Richmond.differentiation

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Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.

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Richmond.differentiation

  1. 1. Differentiation in Language Arts: Teaching for ALL Can Learn Richmond   November  2013   Faye  Brownlie   www.slideshare.net/fayebrownlie/ richmond.differen?a?on    
  2. 2. Learning Intentions •  I  am  more  confident  in  my  ability  to  teach  the  full   range  of  my  learners.   •  I  can  find  evidence  of  current  reading  research  in   my  prac?ce.   •  I  have  a  plan  to  incorporate  a  differen?ated   prac?ce  in  Language  Arts  that  is  different  to  me.   •  I  have  a  plan  to  work  with  a  colleague.  
  3. 3. We CAN teach all our kids to read. •  Struggling  readers  need  to  read  MORE  than   non-­‐struggling  readers  to  close  the  gap.   •  Struggling  readers  need  to  form  a  mental   model  of  what  readers  do  when  reading.   •  Struggling  readers  need  to  read  for  meaning   and  joy     •  Struggling  readers  do  NOT  need  worksheets,   scripted  programs,  or  more  skills  prac?ce.  
  4. 4. Differentiation -­‐ongoing  opportuni?es  for  students  to  engage  in    individually  appropriate,      meaningful  and  purposeful      reading,  wri?ng,      speaking  and  listening  
  5. 5. Differentiated Instruction The  intent  is  to  maximize  each  student’s  growth   and  individual  success  by  mee?ng  each   student  where  he  or  she  is...rather  than   expec?ng  students  to  modify  themselves  for   the  curriculum.”  (Hall,  2002)    
  6. 6. Differentiated Instruction Content   Process   Product   Learning  environment  
  7. 7. Differentiated Instruction An  approach  to  teaching  and  learning  that  gives   students  mul?ple  op?ons:   -­‐  for  taking  in  informa?on   -­‐  for  making  sense  of  ideas   -­‐  for  presen?ng  ideas   -­‐  for  being  evaluated  on  their  learning  
  8. 8. Some Key Understandings: •  •  •  •  •  Access  to  the  content   Present  learning  goals,  learning  inten?ons   Focus  on  concepts  and  principles   Use  flexible  groups   Use  on-­‐going  assessment  (assessment  FOR   learning)  
  9. 9. The teeter totter kids kids curriculum
  10. 10. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  11. 11. Universal Design for Learning Mul?ple  means:   -­‐to  tap  into  background  knowledge,  to  ac?vate   prior  knowledge,  to  increase  engagement  and   mo?va?on   -­‐to  acquire  the  informa?on  and  knowledge  to   process  new  ideas  and  informa?on   -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  12. 12. access not adapt
  13. 13. 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  
  14. 14. Teaching Approach that Differentiate •  Open-­‐ended  teaching   •  Strategies:    connect,  process,  transform  &    personalize   •  Workshop   •  Choice   •  Inquiry  learning   •  Literature/informa?on  circles/reading  groups/ literacy  centres  
  15. 15. According  to  teachers,  what  worked  in  CR4YR   2012-­‐13?   For  students  who  showed  major  gains,  what  worked  was:   •  1:1  support  (this  didn’t  necessarily  mean  pull  out)   •  feeling  safe  and  supported;  rela?onships   •  choice/personaliza?on  (kids  who  struggled  the  most  oaen   had  the  least  amount  of  choice)   •  A  focus  on  purpose  and  meaning     Sharon  Jeroski,  August  2013   sjeroski@shaw.ca  
  16. 16. “The  most  powerful  single  influence  enhancing   achievement  is  feedback”-­‐Dylan  Wiliam   •  Quality  feedback  is  needed,  not  just  more  feedback   •  Students  with  a  Growth  Mindset  welcome  feedback   and  are  more  likely  to  use  it  to  improve  their   performance   •  Oral  feedback  is  much  more  effec?ve  than  wrihen   •  The  most  powerful  feedback  is  provided  from  the   student  to  the  teacher  
  17. 17. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel   In  Educa?onal  Leadership,  March  2012   6  elements  of  instruc?on  for  ALL  students!  
  18. 18. 1.    Every  child  reads  something  he  or  she   chooses.  
  19. 19. 2.  Every  child  reads  accurately.   -­‐intensity  and  volume  count!   -­‐98%  accuracy   -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  20. 20. Our key questions: Did  that  make  sense?  
  21. 21. Our key questions:   How  did  you  figure  that  out?  
  22. 22. M  –  meaning   Does  this  make  sense?   S  –  language  structure   Does  this  sound  right?   V  –  visual  informa?on   Does  this  look  right?  
  23. 23. 3.  Every  child  reads  something  he  or  she   understands.      -­‐at  least  2/3  of  ?me  spent  reading  and   rereading  NOT  doing  isolated  skill  prac?ce  or   worksheets      -­‐build  background  knowledge  before   entering  the  text      -­‐read  with  ques?ons  in  mind        
  24. 24. The Richmond Experience Lisa Schwartz Lisa  Schwartz  
  25. 25. First  Steps   •  •  •  •  Collec?ng  baseline  data  (forma?ve  assessment)   What  do  they  know?    What  are  their  strengths?   What  areas  need  further  development?   How  will  we  support  this  development?  
  26. 26. •  Looked  at  the  results  as  coded  on  the   performance  standard   •  Developed  an  inquiry  ques?on   •  Made  a  plan   •  Spent  a  term  in  each  classroom.  Two  blocks   each  week.  
