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A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.

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  1. 1. Collaboration Counts! Working Together to Create Powerful Learning Environments that Include ALL Kids Crosscurrents  Conference   Friday,  March  2nd,  2012   Faye  Brownlie  
  2. 2. Professional Collaboration•  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  •  GOAL:    beLer  meet  the  needs  of  diverse  learners  
  3. 3. Goal:  to  support  students  in  working   effec<vely  in  the  classroom   environment  
  4. 4. Rationale:  By  sharing  our  collec<ve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   ac<on  based  on  this,  we  can   beLer  meet  the  needs  of  all   students.  
  5. 5. A Key BeliefInterven<on  is  focused  on  classroom  support.     Classroom-­‐based  interven<on  does  NOT  mean   that  all  specialists  have  to  be  in  the  classroom   all  the  <me.    Instead,  the  RESULTS  of  their   work  have  to  show  up  in  the  classroom.  
  6. 6. Teaching Content to All Open-­‐ended          teaching,  <er  1;              universal    Adapted,  <er  2;   Modified;     <er  3;  L2,  L3;  M,  I,  E  
  7. 7. Read-­‐Aloud  Novel:      •  Tier  1:  Quadrant  response  sheet   –  Surprises   –  Laws  about  slavery   –  Descrip<on  of  where  slaves  were  almost  caught   –  Types  of  food  slaves  ate  •  Tier  2:    Adapta<ons   –  2  are  drawing   –  11  x  17  sheet  (visually  impaired)   –  Dicta<ng  –  hand-­‐held  recorder  (physically  challenged)  •  Tier  3:    Modifica<ons   –  Focusing  on  one  area  (listening)   –  Stamp  when  hear  a  food  (mentally  challenged)  
  8. 8. Adapta<ons  1.  Goals/expecta<ons  2.  Environment  3.  Presenta<on  4.  Materials  5.  Assistance  6.  Evalua<on  
  9. 9. •  Adapta<ons   –  Same  outcomes    •  Modifica<ons   –  Different  outcomes  
  10. 10. •  How  the  world’s  most  improved  school   systems  keep  gecng  beLer   –  Mourshed,  Chijioke,  Barber   –  McKinsey  &  Co.   –  Nov.,  2010  
  11. 11. How  the  world’s  most  improved  school   systems  keep  gecng  beLer  – McKinsey,  2010  Three  changes  collabora<ve  prac<ce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  prac<ce  public  and  the  en<re  teaching   popula<on  sharing  responsibility  for  student  learning.  2.  Focus  shiged  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instruc<on’  and   teachers  became  custodians  of  the  model.  (p.  79-­‐81)  
  12. 12. Dylan  Wiliam,  2011  Pedagogy  trumps  curriculum  How  you  are  taught  is  more  important  than   what  you  are  taught…greatest  impact  on   learning  
  13. 13. The teeter totterlearners curriculumkids
  14. 14. The Class Review ProcessLearning  in  Safe  Schools  –  Brownlie  &  King,  2nd  ed.    Pembroke  Press                    
  15. 15. •  Meet  as  a  school-­‐based  team,  with  the   administrator  •  Each  classroom  teacher  (CT)  joins  the  team   for  45  minutes  to  speak  of  her  class  •  TOC’s  provide  coverage  for  CTs  •  Follow  the  order  of  strengths,  needs,  goals,   individuals  •  The  CT  does  not  do  the  recording  or  the   chairing  
  16. 16. 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?
