Learning in safe schools

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An overview of 4 ideas, central to creating schools where all students belong and learn.

An overview of 4 ideas, central to creating schools where all students belong and learn.

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  • 1. Learning in Safe Schools,creating classrooms where all students belong, 2nd ed –   Brownlie  and  King,  2011   Pembroke  Publishers   Coquitlam     April  17th,  2012  
  • 2. The Context: 4 big ideas
  • 3. Schools as communities where everyone ‘owns’ all students   Chap.  1-­‐4  
  • 4. Goal:  to  support  students  in  working   effecDvely  in  the  classroom   environment  
  • 5. Rationale:  By  sharing  our  collecDve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   acDon  based  on  this,  we  can   beHer  meet  the  needs  of  all   students.  
  • 6. A Key BeliefIntervenDon  is  focused  on  classroom  support.     Classroom-­‐based  intervenDon  does  NOT  mean   that  all  specialists  have  to  be  in  the  classroom   all  the  Dme.    Instead,  the  RESULTS  of  their   work  have  to  show  up  in  the  classroom.  
  • 7. Teaching Content to All Open-­‐ended          teaching,  Der  1;              universal    Adapted,  Der  2;   Modified;     Der  3;  L2,  L3;  M,  I,  E  
  • 8. Shifting or reaffirmingresource/support models Chap.  9  
  • 9. A Non-categorical Resource Model•  Co-­‐teach  •  Work  with  small  groups/individuals  •  Consult  •  Peer/parent  tutors  •  EducaDonal  assistant  programming  
  • 10. Sample  Elementary  Day   Learning  in  Safe  Schools,  2nd  ed.  8:15-­‐8:45   School-­‐based  team  mee4ng  8:45-­‐9:30   Gr.  6/7  Literature  Circles  9:30-­‐10:15   Gr.  2/3  Guided  Reading  10:15–10:30   Recess  10:30-­‐11:15   Gr.  2/3  Math  11:15-­‐12:00   Gr.  3/4  WriDng  12:00-­‐12:50     Lunch  12:50-­‐1:35   K  WriDng  –  co-­‐teaching  1:35-­‐2:20   Gr.  6/7IIndividual  support  2:20-­‐3:00   DPA  –  or  paperwork  
  • 11. Sample  Middle/Secondary  Day   Learning  in  Safe  School,  2nd  ed.  8:40-­‐9:45   Resource  Room  –  scheduled  and  drop-­‐in  students  9:45-­‐10:15   Break  10:15-­‐11:35   Support  Block:    co-­‐teaching  11:35-­‐11:55   USSR  11:55-­‐12:38   Lunch  12:38-­‐1:53   Skills  Block  –  scheduled,  life  skills  1:53-­‐2:00   Break  2:00-­‐3:15   Co-­‐teaching  Science  10  and  Math  8,  alternate  days  
  • 12. Class Reviews Chap.  10  
  • 13. •  Meet  as  a  school-­‐based  team,  with  the   administrator  •  Each  classroom  teacher  (CT)  joins  the  team   for  45  minutes  to  speak  of  her  class  •  TOC’s  provide  coverage  for  CTs  •  Follow  the  order  of  strengths,  needs,  goals,   individuals  •  The  CT  does  not  do  the  recording  or  the   chairing  
  • 14. The Class Review   What are the strengths of the class? What are your concerns about the class as a whole? What are your main goals for the class this year? What are the individual needs in your class?
  • 15. Class Review Learning in Safe Schools, 2nd ed.   (Brownlie & King, 2011) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
  • 16. Performance Based Assessments•  It’s  All  about  Thinking  –  CollaboraDng  to   Support  All  Learners  (English,  SS,  HumaniDes   OR  Math,  Science)  •  Student  Diversity  
  • 17. School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
  • 18. •  Introduce  the  selecDon  to  be  read  •  Review  the  quesDons  •  Students  answer  several  open-­‐ended   responses  •  Responses  include  at  least  1  in  a  different  form   –  i.e.,  not  wriDng  •  Each  student  orally  reads  a  pracDced  piece  and   has  a  short  interview  •  Coded  against  the  performance  standards  •  Class  plan  is  set  •  FormaDve,  NOT  graded