Collaboration Counts! Working Together to Create Powerful Learning Environments that Include ALL Kids Crosscurrents Conference Friday, March 2nd, 2012 Faye Brownlie www.slideshare.net
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
Goal: to support students in working eﬀec<vely in the classroom environment
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.
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.
Teaching Content to All Open-‐ended teaching, <er 1; universal Adapted, <er 2; Modiﬁed; <er 3; L2, L3; M, I, E
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)
• How the world’s most improved school systems keep gecng beLer – Mourshed, Chijioke, Barber – McKinsey & Co. – Nov., 2010
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)
Dylan Wiliam, 2011 Pedagogy trumps curriculum How you are taught is more important than what you are taught…greatest impact on learning
The Class Review ProcessLearning in Safe Schools – Brownlie & King, 2nd ed. Pembroke Press
• 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
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?
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
A Non-categorical Resource Model• Co-‐teach • Work with small groups/individuals • Consult • Peer/parent tutors • Educa<onal assistant programming
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
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
Week 1: Standard ReadingAssessment, cold read, letterWeek 2: Class Reviews*Resource Team: save blocks forco-teaching; move up grades withthe students
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
School-wide performance based reading assessment• Standard Reading Assessment (see Student Diversity or It’s All about Thinking) • DART • RAD • QCA
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
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)
• 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.
Learning Intentions•I can make a pattern on a bar graph withmy partner•I can ask and answer questions about ourgraph
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.
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?
Ques<on: Givens: Unknowns: Work Space: Answer: WriLen Answer:
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
Learning Intentions•I can write a cinquain poem, following thepattern•I can give and receive feedback on how tomake a cinquain poem be effective
Sun Run Jog together Heaving pan<ng pushing The cumbersome mass moves along 10 K
Vicky Shy and happy The only child at home Always have a smile on her face my cheerful
Candy Choclate bars Tastes like a gummy drop Lickrish hard like gummys Eat Thomas
Vampires Quenching the thirst These bloodthirsty demons Eyes shine, like a thousand stars Midnight Hannah
Majic Lafa<ng Wacing throw wals ﬂiing in air Macking enment objec Drec dans. Henry
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?
Reaching Readers – Pearson, GR Q-‐R, DRA – 38-‐40
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.
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!
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