0
Quality Teaching in Inclusive
Classrooms and Schools
Kamloops	
  
Performance	
  Network	
  Series	
  
September	
  27th,	...
•  8:30-­‐10:00 	
   	
  plenary	
  
•  10:00-­‐10:30 	
  coffee	
  
•  10:30-­‐11:15 	
  break-­‐out	
  
•  11:20-­‐12:05 ...
Learning Intentions
•  I	
  am	
  beginning	
  to	
  understand	
  how	
  universal	
  
design	
  for	
  learning	
  and	
...
Pasi	
  Sahlberg	
  
•  hMp://news.vanderbilt.edu/2011/12/finnish-­‐
lessons/	
  
•  “Finnish	
  Lessons:	
  What	
  can	
 ...
Lessons
•  Focus	
  on	
  the	
  professionalism	
  of	
  teachers	
  
•  Focus	
  on	
  collaboraKon	
  
•  Focus	
  on	
...
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thin...
Universal Design for Learning
MulKple	
  means:	
  
-­‐to	
  tap	
  into	
  background	
  knowledge,	
  to	
  acKvate	
  
...
How	
  can	
  you	
  find	
  the	
  sum	
  of:	
  
6	
  +	
  8	
   	
   	
   	
   	
   	
   	
   	
  36	
  +	
  48	
  
	
  ...
Backwards Design
•  What	
  important	
  ideas	
  and	
  enduring	
  
understandings	
  do	
  you	
  want	
  the	
  studen...
The teeter totter
kids
kids curriculum
Approaches
•  Assessment	
  for	
  learning	
  
•  Open-­‐ended	
  strategies	
  
•  Gradual	
  release	
  of	
  responsib...
1. Learning Intentions
“Students	
  can	
  reach	
  any	
  target	
  as	
  long	
  	
  
	
  	
  as	
  it	
  holds	
  sKll	...
4.	
  Descrip+ve	
  Feedback	
  
Timely,	
  relevant,	
  personal,	
  	
  descripKve	
  
feedback	
  contributes	
  most	
...
Introduction to Mitosis
•  Whip	
  around	
  –	
  what	
  do	
  you	
  remember	
  about	
  
DNA?	
  
•  QuesKoning	
  fro...
Before 	
   	
   	
   	
   	
   	
   	
   	
   	
  	
  	
  Afer	
  
cancer	
   	
   	
   	
  duplicate	
  
cell	
  cycle 	
   	
   	
  daughter	
  cells	
  
cytokinesis	
   	
   	
  nucleus	...
Gallery Walk – writing lesson
•  In	
  groups,	
  3	
  things	
  that	
  count	
  in	
  wriKng	
  
•  Made	
  class	
  lis...
•  Place	
  a	
  series	
  of	
  pictures	
  around	
  the	
  room	
  
•  Students	
  in	
  groups	
  of	
  3	
  
•  3	
  ...
•  Eagle	
  Dreams	
  -­‐	
  	
  Wri8en	
  by	
  Sheryl	
  McFarlane	
  ;	
  
Illustra+ons	
  by	
  Ron	
  Lightburn;	
  	...
•  Task:	
  	
  a	
  piece	
  of	
  wriKng,	
  choose	
  your	
  genre,	
  
think	
  about	
  the	
  criteria	
  
•  As	
 ...
•  Each	
  student	
  shares	
  what	
  was	
  underlined	
  
•  Listen	
  to	
  hear	
  something	
  you	
  might	
  want...
Sample	
  1	
  
One	
  cool	
  and	
  breezy	
  night,	
  in	
  a	
  prairie,	
  a	
  boy	
  sat	
  
on	
  the	
  rim	
  o...
Sample	
  3	
  
Once	
  upon	
  a	
  Kme	
  there	
  was	
  a	
  boy	
  that	
  was	
  facinated	
  by	
  eagles,	
  he	
 ...
Sample	
  4	
  
At	
  Sunday,	
  the	
  Ximing	
  and	
  his	
  father	
  mother	
  go	
  
travel.	
  	
