1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
January
28th,
2013
Faye
Brownlie
www.slideshare.net
2. Learning Intentions
• I
more
fully
understand
how
universal
design
for
learning
and
backwards
design
support
effecJve
teaching
for
all
students
• I
can
implement
more
integrated,
fluid
assessment
for
learning
pracJces
• I
have
a
plan
to
use
more
choice
or
more
diverse
texts
with
my
students
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me
3. PIRLS, 2011
Progress in International Reading Literacy Study
• Grade
4,
every
5
years
• 2011
–
45
countries
• 2600
students
in
148
schools
in
BC
in
2011
• BC
also
parJcipated
in
2006
• Measures
trends
in
reading
achievement
• Examines
policies
and
pracJces
related
to
literacy
hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm
4. PIRLS, 2011
Progress in International Reading Literacy Study
• 2
–
40
minute
sessions
• MulJple-‐choice
and
constructed
response
• 4
passages
–
2
ficJon;
2
non-‐ficJon
• QuesJonnaire
for
students,
teachers,
principals,
parents
–
to
beTer
understand
the
pracJces
associated
with
reading
performance
5. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Mean
score
significantly
above
internaJonal
AND
Canadian
averages
• No
change
from
2006
to
2011,
but
other
countries
did
increase
from
2006
• 15%
-‐
Advanced
Benchmark;
55%
-‐
High
Benchmark
(4
InternaJonal
Benchmarks)
• Performed
beTer
in
literary
reading
than
in
informaJonal
reading
6. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Reported
high
levels
of
enjoyment
of
reading
and
self-‐confidence
• The
more
oden
students
read
stories
or
novels,
the
beTer
they
tended
to
perform
in
reading
• 26%
of
students
reported
not
speaking
En/Fr
at
home.
No
difference
in
their
level
of
achievement!!!!
7. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Comprehension
Processes
– retrieving
and
straighforward
inferencing
– interpreJng,
integraJng,
and
evaluaJng
*Most
high
performing
countries,
including
BC,
did
beTer
on
the
laTer.
8. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
9. Universal Design for Learning
MulJple
means:
-‐to
tap
into
background
knowledge,
to
acJvate
prior
knowledge,
to
increase
engagement
and
moJvaJon
-‐to
acquire
the
informaJon
and
knowledge
to
process
new
ideas
and
informaJon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
10. 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
17. A/B
Partner
My
partner,
__________,
and
I
decided
who
would
be
A
and
who
would
be
B
in
a
religious
kind
of
way
by
______________.
Therefore
_______
is
A
because
__________________________
18. EssenJal
QuesJon
-‐
How
might
religious
beliefs
nega7vely
impact
human
behaviour?
19. While
looking
at
the
image
think
about
this
EssenJal
QuesJon
–
How
might
religious
beliefs
nega7vely
impact
human
behaviour?
What?
So
What?
1.
2.
3.
4.
5.
6.
21. Some
things
my
partner,
____________,
and
I
no7ced
about
the
image
of
__________
are:
______________________
____________________________________
22. Religion
and
Conflict
• Extremism
• Terrorism
• Racism
• War
• Ethnic
cleansing
• Genocide
• Oppression
/
Control
23. Something
to
think
about
–
How
might
religious
beliefs
posi7vely
impact
human
behaviour?
24. How
might
religious
beliefs
posi7vely
impact
human
behaviour?
Brainstormed
ideas
from
students
-‐
• Help
others
in
need
• Find
peace
if
you’re
worried
• Sin
go
to
hell
/
be
good
go
to
heaven
-‐ InspiraJon
-‐ Connects
people
-‐ Encourages
peace,
love
and
unity
-‐ Something
to
believe
in
–
-‐ Places
that
offer
support
–
caring
for
others
-‐ Forces
us
to
be
beTer
people
25. Building Language, Practicing Reading Strategies:
Paired Vocabulary Story Making
• Partners
meet
to:
– decode
a
phrase
– create
a
story
that
uses
this
phrase
– share
the
strategies
they
use
to
decode
the
phrase
• As
a
class,
share
phrases
and
stories,
encouraging
the
students
to
link
their
thinking
with
these
new
phrases
• Read
the
story
and
watch
for
how
the
author
uses
these
phrases
• With
Cathy
Lloyd,
Birchland
26. deep
dark
cave
crumbly
tumbly
tower
dense
forest
very
loud
roar
clippety-‐clop
shimmery,
glimmery
sword
King’s
forest
stood
on
watch
very
tall
wall
faraway
kingdom
27. Good
Night,
Good
Knight
-‐
Shelly
Moore
Thomas
Pictures
-‐
Jennifer
Plecas
DuTon
Children’s
Books
28. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesJoning
from
3
pictures
• AnJcipaJon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial
29. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesJoning
from
3
pictures
• AnJcipaJon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial
35. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaJon
replace
spindle
fibres
funcJon
for
survival
separate
36.
37.
38. Thermal Energy/Plate Tectonics
• Sort
and
predict
with
vocab
• Utube
clip
–
resort
your
words
as
needed
• Scan
the
text
for
what
else
you
need
to
know
• Use
the
words
to
make
a
concept
map
• Exit
slip:
how
will
you
best
remember
• With
Curt
Dewolff,
Moody
Secondary
39. Writing
• Build
criteria
for
powerful
story
• Model
with
partner,
1
minute
to
tell
your
story,
30
seconds
to
respond;
switch;
pracJce
• Walk
and
talk
to
rehearse
story
• Write
• Code
your
wriJng
with
2-‐3
aspects
of
the
criteria
With
Craig
Sung,
Birchland