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Quality Teaching in Inclusive
Classrooms and Schools
Kamloops	
  
Performance	
  Network	
  Series	
  
December	
  2nd,	
 ...
Learning Intentions
•  I	
  am	
  beginning	
  to	
  understand	
  how	
  universal	
  
design	
  for	
  learning	
  and	
...
Frameworks

It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thi...
Universal Design for Learning
MulGple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  acGvate	
  
...
access not adapt
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
understandings	
  do	
  you	
  want	
  the	
  studen...
The teeter totter

kids

kids

curriculum
Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005...
Tara	
  O’Reilly,	
  Burnaby	
  Mountain	
  
Secondary	
  
_

_ _ _ _ _

L
M X

A
S

T
O L

_ _

F

U
J

A

C
_

_ _ _ _ _

S
E

L
V

X
V

T
N

_ _ _

C
O A

I
B
_

_ _ _ _ _

I
E

H

A
H

T
N

_ _ _

CO2	
  	
  +	
  	
  PO4	
  	
  	
  +	
  	
  H2O	
  
	
   	
   	
  OUT
C

P

I

D

R...
_ _ _ _ _ _ _

F
E E

E

L
D

S
V

_

T
N

C
O

I
Things	
  to	
  Think	
  about…	
  

How	
  are	
  the	
  following	
  pictures	
  
similar?	
  
How	
  are	
  the	
  foll...
H2SO4	
  
NaOH	
  
Will Barrow’s gr. 6 Math and
Language Arts, Prince Rupert
•  Math	
  
–  Solving	
  problems	
  with	
  large	
  numbers.	...
• 
• 
• 
• 
• 
• 
• 
• 
• 

Write	
  down	
  these	
  digits:	
  
A/B	
  
Jujube	
  problem	
  
Work	
  to	
  solve	
  the...
•  Mr.	
  Barrow	
  gave	
  Ms	
  Brownlie	
  half	
  of	
  his	
  
jujubes.	
  	
  She	
  ate	
  ½	
  of	
  the	
  jujube...
Lit	
  12:	
  	
  pracGce	
  without	
  penalty	
  
Naryn	
  Searcy,	
  PenGcton	
  

•  Goal:	
  	
  learn	
  how	
  to	
...
1.	
  	
  Read	
  aloud	
  and	
  pracGce	
  stanza	
  with	
  partner	
  
2.	
  	
  Connect	
  to	
  themes:	
  
–  Manki...
Assignment	
  
1.  Mouse	
  Dance	
  –	
  all	
  8	
  stanzas	
  (2-­‐4	
  students)	
  
2.  Comic	
  (1-­‐2	
  students)	...
Criteria	
  
•  Demonstrate	
  understanding	
  of	
  the	
  meaning	
  of	
  
all	
  8	
  stanzas	
  of	
  the	
  poem	
 ...
Feedback	
  
•  What	
  worked?	
  
•  What’s	
  missing?	
  
•  What’s	
  next?	
  
Robert	
  Burns	
  (1759-­‐1796)To	
  a	
  Mouse	
  
On	
  Turning	
  Up	
  Her	
  Nest	
  with	
  the	
  
Plough,	
  Nove...
Reduced Poem
Poor	
  ligle	
  mouse	
  petrified	
  
Don’t	
  run	
  away	
  quickly!	
  
Humans	
  break	
  nature’s	
  co...
Mouse Dance Notes
1.  Mouse	
  (Mag)	
  gathering	
  materials	
  for	
  winter,	
  builds	
  house	
  
(Boyd)	
  
2.  Mou...
The Richmond Experience
Lisa Schultz
Lisa	
  Schwartz	
  
First	
  Steps	
  
• 
• 
• 
• 

CollecGng	
  baseline	
  data	
  (formaGve	
  assessment)	
  
What	
  do	
  they	
  know?	...
•  Looked	
  at	
  the	
  results	
  as	
  coded	
  on	
  the	
  
performance	
  standard	
  
•  Developed	
  an	
  inquir...
Inquiry	
  QuesGons	
  
•  How	
  does	
  the	
  implementaGon	
  of	
  literacy	
  
centres,	
  that	
  focus	
  on	
  re...
Literacy Centres in FI
•  Brooke	
  Douglas	
  at	
  Bridge	
  Elementary,	
  grade	
  1	
  	
  
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
Kamloops.Dec.2013
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Kamloops.Dec.2013

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A shortened 2nd day in the 3 day series, Quality Teaching, K-12. Focus on UDK, BD, open-ended strategies, engagement and feedback. Slides from connections in secondary science, a math lesson, early primary literacy centres. Afternoon co-presented with De Leyton Schnellert.

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Transcript of "Kamloops.Dec.2013"