  On,	
  Ximing	
 ...
•  Kids	
  can	
  add/edit/conKnue	
  to	
  work	
  
•  Set	
  up	
  for	
  next	
  class	
  
–  Work	
  on	
  same	
  cri...
Frog Can Do
Many Things
Written by Donna Klockars
Illustrated by Bill Helin
L6 - Frog Can Do Many Things - Pages (Fiction,...
•  Learning	
  supports	
  the	
  well-­‐being	
  of	
  self	
  and	
  
family	
  
•  Learning	
  is	
  holisKc,	
  reflexi...
Interesting and Insightful
•  Linda	
  Rivet’s	
  grade	
  1	
  class,	
  Burnaby	
  
•  Many	
  ESL	
  children	
  
•  Be...
•  Used	
  a	
  frame:	
  
– I	
  can	
  …	
  
– My	
  parents	
  want	
  …	
  
– I	
  really	
  like	
  …	
  
Kamloops.sept.2013
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Kamloops.sept.2013

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K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.

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Transcript of "Kamloops.sept.2013"

  1. 1. Quality Teaching in Inclusive Classrooms and Schools Kamloops   Performance  Network  Series   September  27th,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. •  8:30-­‐10:00    plenary   •  10:00-­‐10:30  coffee   •  10:30-­‐11:15  break-­‐out   •  11:20-­‐12:05  break-­‐out   •  12:05-­‐12:50  lunch   •  12:50-­‐2:15    plenary  
  3. 3. Learning Intentions •  I  am  beginning  to  understand  how  universal   design  for  learning  and  backwards  design   support  effecKve  teaching  for  all  students   •  I  can  the  elements  of  quality  teaching   •  I  can  idenKfy  elements  of  quality  teaching  in   my  work   •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  4. 4. Pasi  Sahlberg   •  hMp://news.vanderbilt.edu/2011/12/finnish-­‐ lessons/   •  “Finnish  Lessons:  What  can  the  world  learn   from  educaKonal  change  in  Finland?”  
  5. 5. Lessons •  Focus  on  the  professionalism  of  teachers   •  Focus  on  collaboraKon   •  Focus  on  responsibility   •  Focus  on  equity   •  “Finnish  Lessons:  What  can  the  world  learn  from   educaKonal  change  in  Finland?”  –  Pasi  Sahlberg    
  6. 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. 7. Universal Design for Learning MulKple  means:   -­‐to  tap  into  background  knowledge,  to  acKvate   prior  knowledge,  to  increase  engagement  and   moKvaKon   -­‐to  acquire  the  informaKon  and  knowledge  to   process  new  ideas  and  informaKon   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  8. 8. How  can  you  find  the  sum  of:   6  +  8                36  +  48              3.6  +  4.8  
  9. 9. 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  
  10. 10. The teeter totter kids kids curriculum
  11. 11. Approaches •  Assessment  for  learning   •  Open-­‐ended  strategies   •  Gradual  release  of  responsibility   •  CooperaKve  learning   •  Literature  circles  and  informaKon  circles   •  Inquiry   It’s All about Thinking – Brownlie & Schnellert, 2009
  12. 12. 1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sKll  for  them.”    -­‐  SKggins  -­‐   2. Criteria  Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks   like.   3. Questions  Increase  quality  quesKons  to        show  evidence  of  learning   Whose  quesKons?    Who  answers?  
  13. 13. 4.  Descrip+ve  Feedback   Timely,  relevant,  personal,    descripKve   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
  14. 14. Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about   DNA?   •  QuesKoning  from  3  pictures   •  AnKcipaKon  guide  –  with  partner   •  Read  to  find  out  and  provide  evidence  for  your   answer     •  Sort  and  predict  –  groups  of  3   •  With  Ken  Asano,  Centennial  
  15. 15. Before                      Afer  
  16. 16. cancer        duplicate   cell  cycle      daughter  cells   cytokinesis      nucleus   interphase      proteins   mitosis        divide   replicaKon      replace   spindle  fibres    funcKon  for  survival   separate  
  17. 17. Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wriKng   •  Made  class  list  and  categorized   •  Focus  on  meaning  and  thinking   –  DescripKon   –  ImaginaKon   –  Detail   –  Knowledge   –  Focus   –  Ideas   –  Passion   –  Intriguing   –  Understandable  
  18. 18. •  Place  a  series  of  pictures  around  the  room   •  Students  in  groups  of  3   •  3  minutes  per  picture   •  Chat  –  How  could  you  use  this  image  in  your   wriKng?   •  Build  on  one  another’s  thinking   •  View  4  pictures  
