Suppor&ng Student Diversity: Classroom and collabora&on strategies that meet the needs of all learners English and Humani&es Dept. Heads Surrey March 2, 2011 Faye Brownlie
How the world’ best performing school systems come out on top – Sept. 2007, McKinsey & Co. 1. GeLng the right people to become teachers 2. Developing them into eﬀec&ve instructors 3. Ensuring that the system is able to deliver the best possible instruc&on for every child
McKinsey Report, 2007 • The top-‐performing school systems recognise that the only way to improve outcomes is to improve instruc&on: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interac&on.
• Coaching classroom prac&ce • Moving teacher training to the classroom • Developing stronger school leaders • Enabling teachers to learn from each other
Individual teachers: • Become aware of areas to grow in their prac&ce • Gain an understanding of best prac&ce – most eﬀec&ve when demonstrated in an authen&c seLng • Are mo&vated to improve – Teachers have high expecta&ons – Share a common purpose – Have a collec&ve belief in their ability to make a diﬀerence
• How the world’s most improved school systems keep geLng beWer – Mourshed, Chijioke, Barber – McKinsey & Co. – Nov., 2010
Good to Great Systems • Focus on the professionalism of teachers • The values and behaviors of the educators propel the system forward (not centrally controlled) • Develop common language about the cra of teaching • Teacher and administrator coaches
Great to Excellent Systems • Learning communi&es: peer-‐led support and accountability • Focus on student learning • Move to school and teacher self-‐evalua&on, away from standardized tests • Open up classroom prac&ce – de-‐priva&ze • Ac&on research • Collabora&ve prac&ce among educators • Encourage innova&on in teaching
Professional Collabora&on • Interac&ve and on-‐going process • Mutually agreed upon challenges • Capitalizes on diﬀerent exper&se, knowledge and experience • Roles are blurred • Mutual trust and respect • Create and deliver targeted instruc&on
Together we are beWer… By sharing our collec&ve knowledge about our classes of students and developing a plan of ac&on based on this, we can beWer meet the needs of all students.
Together we are beWer… By sharing our collec&ve exper&se about teaching and learning we can beWer implement plans of ac&on, and thus we can beWer meet the needs of all students.
Informa&on Circles • Students are reading a variety of diﬀerent texts • Students read their text and record their thinking on the thinking paper: images/ques&ons/vocabulary • Students meet in groups with others reading the same text and talk about the text using the notes from their thinking paper • Together students decide on the key ideas of the text • Students can meet in new groups, represen&ng the diﬀerent texts, and share the key ideas of their text
Erica Foote, Princess Margaret Secondary, Pen&cton • If students were given the opportunity (4 &mes per semester) to show what they know in diﬀerent ways, would it not only increase their interest and eﬀort but also increase their understanding?
English 10 • 4 wri&ng assignments, 4 choice assignments – PowerPoint presenta&ons, drawing, poetry, collages, crea&ng their own test with answer keys, presen&ng their informa&on orally or using drama to represent their thinking • 6 students • AFL strategies – Ranked exemplars with the PS – Analyzed the exemplars to co-‐create criteria – Used the criteria for their work – Ownership – with choice
2 wri&ng 2 choice assignments – demonstrate your knowledge & understanding of various literature Not yet Approaching Mee4ng Exceeding %/# Wri&ng 16/2 41/5 25/3 16/2 (essay/paragraph) Choice 0/0 16/2 33/4 50/6
Erica’s Reﬂec&ons • 100% of students reported they liked the choice and wanted to do have choices again in another semester • 91% of students felt they did beWer with choice • About 50% s&ll chose some form of wri&ng when given a choice, but liked the choice • Fewer complained about the non-‐choice wri&ng assignments • Fewer assignments were handed in late
Andrea DeVito, Pen&cton High • My ﬁndings are based 24 students randomly selected from four classes: an English 9, two 11’s, and one 12. The students were ﬁrst given a wri4ng-‐response to a piece of literature, and then the end-‐task with choice to a piece of literature.
Show an understanding of your novel Literature Circles Not yet Approaching Mee4ng Exceeding %/# Fixed 0/0 17/4 75/18 8/2 wriWen assessment End task 0/0 8/2 25/6 58/14 with choice
Andrea’s reﬂec&ons • Some challenged by ﬁnding a meaningful connec&on between themselves and the novel • Some challenged by the idea of students doing diﬀerent products for the same assignment • Most wanted to do this kind of assignment again.
Naryn Searcy & Pat Whitely, Princess Margaret Secondary • Co-‐taught English 12 and IT 9 • Assignment: demonstrate the key elements of a grade 12 poem in a video montage • 12’s responsible for the poem’s key elements and the vision; 9’s for the technical aspects • 12’s teach the poem; 9’s teach the technical aspects • Subjects: 8 grade 12 students, 2 NY, 2A, 2M, 2E on a tradi&onal wri&ng assignment of poetry
• Projects shown to both classes. Grade 12 students introduced and explained the video • AFL strategies: – descrip&ve feedback at each stage (i.e., storyboard) – ownership
Communicate your knowledge of the various elements of the poem Not Yet Approaching Mee4ng Exceeding %/# Wri&ng 25/2 25/2 25/2 25/2 (essay/paragraph) Video 0/0 12.5/1 37.5/3 50/4 Montage
Naryn and Pat’s Reﬂec&ons • Increased mo&va&on and increased responsibility for all students in both grade 9 and 12 • Students disappointed when the collabora&on ended • Mo&va&on con&nued … success breeds success
References • Grand Conversations, Thoughtful Responses – Brownlie (2005). Portage and Main Press. • Student Diversity, 2nd ed (2006) – Brownlie and Schnellert. Pembroke Publishers • It’s All about Thinking – Humanities, Social Studies and English (2009) – Brownlie and Schnellert. Portage and Main Press. • Assessment Instruction of ESL Learners – Brownlie, Feniak, McCarthy. Portage and Main Press.
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