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Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.

Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.

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  • 1. Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam/Burnaby  Performance   Network  Series   Sept  20,  2013   Faye  Brownlie   www.slideshare.net  
  • 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. Learning Intentions •  I  can  explain  UDL  and  BD.   •  I  can  idenOfy  aspects  of  quality  teaching  in  my   pracOce.   •  I  can  plan  with  ALL  in  mind.   •  I  have  a  plan  to  try  something  new  to  me  in   my  classroom.      
  • 4. Know thy impact. Visible  Learning  for  Teachers     Maximizing  impact  on  learning     John  HaYe,  2012
  • 5. Visible  learning…    …make  student  learning  visible  to  teachers   and  clearly  idenOfy  the  a[ributes  that  made  a   visible  difference  to  student  learning    …make  teaching  visible  to  the  student  so  they   become  self-­‐regulators  and  enjoy  the  love  of   learning   HaYe,  2012  
  • 6. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  • 7. Universal Design for Learning MulOple  means:   -­‐to  tap  into  background  knowledge,  to  acOvate   prior  knowledge,  to  increase  engagement  and   moOvaOon   -­‐to  acquire  the  informaOon  and  knowledge  to   process  new  ideas  and  informaOon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  • 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. The teeter totter kids kids curriculum
  • 10. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  CooperaOve  learning   •  Literature  circles  and  informaOon  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie, Fullerton, & Schnellert, 2011
  • 11. 1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sOll  for  them.”    -­‐  SOggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.   3. Questions  Increase  quality  quesOons  to        show  evidence  of  learning   Whose  quesOons?    Who  answers?  
  • 12. 4.  Descrip+ve  Feedback   Timely,  relevant,  personal,    descripOve   feedback  contributes  most     powerfully  to  student  learning!   5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment 6. Ownership Have  students  understand  their     learning  and     Communicate  It  with  others
  • 13. Descriptive Feedback •  What’s  working?   •  What’s  not?   •  What’s  next?  
  • 14. Feedback is information about how we are doing in our efforts to reach a goal. ‘Seven  Keys  to  EffecOve  Feedback”  in  EL,  Sept   2012  -­‐  Grant  Wiggins  
  • 15. Feedback is NOT advice. Feedback is NOT value judgments. Feedback is description of actions toward a goal.
  • 16. Critical Literacy, Gr. 12 with Amy Stevenson The Glass Castle-Jeannette Walls •  Analyzing  habits  of  thinking,  reading,  wriOng,   speaking   •  Understanding  social  contexts  and   consequences   •  Deep  meaning   •  Applying  deep  meaning  to  self  
  • 17. Goal: begin an exploration with critical analysis/critical literacy •  Set  a  scene   •  Personalize  this  scene  and  sketch   •  Write  2  minutes  in  response  to  your  sketch  –   feeling,  acOon   •  Pass  your  paper.    2nd  student  reads  and  responds/ adds  on  –  2  minutes   •  Repeat  2  more  Omes   •  Read  your  own  paper,  others  responses,  and   discuss  –  5-­‐10  minutes  
  • 18. K Writing – with Leanne Commons & Jeri Jacovac How  can  we  best  use  our  resource   Ome  together?    Can  we  introduce   wriOng  in  a  playful  way  to  a  diverse   group  of  K  children?  
  • 19. Students need: •  To  see  themselves  as  writers   •  To  have  fun   •  To  develop  a  sense  of  sound/symbol   relaOonships   •  To  find  their  stories   •  To  work  with  criteria  
  • 20. K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria   Pearson  &  Gallagher  (1983)  
  • 21. Inquiry Circles on Mesopotamia •  Fishbowl  of  inquiry  circles   – Read  to  find  what’s  important  and/or  interesOng   and  defend  with  2  pieces  of  evidence  -­‐  “because”   •  With  Sue  Jackson,  Minnekhada  
  • 22. •  Co-­‐create  criteria  for  effecOve  group   •  Assign  students  to  topic  groups   •  Students  read  to  choose  ‘the  best  invenOon’   •  In  groups,  each  talks  by  supporOng  his/her   opinion  with  evidence  
  • 23. Average velocity is the rate of change in position     Grade  10  science   Sarah  Johnson,  Prince  Rupert   with  thanks  to  Aliisa  Sarte,  Moody  Secondary  
  • 24. •  Video  of  The  Tortoise  and  the  Hare   •  Describe  the  movement  of  them  both   •  Handed  out  vocabulary  matching  with  physics   ‘moOon’  vocabulary  words  (but  not  the  matches)   •  See  the  video  again   •  Describe  the  movement  with  the  new  vocabulary   •  Match  the  vocabulary  with  the  correct  definiOon   •  1:1  coaching:    what  are  you  certain  of,  where  do   you  need  help?  
  • 25. •  Average  velocity   •  Distance   •  Magnitude   •  NegaOve  slope   •  PosiOve  slope   •  Scalar   •  Slope   •  Speed     •  Time   •  Time  interval   •  Uniform  moOon   •  Vector   •  Velocity   •  Zero  slope   •  PosiOon-­‐Ome  graph   (displacement-­‐Ome  graph)  
  • 26. •  How  many  of  you  have  an  answer?   •  How  many  of  you  would  like  to  share?  
  • 27. What’s  The  QuesOon?   If  this  is  the  answer,  then  what’s  the  quesOon   A:  Mr  T   (Q:  Who  is  da’  man?)  
  • 28. What’s  The  QuesOon?   •  If  this  is  the  answer,  then  what’s  the  quesOon..   A.  For  5.0  s    Q.__________________________________    
  • 29. What’s  The  QuesOon?   •  If  this  is  the  answer,  then  what’s  the  quesOon..   A.  0m    Q.__________________________________    
  • 30. What’s  The  QuesOon?   •  If  this  is  the  answer,  then  what’s  the  quesOon..   A.  Jogger  A    Q.__________________________________    
  • 31. Beginning with images…
  • 32. Marco Cianfanelli, of Johannesburg, sculptor 50  ten  metre  high  laser  cut  steel  plates  set  into   the  landscape,  represen5ng  the  50  year   anniversary  of  when  and  where  Mandela  was   captured  and  arrested  in  1962  (prior  to  his  27   years  of  incarcera5on).  Standing  at  a   par5cular  point  (presumably  the  spot  where   the  people  are  standing  in  Photo  #2),  the   columns  come  into  focus  and  the  image  of   Mandela  can  be  seen.    At  Natal  Midlands  
  • 33. Big Ideas of the PNS – Teaching  counts!     •  Our  instrucOonal  choices  impact  significantly  on   student  learning   •  We  teach  responsively   – All  kids  can  learn  and  we  know  enough  collecOvely   to  teach  all  kids!   •  An  unwavering  belief  that  everyone  has  the  right  to  be   included  socially,  emoOonally,  and  intellectually  

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