  17. 17. Class Review Learning in Safe Schools   (Brownlie & King, 2000) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
  18. 18. A Non-categorical Resource Model•  Co-­‐teach  •  Work  with  small  groups/individuals  •  Consult  •  Peer/parent  tutors  •  Educa<onal  assistant  programming  
  19. 19. Sample  Elementary  Day   Learning  in  Safe  Schools,  2nd  ed.  8:15-­‐8:45   School-­‐based  team  mee4ng  8:45-­‐9:30   Gr.  6/7  Literature  Circles  9:30-­‐10:15   Gr.  2/3  Guided  Reading  10:15–10:30   Recess  10:30-­‐11:15   Gr.  2/3  Math  11:15-­‐12:00   Gr.  3/4  Wri<ng  12:00-­‐12:50     Lunch  12:50-­‐1:35   K  Wri<ng  –  co-­‐teaching  1:35-­‐2:20   Gr.  6/7IIndividual  support  2:20-­‐3:00   DPA  –  or  paperwork  
  20. 20. Sample  Middle/Secondary  Day   Learning  in  Safe  School,  2nd  ed.  8:40-­‐9:45   Resource  Room  –  scheduled  and  drop-­‐in  students  9:45-­‐10:15   Break  10:15-­‐11:35   Support  Block:    co-­‐teaching  11:35-­‐11:55   USSR  11:55-­‐12:38   Lunch  12:38-­‐1:53   Skills  Block  –  scheduled,  life  skills  1:53-­‐2:00   Break  2:00-­‐3:15   Co-­‐teaching  Science  10  and  Math  8,  alternate  days  
  21. 21. Murdoch MacKay SecondaryResource team-all grade 9 core teachers
  22. 22. Week 1: Standard ReadingAssessment, cold read, letterWeek 2: Class Reviews*Resource Team: save blocks forco-teaching; move up grades withthe students
  23. 23. Schedule includes Learning Resource in theClassroom block(s) -stay one month in each class -email stay re: these blocks -choose another class if not needed forthe entire block*thanks to Barb McLaughlin, Qualicum/Parksville
  24. 24. School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
  25. 25. AFL – K Writing Leanne Commons & Jeri Jakovac, Tait Elem.  •  Resource:    What’s  Next  for  This  Beginning  Writer?     –  Reid,  Schwartz,  Peterson  •  Co-­‐planned,  co-­‐taught,  co-­‐assessed  •  Criteria  •  Descrip<ve  feedback  •  Ownership  
  26. 26. Math Centres – gr. 1/2 Michelle Hikada, Tait co-assessing•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct   teaching,  new  material)  •  1  making  paLerns  with  different  materials   (prac<ce)  •  1  making  paLerns  with  s<ckers  (prac<ce)  •  1  graphing  in  partners  (prac<ce)  
  27. 27. •  With  your  partner,  choose  a  bucket  of   materials  and  make  a  bar  graph.  •  Ask  (and  answer)  at  least  3  ques<ons  about   your  graph.  •  Make  another  graph  with  a  different  material.  
  28. 28. Learning Intentions•I can make a pattern on a bar graph withmy partner•I can ask and answer questions about ourgraph
  29. 29. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  3  boxes.    One  is  labeled  APPLES,  one   ORANGES  and  one  APPLES  AND  ORANGES.    All   the  boxes  are  labeled  incorrectly.    Pick  one   piece  of  fruit  from  one  box  and  re-­‐label  all  the   labels  correctly.  
  30. 30. Grade 11 Math Logic Problems – Byrn Williams, Rae FigurskyThere  are  20  socks  in  the  drawer,  10  are  blue,  10   are  brown.    What  is  the  minimum  number  of   socks  you  can  pull  out  to  make  a  pair?  
