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Nov. 2. Creating classrooms where all students belong. A K-12 keynote, focusing on classrooms that build from learners' strengths and experiences.

Nov. 2. Creating classrooms where all students belong. A K-12 keynote, focusing on classrooms that build from learners' strengths and experiences.

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    Sea to sky.learning.keynote Sea to sky.learning.keynote Presentation Transcript

    • Learning in Safe Schools,creating classrooms where all students belong, 2nd ed –   Brownlie  and  King,  2011   Pembroke  Publishers   Sea  to  Sky   November  2nd  ,  2012  
    • The teeter totterlearners curriculumkids
    • How the world’s most improved school systems keep getting better – McKinsey, 20101.  Focus  on  the  professionalism  of  teachers  2.  Recognize  the  values  and  behaviors  of   educators  propel  the  system  forward  3.  Develop  a  common  language  around  the  craG   of  teaching  4.  UJlize  teachers  and  administrators  as   coaches  
    • How the world’s most improved school systems keep getting better – McKinsey, 2010Three  changes  collaboraJve  pracJce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracJce  public  and  the  enJre   teaching  populaJon  sharing  responsibility  for   student  learning.  2.  Focus  shiGed  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucJon’   and  teachers  became  custodians  of  the  model.  (p.   79-­‐81)  
    • The Right Drivers•  Capacity  building  •  Group  work  •  InstrucJon  •  Systemic  soluJons  •  These  need  to  dominate  and  lead  the  reform!   •  Fullen,  2011  
    • Structures•  To  focus  on  instrucJon  •  To  enhance  collaboraJon  •  To  build  the  social  capital  of  the  building  •  To  refine  our  mental  models  of  learning  •  To  build  trust  
    • Schools as communities where everyone ‘owns’ all students   Chap.  1-­‐4  
    • Why Inclusion: BC Principles of Learning•  Learning  requires  the  acJve  parJcipaJon  of   the  learner  •   People  learning  in  a  variety  of  ways  and  at   different  rates    •  Learning  is  both  an  individual  and  a  group   process     •  BC  Ministry    of    EducaJon  at  the  beginning  of  every  IRP   (since  1994)  
    • Shifting or reaffirmingresource/support models Chap.  9  
    • Professional Collaboration•  InteracJve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  •  Capitalizes  on  different  experJse,  knowledge  and   experience  •  Roles  are  blurred  •  Mutual  trust  and  respect  •  Create  and  deliver  targeted  instrucJon  •  GOAL:    beber  meet  the  needs  of  diverse  learners  
    • Collaboration…•  Takes  Jme  •  Needs  a  framework  •  In-­‐class  collaboraJon  without  preplanning  runs   the  risk  of  teachers  funcJoning  as  highly  paid   educaJon  assistants    •  CollaboraJon  without  preplanning  can  place  focus   of  support  on  learning  acJviJes  (what  is  easily   observable  when  entering  a  classroom)  rather   than  learning  outcomes  and  evidence  of  thinking   and  learning    
    • No plan, no point
    • •  A structure to guide the conversation•  Strengths-based perspective
    • Class Reviews Chap.  10  
    • 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?
    • Planning for Learning
    • Frameworks It’s All about Thinking (En/Hum/SS) – Brownlie & Schnellert, 2009It’s All about Thinking (Ma/Sc) – Brownlie, Fullerton, Schnellert, 2011 Collaborating to support all learners
    • Universal Design for LearningMulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate   prior  knowledge,  to  increase  engagement  and   moJvaJon  -­‐to  acquire  the  informaJon  and  knowledge  to   process  new  ideas  and  informaJon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
    • 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  
    • Model Guided practice Independent practice Independent application  Pearson  &  Gallagher  (1983)  
    • Teaching Content to All Open-­‐ended          teaching,  Jer  1;              universal    Adapted,  Jer  2;   Modified;     Jer  3;  L2,  L3;  M,  I,  E  
    • •  A structure to guide the conversation•  Strengths-based perspective
    • Performance Based Assessments•  It’s  All  about  Thinking  –  CollaboraJng  to   Support  All  Learners  (English,  SS,  HumaniJes   OR  Math,  Science)  •  Student  Diversity  
    • School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
    • Lit 12: practice without penalty Naryn Searcy, Penticton•  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)  
    • 1.    Read  aloud  and  pracJce  stanza  with  partner  2.    Connect  to  themes:   –  Mankind  has  broken  its  union  with  nature   –  Even  our  best  laid  plans  oGen  do  not  work  out   3.    Microcosm  &  universal  truths  
    • Assignment  1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  2.  Comic  (1-­‐2  students)  3.  Reduced  poetry  (1-­‐2  students)  
    • Criteria  •  Demonstrate  understanding  of  the  meaning  of   all  8  stanzas  of  the  poem  •  Recognize  and  demonstrate  the  2  themes  
    • Feedback  •  What  worked?  •  What’s  missing?  •  What’s  next?  
    • Robert  Burns  (1759-­‐1796)To  a  Mouse   On  Turning  Up  Her  Nest  with  the   Plough,  November,  1785              Wee,  sleeket,  cowrin,  Imrous  beasIe,                             Oh,  what  a  panics  in  thy  breasIe!                             Thou  need  na  start  awa  sae  hasty                                      Wi  bickerin  braNle!                                      I  wad  be  laith  to  rin  an  chase  thee                                         Wi  murdring  paNle!  
    • Reduced PoemPoor  lible  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  oGen  fail  –  theme  2  Mouse  lucky  because  humans  Regret  past/fear  future  
    • Gr.  8  Science   “The  DigesJve  System”  Paul  Paling,  Prince  Rupert   Learning  Inten/on:   Demonstrate  where  in  the  body  digesJon  occurs  and  what  happens   to  the  food  
    • Connecting/processing Strategy: What’s In, What’s Out? (Reading 44, adapted by Paul Paling)•  stomach      squeezing  •  abdomen      hungry  •  saliva          ulcer  •  bolus          tongue  •  gastric  juices    mucus  •  pepsin          carbohydrates  •  muscles        mechanical  
    • Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaJve  learning  •  Literature  circles  and  informaJon  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
    • Lesson Planning•  ConnecJng  •  Processing  •  Transforming  and  personalizing  
    • Language
    • …our  language  choices  have  serious   consequences  for  children’s  learning  and  for   who  they  become  as  individuals  and  as  a   community.  …the  language  we  choose  in  our  teaching   changes  the  worlds  children  inhabit  now  and   those  they  will  build  in  the  future.            -­‐Peter  H.  Johnston,  2012