  27. 27. Inquiry  Ques?ons   •  How  does  the  implementa?on  of  literacy   centres,  that  focus  on  reading  rather  than   isolated  skills,  change  the  engagement  and   mo?va?on  of  the  students  and  will  they   become  more  skilled  readers?   •  How  does  implemen?ng  guided  reading  or   small  group  reading  instruc?on,  with  my   support  teacher,  further  our  students’   reading  development?  
  28. 28. Literacy Centres in FI •  Brooke  Douglas  at  Bridge  with  Kara,  Chantale   and  Wanda   •  Focus  on  building  a  balanced  and   differen?ated  literacy  program     •  Borrowing  from  others   •  Things  I  no?ced  
  29. 29. Think Aloud •  •  •  •  •  •  Gradual  release   Builds  interest  and  background  knowledge   Builds  oral  language   Introduces  key  concepts  and  vocabulary   Builds  ques?ons   Models  and  prac?ces  ‘close’  reading  
  30. 30. 1975:    Year  of  the  Cat   Today  is  Tet,   the  first  day   of  the  lunar  calendar.  
  31. 31. Every  Tet   we  eat  sugary  lotus  seeds   and  lu?nous  rice  cakes.   We  wear  all  new  clothes,   even  underneath.  
  32. 32. Mother  warns   how  we  act  today   foretells  the  whole  year.  
  33. 33. Everyone  must  smile   No  maher  how  we  feel.   No  one  can  sweep,   for  why  sweep  away  hope?   No  one  can  splash  water,   for  why  splash  away  joy?  
  34. 34. •  Inside  Out  and  Back  Again  –  Thanhha  Lai  
  35. 35. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  36. 36. K/Grade  1  Wri?ng   Commons  &  Jakovac   Samples  from  June  7th,  2012  
  37. 37. Gallery Walk – writing lesson •  In  groups,  3  things  that  count  in  wri?ng   •  Made  class  list  and  categorized   •  Focus  on  meaning  and  thinking   –  –  –  –  –  –  –  –  –  Descrip?on   Imagina?on   Detail   Knowledge   Focus   Ideas   Passion   Intriguing   Understandable  
  38. 38. 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   wri?ng?   •  Build  on  one  another’s  thinking   •  View  4  pictures   •  •  •  • 
  39. 39. •  Eagle  Dreams  -­‐    WriCen  by  Sheryl  McFarlane  ;   IllustraKons  by  Ron  Lightburn;     •  ISBN:  1-­‐55143-­‐016-­‐9  
  40. 40. •  Task:    a  piece  of  wri?ng,  choose  your  genre,   think  about  the  criteria   •  As  you  are  moving  to  your  desk,  keep  walking   un?l  you  have  your  first  line  in  your  head   •  12  minutes  to  write   •  As  students  are  wri?ng,  move  about  the  room,   underlining  something  powerful  (criteria   connected)  in  each  person’s  wri?ng  
  41. 41. •  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  emo?on  or  made  a  picture   –  Hook  –  first  line  made  me  want  to  keep  reading  
  42. 42. 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.     Aaer  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.  
  43. 43. Sample  3   Once  upon  a  ?me  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  con?nued  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  …  
  44. 44. 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  ?me  to  eat  a  dinner   say  mother  say  …  
  45. 45. •  Kids  can  add/edit/con?nue  to  work   •  Set  up  for  next  class   –  Work  on  same  criteria   –  Hear  again,  pieces  that  work   –  Move  to  where  kids  can  iden?fy  criteria  in  their  own   work  and  ask  for  help  with  criteria  that  are  struggling   with   •  Aaer  repeated  prac?ce,  students  choose  one   piece  to  work  up,  edit,  revise,  and  hand  in  for   marking   •  Feedback  is  con?nuous,  personal,  ?mely,  focused  
  46. 46. 5.    Every  child  talks  with  peers  about  reading   and  wri?ng.  
  47. 47. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  48. 48. Literature Circles: Residential Schools •  A  unit  co-­‐developed  by     –  Marla  Gamble,  gr.  6  Classroom  Teacher,  Prince   Rupert,  BC   –  Marilyn  Bryant,  Aboriginal  Educa?on  Program   Resource  Teacher   –  Raegan  Sawka,  LUCID  Support  Teacher  (Learning   for  Understanding  through  Culturally  Inclusive   Imagina?ve  Development)   •  Lesson  2:    co-­‐designed  and  co-­‐taught:    Marla  &  Faye  
  49. 49. •  1st  lesson   –  Slide  presenta?on  on  First  Na?ons  background  in  the   geographic  area  with  some  reference  to  residen?al  schools   •  2nd  lesson   –  Whip  around   –  Fishbowl  on  1st  paragraph  of  Fa4y  Legs  –  C.  Jordan-­‐Fenton  &  M.   Poliak-­‐Fenton  (Annick  Press)   –  Co-­‐created  criteria  for  effec?ve  group   –  Envelopes  of  5-­‐6  pictures  from  Fa4y  Legs   –  Make  a  story   –  Share  some  stories   –  Walk  and  talk   –  4  minute  write  –  story  behind  the  pictures    
  50. 50. K – Building Connections/Response to Reading •  •  •  •  •  Prac?ce  making  connec?ons   Choose  a  symbol   Talk  about  how  this  helps  our  reading   Read  together  and  make  connec?ons   Students  show  their  connec?ons  by  drawing   and  wri?ng   •  with  Jessica  Chan,  Burnaby  
  51. 51. Strong  Na?ons  Publishing  
  52. 52. Gr 3 JC, Richmond •  •  •  •  •  Building  vocabulary  from  pictures   Establishing  fic?on/non-­‐fic?on   Predic?ng     Directed  drawing   Wri?ng  to  retell  and  connect  
  53. 53. The Swaps Who   Give  away   Want   scarecrow   hat   walking  s?ck   badger   walking  s?ck   ribbon   crow  
  54. 54. •  What’s  your  plan?   •  Who  will  you  work  with?   •  How  will  you  know  that  what  you  have  done  is   making  a  difference?  

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