  31. 31. Ques<on:  Givens:                      Unknowns:  Work  Space:  Answer:  WriLen  Answer:  
  32. 32. Cinquain Poems – co-taught•  Show  a  poem  to  the  students  and  have  them  see  if   they  can  find  the  paLern  –  5  lines  with  2,4,6,8,2   syllables  •  Create  a  cinquain  poem  together  •  No<ce  literacy  elements  used  •  Brainstorm  for  a  list  of  poten<al  topics  •  Alone  or  in  partners,  students  write  several  poems  •  Read  each  poem  to  2  other  students,  check  the   syllables  and  the  word  choices,  then  check  with  a   teacher  
  33. 33. Learning Intentions•I can write a cinquain poem, following thepattern•I can give and receive feedback on how tomake a cinquain poem be effective
  34. 34. Garnet’s 4/5s Literary Elements•  Simile  •  Rhyme  •  Allitera<on  •  Assonance  
  35. 35. Sun  Run   Jog  together   Heaving  pan<ng  pushing  The  cumbersome  mass  moves  along   10  K  
  36. 36. Vicky   Shy  and  happy   The  only  child  at  home  Always  have  a  smile  on  her  face                                                                  my   cheerful  
  37. 37. Candy   Choclate  bars  Tastes  like  a  gummy  drop  Lickrish  hard  like  gummys   Eat   Thomas  
  38. 38. Vampires   Quenching  the  thirst   These  bloodthirsty  demons  Eyes  shine,  like  a  thousand  stars   Midnight   Hannah  
  39. 39. Majic   Lafa<ng  Wacing  throw  wals  fliing  in  air   Macking  enment  objec   Drec  dans.   Henry  
  40. 40. Double-­‐Entry  Response  Journals  •  2  column  response:    ‘something  that  struck  me’   and  ‘my  thinking’  •  Model  response  •  Have  students  iden<fy  criteria  for  response  •  Students  respond  individually,  ager  reading  •  Conference  with  each  student  as  they  are  wri<ng,   and  provide  descrip<ve  feedback  –  what’s   working  and  extend  the  response  •  Provide  wriLen  feedback  together  •  Plan  follow-­‐up  –  what’s  next  for  the  class?  
  41. 41. Reaching  Readers  –  Pearson,  GR  Q-­‐R,   DRA  –  38-­‐40  
  42. 42. In  the  Mountains  -­‐  Ethan  Something  that  Struck  Me….   My  Thinking?  •You  can  grow  rice  in  the  mountains.   •How  is  the  water  power?  •People  of  the  Andes  grow  coffee  and   •Were  does  the  water  come  from?      corn  on  the  lower  slopes  of  the  mountains   •How  does  it  get  in  to  the  rocky   mountains?  •People  grow  rice  using  terracing.   •How  does  all  the  wood  get  to  the  trees?  You raised some really goodquestions from this book. Now •Would  all  the  food  they  grow  freeze?  that I learned that yourgrandmother was a farmer on the #My  Grandma  grew  potatoes  on  the  flat  plains, do you think she would grounds.  It  was  easer  cuz  on  a  mountain  ever use the method of terracing?! your  on  a  slant.    My  Granny  was  on  a  flat   ground.  
  43. 43. In  the  Mountains  -­‐  Bluebell  Something  that  struck  me…   My  Thinking  1.  Villages  live  on  mountain   1.  I  am  confused.    I  thought   side.   no  one  can  live  on   mountains  only  animals.    2.    Two  plaWorms  combine  at   the  earth’s  crust  and  it   2.  2.    I  thought  that   makes  a  mountain.   mountains  were  just  the   remainings  of  old  or  even  3.  When  you  climb  say   1,000,000,000  years  old   Mount  Everest  the  higher   and  o]en  erupted!   you  go  the  colder  it  gets.  Living on a mountain – or in the mountains – is interesting. Many would you say to them? people might think Do you do any that you live in the mountain activities?   mountains. What!
  44. 44. Resources    •  Grand  Conversa?ons,  ThoughAul  Responses  –  a  unique   approach  to  literature  circles  –  Brownlie,  2005  •  Student  Diversity,  2nd  ed.  –  Brownlie,  Feniak  &  Schnellert,   2006  •  Reading  and  Responding,  gr.  4,5,&6  –  Brownlie  &  Jeroski,   2006  •  It’s  All  about  Thinking  –  collabora?ng  to  support  all  learners   (in  English,  Social  Studies  and  Humani?es)  –  Brownlie  &   Schnellert,  2009  •  It’s  All  about  Thinking  –  collabora?ng  to  support  all  learners   (in  Math  and  Science)  -­‐  Brownlie,  Fullerton  &  Schnellert,  2011  •  Learning  in  Safe  Schools,  2nd  ed  –  Brownlie  &  King,  Oct.,  2011  •  Assessment  &  Instruc?on  of  ESL  Learners,  2nd  ed  –  Brownlie,   Feniak,  &  McCarthy,  in  press