  1. 1. Quality Teaching in Inclusive Classrooms and Schools Kamloops   Performance  Network  Series   December  2nd,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions •  I  am  beginning  to  understand  how  universal   design  for  learning  and  backwards  design   support  effecGve  teaching  for  all  students   •  I  can  the  elements  of  quality  teaching   •  I  can  idenGfy  elements  of  quality  teaching  in   my  work   •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  3. 3. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  4. 4. Universal Design for Learning MulGple  means:   -­‐to  tap  into  background  knowledge,  to  acGvate   prior  knowledge,  to  increase  engagement  and   moGvaGon   -­‐to  acquire  the  informaGon  and  knowledge  to   process  new  ideas  and  informaGon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  5. 5. access not adapt
  6. 6. 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  
  7. 7. The teeter totter kids kids curriculum
  8. 8. Open-ended strategies: connect process personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
  9. 9. Tara  O’Reilly,  Burnaby  Mountain   Secondary  
  10. 10. _ _ _ _ _ _ L M X A S T O L _ _ F U J A C
  11. 11. _ _ _ _ _ _ S E L V X V T N _ _ _ C O A I B
  12. 12. _ _ _ _ _ _ I E H A H T N _ _ _ CO2    +    PO4      +    H2O        OUT C P I D R S
  13. 13. _ _ _ _ _ _ _ F E E E L D S V _ T N C O I
  14. 14. Things  to  Think  about…   How  are  the  following  pictures   similar?   How  are  the  following  pictures   different?   Is  there  a  common  theme  among   these  pictures?  
  15. 15. H2SO4  
  16. 16. NaOH  
  17. 17. Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert •  Math   –  Solving  problems  with  large  numbers.   –  I  can  solve  problems  with  large  numbers  
  18. 18. •  •  •  •  •  •  •  •  •  Write  down  these  digits:   A/B   Jujube  problem   Work  to  solve  the  problem   Report  out  on  the  strategies  you  used   Share   Local  newspaper  arGcle   Circle  numbers   Design  a  problem  
  19. 19. •  Mr.  Barrow  gave  Ms  Brownlie  half  of  his   jujubes.    She  ate  ½  of  the  jujubes  and  gave  the   rest  to  Mr.  K.    He  kept  8  of  the  juubes  and  gave   the  last  10  to  Mrs  Jones.    How  many  jujubes   did  Mr  Barrow  have?  
  20. 20. Lit  12:    pracGce  without  penalty   Naryn  Searcy,  PenGcton   •  Goal:    learn  how  to  represent  your   understanding  of  a  poem  in  a  different  ways   •  Poet:    Robert  Burns       –  Auld  Lang  Syne  (read  aloud)   –  To  a  Mouse  (teams)  
  21. 21. 1.    Read  aloud  and  pracGce  stanza  with  partner   2.    Connect  to  themes:   –  Mankind  has  broken  its  union  with  nature   –  Even  our  best  laid  plans  oeen  do  not  work  out   3.    Microcosm  &  universal  truths  
  22. 22. Assignment   1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)   2.  Comic  (1-­‐2  students)   3.  Reduced  poetry  (1-­‐2  students)  
  23. 23. Criteria   •  Demonstrate  understanding  of  the  meaning  of   all  8  stanzas  of  the  poem   •  Recognize  and  demonstrate  the  2  themes  
  24. 24. Feedback   •  What  worked?   •  What’s  missing?   •  What’s  next?  
  25. 25. Robert  Burns  (1759-­‐1796)To  a  Mouse   On  Turning  Up  Her  Nest  with  the   Plough,  November,  1785              Wee,  sleeket,  cowrin,  Jm'rous  beasJe,                             Oh,  what  a  panic's  in  thy  breasJe!                             Thou  need  na  start  awa  sae  hasty                                      Wi'  bickerin  braOle!                                      I  wad  be  laith  to  rin  an'  chase  thee                                         Wi'  murd'ring  paOle!  
  26. 26. Reduced Poem Poor  ligle  mouse  petrified   Don’t  run  away  quickly!   Humans  break  nature’s  contract  –  theme  1   No  trust  well  deserved   You  don’t  request  much   Have  too  much  myself   Oh  your  house  gone!   December  approaches  uncomfortably  close   Security  beneath  the  chill   Soon  destroyed  with  cut   Home  lost  high  price   Not  alone  in  lesson:   Best  plans  oeen  fail  –  theme  2   Mouse  lucky  because  humans   Regret  past/fear  future  
  27. 27. Mouse Dance Notes 1.  Mouse  (Mag)  gathering  materials  for  winter,  builds  house   (Boyd)   2.  Mouse  is  shivering  –  symbolizing  winter   3.  Famer  &  his  equipment  (Ethan  &  Corey)  destroy  mouse’s   house  –  represents  theme  that  man  breaks  nature’s  fickle   bond   4.  Farmer  feels  bad,  tries  to  apologize  to  mouse  (nature)   5.  Mouse  won’t  accept  forgiveness  –  nothing  lee  to  build  a   house   6.  Mouse  comes  back  and  shoots  the  farmer   7.  Mouse  has  heart  agack  –  represents  the  theme  that  plans   oeen  backfire  –  best  laid  plans  of  mouse  and  men  don’t   work!  
  28. 28. The Richmond Experience Lisa Schultz Lisa  Schwartz  
  29. 29. First  Steps   •  •  •  •  CollecGng  baseline  data  (formaGve  assessment)   What  do  they  know?    What  are  their  strengths?   What  areas  need  further  development?   How  will  we  support  this  development?  
  30. 30. •  Looked  at  the  results  as  coded  on  the   performance  standard   •  Developed  an  inquiry  quesGon   •  Made  a  plan   •  Spent  a  term  in  each  classroom.  Two  blocks   each  week.  
  31. 31. Inquiry  QuesGons   •  How  does  the  implementaGon  of  literacy   centres,  that  focus  on  reading  rather  than   isolated  skills,  change  the  engagement  and   moGvaGon  of  the  students  and  will  they   become  more  skilled  readers?   •  How  does  implemenGng  guided  reading  or   small  group  reading  instrucGon,  with  my   support  teacher,  further  our  students’   reading  development?  
  32. 32. Literacy Centres in FI •  Brooke  Douglas  at  Bridge  Elementary,  grade  1    
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