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Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
Surrey Supporting Diversity ppt
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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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Transcript

  • 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. www.all4ed.org •  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.

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