Tommy,
Iris,
Osama,
Jasdeep,
David
• IniKate
oral
language
-­‐
Jasdeep
• Pose
quesKons
-­‐
Challis,
Dion,
Ekam

19. Learning
• Focusing
-­‐
Jordan,
Janel,
Jasdeep,
Challis,
KriKes,
Ekam,
Sigman
• Comprehension
-­‐
Sigmund,
Oscan,
Ekam,
Janel,
Challis,
David
• Limited
wriVen
output
-­‐
KrisKe,
Challis,
Tommy

20. Social-­‐emoKonal
• Jordan
-­‐
severe
behavior
• Janel
-­‐
anger
management
• Jasdeep
-­‐
withdrawn,
silent

21. Other
• Extensions:
Chloe,
Taylor,
Janelle,
Josie,
Emily,
KrisKe,
Andrew,
Amanda

22. Decisions

23. Decisions
• RT/CT
meet
to
plan
unit
on
social
responsibility
• Include
in
this
unit
comprehension
strategies
of
think
aloud
and
quadrants
of
a
thought
(use
as
intro
to
lit
circles
later)
• Begin
Writers’
Workshop
with
CT/RT.
Focus
on
co-­‐creaKng
criteria
and
using
to
self
assess.
• Counsellor
to
begin
‘magic
circle’
group
with
targeted
students
(behavior,
withdrawn,
overpowering)
• Individual
behavior
plans:
Challis,
Jordan
Jasdeep,
Janel
-­‐
RT
check
in
on
goals
at
8:40,
CT
at
3:00
• EA
with
class
for
core
subjects

24. Classroom
Strengths
-­‐
gr.1/2
• Teacher
is
former
librarian
so
extensive
knowledge
of
school’s
books
• High
energy,
keen
• AccepKng,
generally
of
Ray
• Strong
parental
support
• Students
report
they
are
readers/writers
• Students
love
to
be
read
to
and
browse
books

25. Classroom
Needs
-­‐
gr.
1/2
• Social
responsibility:
-­‐how
to
treat
each
other
fairly
-­‐how
to
take
turns
-­‐how
to
not
call
out
-­‐how
to
use
an
inside
voice
•
Wide
academic
range
-­‐
early
learners
to
very
able
reader

26. Classroom
Goals
-­‐
gr.
1/2
• Make
this
class
a
team
• Write
daily
• Guided
reading,
as
able
• Encourage
independence

27. Medical
gr.
1/2

28. Language-­‐gr.
1/2
• ESL
1&2
-­‐
Elvira,
Tom,
Juno,
Michelle,Tony,
Ray,
Annie,
Jerad
• Ray
-­‐
ojen
incomprehensible
• ESL
1-­‐4
-­‐
13
students,
including
8
different
first
languages

29. Learning
-­‐
gr.
1/2
• BriVney
-­‐
very
weak
skills
• Dominic
-­‐
knows
few,
if
any,
sounds
• Ray,
Elvira,
Annie,
Juno,
Tony,
Darren
-­‐
help
hearing
sounds
-­‐
phonemic
awareness
• MaVhew
-­‐
won’t
write
• Ray
-­‐
is
he
reading
for
meaning?

30. Social-­‐emoKonal
-­‐
gr.
1/2
• BriVney
-­‐
inappropriate
friendship
skills
• Jared,
Trevor,
MaVhew
-­‐
demanding,
liVle
self
control
• Trevor
-­‐
low
self
esteem
• Michelle
-­‐
inaudible
speech,
whisper
• Ray
-­‐
wanders

31. Other
-­‐
gr.
1/2
• Challenge
-­‐
Wilson,
Catherine

32. Decisions

33. Decisions
• RT/CT
assess
for
guided
reading
using
standard
reading
assessment
paVerns
and
daily
reading
conferences
• RT
with
class
on
RW
strategy
while
CT
works
on
leVer/sound
matching,
hearing
sounds
in
words
(elasKc,snap)
• CT
reinforce
elasKc/snap
during
whole
class
reading
&
wriKng,
small
group
and
1:1
• CT
read
twice/week
on
friendship,
gekng
along
with
others
• RT/CT
spend
a
week
on
‘Lily
Sequence’
• RT/CT
to
write
together
for
double
block
each
week
• ConKnue
Ray’s
full-­‐Kme
EA
and
reassess
ajer
1
month

34. Planning for What’s Next?

35. “You
can
see
what
the
teachers,
teams,
and
schools
value
by
what
actually
goes
on
in
the
classrooms.”
(Brownlie,
Fullerton,
Schnellert,
2011,
p25)
“Pedagogy
trumps
curriculum.”
(Dylan
Wiliam)

36. Changing Results for Young Readers
• BC
teachers
report
what
makes
a
difference
for
vulnerable
readers:
– Choice
– 1:1
– RelaKonship
with
teacher
– Focus
on
meaning

37. Background
knowledge
has
a
greater
impact
on
being
able
to
read
a
text
than
anything
else.
-­‐Doug
Fisher,
Richard
Allington

38. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

39. Strategy Sequence
• ConnecKng
– Building
moKvaKon,
accessing
and
building
background
knowledge,
asking
quesKons,
sekng
a
purpose
for
reading
• Processing
– Making
sense
of
new
text,
linking
old
informaKon
to
new
• Transforming
and
personalizing
– Showing
what
you
know

40. We CAN teach all our kids to read.
• Struggling
readers
need
to
read
MORE
than
non-­‐struggling
readers
to
close
the
gap.
• Struggling
readers
need
to
form
a
mental
model
of
what
readers
do
when
reading.
• Struggling
readers
need
to
read
for
meaning
and
joy

• Struggling
readers
do
NOT
need
worksheets,
scripted
programs,
or
more
skills
pracKce.

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

42. 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

43. 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

44. Response To Intervention:
Literacy Framework
[Whole
Class
–
Small
Group
–
Individual]
[One-­‐to-­‐One]
[Small
Group
–
Individual]

45. Building Deeper Connections
• Grade
2
with
Kinder
Mann,
Burnaby
• Explain
how
connecKons
help
us
deepen
our
understanding
of
a
story.
• Make
connecKons
with
the
cover
• Give
kids
a
post-­‐it
note
with
their
name
• Read
the
story
as
kids
silently
place
their
post-­‐it
notes
when
they
make
a
connecKon.
• Reread
the
‘improved’
story
now
that
it
is
richer
with
all
our
connecKons.
• Write
about
your
connecKon
with
the
story
–
one
that
really
helped
you
think
more
deeply
about
the
story.

46. Ralph
Tells
a
Story
–
Abby
Hanlon

51. Questioning
• Gr
5/6
• QuesKoning
from
pictures
• Quick
write
x
2
(word
count
&
powerful
phrases)
• Meet
with
a
partner
to
gain
ideas
and
quesKons.
• Read
some
text.
• Write:
What
are
you
wondering
now?
Why?

64. What’s Next?
• What
is
your
plan
to
conduct
a
class
review?
• Who
will
be
involved?
• Who
will
work
with
you
to
build
a
plan
for
your
class?
• What
is
something
that
you
are
adding
on
to
your
pracKce
as
a
result
of
today?
• What
is
something
you
are
lekng
go
of?