  19. 19. •  Eagle  Dreams  -­‐    Wri8en  by  Sheryl  McFarlane  ;   Illustra+ons  by  Ron  Lightburn;     •  ISBN:  1-­‐55143-­‐016-­‐9  
  20. 20. •  Task:    a  piece  of  wriKng,  choose  your  genre,   think  about  the  criteria   •  As  you  are  moving  to  your  desk,  keep  walking   unKl  you  have  your  first  line  in  your  head   •  12  minutes  to  write   •  As  students  are  wriKng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wriKng  
  21. 21. •  Each  student  shares  what  was  underlined   •  Listen  to  hear  something  you  might  want  to   borrow   •  As  a  class,  decide  on  why  each  was  underlined   •  Create  the  criteria:   – Words  that  are  WOW   – Details  that  showed  emoKon  or  made  a  picture   – Hook  –  first  line  made  me  want  to  keep  reading  
  22. 22. Sample  1   One  cool  and  breezy  night,  in  a  prairie,  a  boy  sat   on  the  rim  of  his  open  window,  looking  out  at   the  moon,  hoping  for  something  to  happen.     Afer  a  few  minutes,  he  went  back  in  and  close   his  window.    Robin  sighed.  “I  wished  my  life   has  more  excitement  in  it,  “  he  thought,   before  he  turned  off  his  light  and  went  to  bed,     he  took  one  quick  look  at  his  kite  on  top  of  his   bed  that’s  shaped  like  an  eagle,  and  went  to   sleep.  
  23. 23. Sample  3   Once  upon  a  Kme  there  was  a  boy  that  was  facinated  by  eagles,  he   asked  his  father  to  get  one  for  him  but  he  couldn’t.    Then  the  boy   thought  about  a  way  to  catch  an  eagle  and  then  a  different  gender   one  for  more  eagles.    Delighted  with  his  idea  that  he  thought  of  last   night,  he  conKnued  his  plan.    He  put  3  fishes  in  the  open  with  a   trap,  and  went  to  bed.    Then  he  heard  a  noise  that  sounded  like  an   eagle.    When  he  had  checked  the  trap,  he  found  an  eagle  that  was   in  his  trap.    Happily  jumping  around,  the  eagle  made  him  inspired  to   make  a  home  for  the  eagle.    He  created  a  bond  with  the  eagle.    He   remembered  how  much  his  father  despised  eagles.    He  lead  the   eagle  to  a  secret  place  in  the  forest  where  his  father  never  went.     He  came  downstairs  and  his  father  was  in  a  rage.    He  threatened  to   ground  his  son  if  he  didn’t  kill  the  eagles.  Shocked,  the  boy  asked   why  he  told  him  so.    The  father  said  they  …  
  24. 24. Sample  4   At  Sunday,  the  Ximing  and  his  father  mother  go   travel.    On,  Ximing  say  “I’m  see  a  eagle!”    His   father  and  his  mother  is  going  to  his.    And  his   mother  say  “Oh,  Help  it!”    OK.    It  was  heal.    OK.     We  are  go  back  home!   At  home:   Today  is  very  funning.  Because  we  are  helpa  eagle!     I’m  so  happy  now!  Ximing  is  Kme  to  eat  a  dinner   say  mother  say  …  
  25. 25. •  Kids  can  add/edit/conKnue  to  work   •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  idenKfy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with   •  Afer  repeated  pracKce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking   •  Feedback  is  conKnuous,  personal,  Kmely,  focused  
  26. 26. Frog Can Do Many Things Written by Donna Klockars Illustrated by Bill Helin L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM
  27. 27. •  Learning  supports  the  well-­‐being  of  self  and   family   •  Learning  is  holisKc,  reflexive,  reflecKve   •  Reading  with  a  purpose:   – Read  to  find  out  what  frog  can  do  and  what  he   wants  to  do.    Be  thinking  about  what  you  can  do   and  what  you  want  to  do.  
  28. 28. Interesting and Insightful •  Linda  Rivet’s  grade  1  class,  Burnaby   •  Many  ESL  children   •  Been  working  on  connecKons  and  jusKfying   opinions  from  reading   •  Lots  of  discussion  before,  during,  afer  reading:       –  What  can  you  do?   –  What  do  you  want  to  be  able  to  do?   –  Will  frog  ever  learn  to  fly?   –  Is  it  good  to  have  a  dream?    Is  it  OK  to  give  up  on  a   dream?      
  29. 29. •  Used  a  frame:   – I  can  …   – My  parents  want  …   – I  really  like  …  
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