Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby	
  Performance	
  
Ne...
•  8:30	
  –	
  10:00	
  –	
  Faye	
  
•  10:10	
  –	
  10:55	
  sessions	
  
•  11:00	
  –	
  11:45	
  –	
  sessions	
  
...
Learning Intentions
•  I	
  can	
  explain	
  UDL	
  and	
  BD.	
  
•  I	
  can	
  idenPfy	
  aspects	
  of	
  quality	
  ...
The Competencies
•  Thinking	
  
•  Personal	
  and	
  social	
  
•  CommunicaPon	
  
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thin...
Universal Design for Learning
MulPple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  acPvate	
  
...
Access
not accommodate or adapt
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
understandings	
  do	
  you	
  want	
  the	
  studen...
•  “…	
  numbers	
  do	
  not	
  take	
  the	
  place	
  of	
  a	
  
teacher’s	
  professional	
  judgment.”	
  (7)	
  
• ...
•  “…people	
  rarely	
  quesPon	
  whether	
  percentage	
  
scores	
  truly	
  represent	
  student	
  learning….	
  
Te...
Rethinking Letter Grades –
the 5 step process –
Cameron & Gregory
•  IdenPfy	
  3-­‐5	
  big	
  ideas	
  for	
  one	
  sub...
Big Ideas of the PNS
– Teaching	
  counts!	
  	
  
•  Our	
  instrucPonal	
  choices	
  impact	
  significantly	
  on	
  
s...
Increasing engagement and oral
language
•  Heritage	
  Woods	
  Secondary	
  with	
  Lauren	
  O’Leary	
  in	
  grade	
  1...
•  What	
  is	
  mass?	
  
•  What	
  is	
  weight?	
  
•  What	
  is	
  the	
  difference	
  between	
  the	
  two?	
  
•  Mass	
  	
  
–  Mafer	
  –	
  how	
  much	
  stuff	
  we	
  are	
  made	
  up	
  of	
  
–  Scalar	
  (no	
  direcPon)	
 ...
PLO:	
  
Solve	
  a	
  variety	
  of	
  problems	
  involving	
  the	
  
relaPonship	
  between	
  mass,	
  gravitaPonal	
...
Fg	
  =	
  m*g	
  
Expand	
  the	
  sentence.	
  
Think	
  aloud	
  with	
  your	
  reasoning.	
  
Using Mindmaps to Organize and
Demonstrate Understanding
•  Gleneagle	
  Secondary	
  with	
  Andy	
  Albright,	
  
grade	...
A Primary Writing Prompt:
the grab bag
•  4	
  items	
  in	
  a	
  bag,	
  kids	
  with	
  a	
  paper	
  with	
  4	
  
box...
Both	
  lessons:	
  	
  75	
  minutes,	
  aser	
  
lunch	
  
•  Mundy	
  Road	
  with	
  KrisPne	
  Wong	
  
– Focus	
  o...
Making Deeper Connections in
Social Studies
•  Clinton	
  with	
  Diana	
  Sakic,	
  Grade	
  4/5	
  
– Text:	
  	
  Paint...
Next…
•  What’s	
  your	
  plan?	
  
•  Who	
  can	
  help?	
  
•  How	
  will	
  you	
  know	
  you	
  have	
  made	
  a	...
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Coq.burn pns april 2014
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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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