Coq.burn pns april 2014

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Based on UDL and BD, K-12 lessons from Coquitlam and Burnaby classes. Third in a 3 part series on quality teaching.

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Coq.burn pns april 2014

  1. 1. Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam/Burnaby  Performance   Network  Series   April  11th,  2014   Faye  Brownlie   www.slideshare.net  
  2. 2. •  8:30  –  10:00  –  Faye   •  10:10  –  10:55  sessions   •  11:00  –  11:45  –  sessions   •  Break    -­‐  12:10   •  12:15  –  1:30  -­‐  Faye  
  3. 3. 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.      
  4. 4. The Competencies •  Thinking   •  Personal  and  social   •  CommunicaPon  
  5. 5. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  6. 6. 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  
  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. •  “…  numbers  do  not  take  the  place  of  a   teacher’s  professional  judgment.”  (7)   •  Cameron  &  Gregory  
  10. 10. •  “…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)    
  11. 11. 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  %)  
  12. 12. 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  
  13. 13. 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  
  14. 14. •  What  is  mass?   •  What  is  weight?   •  What  is  the  difference  between  the  two?  
  15. 15. •  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  
  16. 16. 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.  
  17. 17. Fg  =  m*g   Expand  the  sentence.   Think  aloud  with  your  reasoning.  
  18. 18. 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  
  19. 19. 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  
  20. 20. 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…”    
  21. 21. 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  
  22. 22. Next… •  What’s  your  plan?   •  Who  can  help?   •  How  will  you  know  you  have  made  a   difference?  

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