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Surrey Supporting Diversity ppt


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June 1, 2010 …

June 1, 2010
A faciliated conversation: the research, our context, what next? for Developing Readers Teams, in review and preparation for 2010/2011.

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  • 1. Supporting Diversity: Looking ahead to 2010-2011 A conversation facilitiated by Faye Brownlie Surrey June 1st, 2010
  • 2. Developing Readers 2010-2011 Goals: –  Teachers work together to create learning experiences that: •  focus on student learning •  model thinking and coach students to become independent readers, writers and thinkers –  Teachers understand the research behind and interconnectedness of: •  assessment for learning •  differentiated instruction •  gradual release of responsibility model of instruction and support one another to put these understandings into daily practice.
  • 3. Building Bridges what makes a difference in student learning? •  Reading Next – Biancarosa and Snow •  It’s All about Thinking – Brownlie and Schnellert
  • 4. Frameworks It’s All about Thinking – Brownlie & Schnellert, 2009
  • 5. Universal Design for Learning Multiple means: -to tap into background knowledge, to activate prior knowledge, to increase engagement and motivation -to acquire the information and knowledge to process new ideas and information -to express what they know. Rose & Meyer, 2002
  • 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. Approaches •  Assessment for learning •  Open-ended strategies •  Gradual release of responsibility •  Cooperative learning •  Literature circles and information circles •  Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
  • 8. Reading Next - Biancarosa & Snow, 2004 •  Instructional Improvements 1.  Direct, explicit comprehension instruction 2.  Effective instructional principles embedded in content 3.  Motivation and self-directed learning 4.  Text-based collaborative learning 5.  Strategic tutoring 6.  Diverse texts 7.  Intensive writing 8.  A technology component 9.  Ongoing formative assessment of students
  • 9. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
  • 10. Our School Context •  What’s working? •  What’s not? •  What’s our evidence? •  What’s next
  • 11. •  Infrastructure Improvements 1.  Extended time for literacy 2.  Professional development 3.  Ongoing summative assessment of students and programs 4.  Teacher teams 5.  Leadership 6.  A comprehensive and coordinated literacy program
  • 12. 15-3=0 Without - •  professional development •  ongoing formative assessment of students and •  ongoing summative assessment of students and programs Reading Next - Biancarosa & Snow, 2004
  • 13. Assessment FOR Learning •  Purpose: guide instruction •  Performance-based assessment –  Fall DART (Brownlie) –  Initial RAD (Pearson) –  Smart Reading (Close, New West.) –  QCA (Pearson) –  SRA (Student Diversity, 2nd ed., Ministry Webcast, 2004)
  • 14. Assessment FOR Learning •  Descriptive scoring •  Coding in teams •  Class/grade profile of strengths and areas of need •  Action plans developed - what’s next? •  Individual students identified for further assessment
  • 15. Collaboration can come in the form of co- planning, co-assessing, or co-teaching. In all forms, teachers work together as equals, bringing their unique and complementary skills together to create a stronger whole. Brownlie & Schnellert, It’s All about Thinking, 2009
  • 16. 2010-2011 Where are we going? •  Deeper Still •  Inquiry into Student Learning Teams
  • 17. Essential Lesson Components •  Essential question/learning intention/a big idea •  Open-ended strategies: connect-process-transform •  Differentiation •  Assessment for learning •  Gradual release of responsibility
  • 18. Teach Content to All   "Surrey Special Education "
  • 19. …making a difference in one classroom in one academic year is only the beginning. Shared efforts among teachers and across years of schooling build the potential for making a more significant impact. Brownlie & Schnellert, It’s All about Thinking, 2009
  • 20. Deeper Still Who? –  Schools that joined DR in 2008-09 or 2009-10 –  School teams that would like to experience the process of “opening doors” where they collaboratively plan and observe student learning to uncover, “What’s working? What’s not? What’s next?”
  • 21. Inquiry into Student Learning Teams Who? –  any school in the district with a literacy goal –  teachers that are curious about what makes a difference for student learning and are interested in inquiry-based learning –  teachers interested in creating a structure to work together and uncover, “What’s working? What’s not? What’s next?”
  • 22. Only through sharing ideas, materials, resources, and expertise do teachers develop, survive, and thrive. Villa, Thousand and Nevin, 2004
  • 23. Back at School… •  Consider opening the invitation to your entire staff by sharing some of the key ideas from today’s session. •  With those interested in participating, use the questions in your handout and the criteria for each module as a guide for discussion and decision-making; •  Please submit your “Expression of Interest Form” by Wednesday, June 23rd.