Quality Teaching in InclusiveClassrooms and Schools: ACommunity of Professionals  Coquitlam/Burnaby	  Performance	        ...
Learning Intentions•  I	  more	  fully	  understand	  how	  universal	  design	     for	  learning	  and	  backwards	  des...
PIRLS, 2011     Progress in International Reading Literacy Study•    Grade	  4,	  every	  5	  years	  •    2011	  –	  45	 ...
PIRLS, 2011     Progress in International Reading Literacy Study	  •    2	  –	  40	  minute	  sessions	  •    MulJple-­‐ch...
PIRLS, 2011 – BC Results  Progress in International Reading Literacy Study	  •  Mean	  score	  significantly	  above	  int...
PIRLS, 2011 – BC Results  Progress in International Reading Literacy Study	  •  Reported	  high	  levels	  of	  enjoyment...
PIRLS, 2011 – BC Results Progress in International Reading Literacy Study	  •  Comprehension	  Processes	     –  retrievi...
FrameworksIt’s All about Thinking (English, Humanities, Social Studies) –                  Brownlie & Schnellert, 2009It’s...
Universal Design for LearningMulJple	  means:	  -­‐to	  tap	  into	  background	  knowledge,	  to	  acJvate	          prio...
Backwards Design•  What	  important	  ideas	  and	  enduring	     understandings	  do	  you	  want	  the	  students	  to	 ...
The teeter totter  kids                curriculumkids
Approaches•    Assessment	  for	  learning	  •    Open-­‐ended	  strategies	  •    Gradual	  release	  of	  responsibility...
Open-ended Strategies•  ConnecJng	  •  Processing	  •  Transforming	  and	  personalizing	  
Lesson Sequences
Teacher Collaboration•  Mary	  Neto,	  Tina	  Sikkes	  and	  Teresa	  Monkman	  	  •  English	  teachers	  and	  librarian...
World	  Religions	  hTp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg	  
A/B	  Partner	     My	  partner,	  __________,	  and	  I	   decided	  who	  would	  be	  A	  and	  who	  would	  be	  B	  ...
EssenJal	  QuesJon	  -­‐	  	  How	  might	  religious	  beliefs	  nega7vely	  impact	  	  human	           behaviour?	  
While	  looking	  at	  the	  image	  think	  about	  this	  EssenJal	  QuesJon	  –	  	           How	  might	  religious	 ...
What	  do	  you	  noJce	  about	  these	  images?	  
Some	  things	  my	  partner,	  ____________,	  and	  I	  no7ced	  about	  the	  image	  of	  __________	  are:	  ________...
Religion	  and	  Conflict	  •    Extremism	  •    Terrorism	  •    Racism	  	  •    War	  •    Ethnic	  cleansing	  •    Ge...
Something	  to	  think	  about	  –	  	  How	  might	  religious	  beliefs	   posi7vely	  impact	  	  human	           beha...
How	  might	  religious	  beliefs	  posi7vely	                impact	  	  human	  behaviour?	  Brainstormed	  ideas	  from...
Building Language, Practicing Reading Strategies:        Paired Vocabulary  Story Making•  Partners	  meet	  to:	      – ...
deep	  dark	  cave	            	     	  crumbly	  tumbly	  tower	  dense	  forest	          	     	     	  very	  loud	  r...
Good	  Night,	  Good	  Knight	  -­‐	    Shelly	  Moore	  Thomas	   Pictures	  -­‐	  Jennifer	  Plecas	   DuTon	  Children’...
Introduction to Mitosis•  Whip	  around	  –	  what	  do	  you	  remember	  about	     DNA?	  •  QuesJoning	  from	  3	  pi...
Introduction to Mitosis•  Whip	  around	  –	  what	  do	  you	  remember	  about	     DNA?	  •  QuesJoning	  from	  3	  pi...
Before 	   	   	   	   	   	   	   	   	  	  	  Ader	  
cancer	   	        	     	  duplicate	  cell	  cycle 	     	     	  daughter	  cells	  cytokinesis	        	     	  nucleu...
Thermal Energy/Plate Tectonics•    Sort	  and	  predict	  with	  vocab	  •    Utube	  clip	  –	  resort	  your	  words	  a...
Writing•  Build	  criteria	  for	  powerful	  story	  •  Model	  with	  partner,	  1	  minute	  to	  tell	  your	  story,	...
Coquitlam burnaby pns.jan2013
Coquitlam burnaby pns.jan2013
Coquitlam burnaby pns.jan2013
Coquitlam burnaby pns.jan2013
Coquitlam burnaby pns.jan2013
Coquitlam burnaby pns.jan2013
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Coquitlam burnaby pns.jan2013

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Day 2 in the Performance Network Series, K-12, Quality Teaching and AFL
Focus on work from the demonstration classrooms.

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Coquitlam burnaby pns.jan2013

  1. 1. Quality Teaching in InclusiveClassrooms and Schools: ACommunity of Professionals Coquitlam/Burnaby  Performance   Network  Series   January  28th,  2013   Faye  Brownlie   www.slideshare.net  
  2. 2. Learning Intentions•  I  more  fully  understand  how  universal  design   for  learning  and  backwards  design  support   effecJve  teaching  for  all  students  •  I  can  implement  more  integrated,  fluid   assessment  for  learning  pracJces  •  I  have  a  plan  to  use  more  choice  or  more   diverse  texts  with  my  students  •  I  have  a  plan  to  implement  a  strategy  that  is   new  to  me  
  3. 3. PIRLS, 2011 Progress in International Reading Literacy Study•  Grade  4,  every  5  years  •  2011  –  45  countries  •  2600  students  in  148  schools  in  BC  in  2011  •  BC  also  parJcipated  in  2006  •  Measures  trends  in  reading  achievement  •  Examines  policies  and  pracJces  related  to  literacy  hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm  
  4. 4. PIRLS, 2011 Progress in International Reading Literacy Study  •  2  –  40  minute  sessions  •  MulJple-­‐choice  and  constructed  response  •  4  passages  –  2  ficJon;  2  non-­‐ficJon  •  QuesJonnaire  for  students,  teachers,   principals,  parents  –  to  beTer  understand  the   pracJces  associated  with  reading  performance  
  5. 5. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Mean  score  significantly  above  internaJonal   AND  Canadian  averages  •  No  change  from  2006  to  2011,  but  other   countries  did  increase  from  2006  •  15%  -­‐  Advanced  Benchmark;  55%  -­‐  High   Benchmark  (4  InternaJonal  Benchmarks)  •  Performed  beTer  in  literary  reading  than  in   informaJonal  reading  
  6. 6. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Reported  high  levels  of  enjoyment  of  reading   and  self-­‐confidence  •  The  more  oden  students  read  stories  or   novels,  the  beTer  they  tended  to  perform  in   reading  •  26%  of  students  reported  not  speaking  En/Fr   at  home.    No  difference  in  their  level  of   achievement!!!!  
  7. 7. PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  •  Comprehension  Processes   –  retrieving  and  straighforward  inferencing   –  interpreJng,  integraJng,  and  evaluaJng   *Most  high  performing  countries,  including  BC,  did   beTer  on  the  laTer.    
  8. 8. FrameworksIt’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
  9. 9. Universal Design for LearningMulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate   prior  knowledge,  to  increase  engagement  and   moJvaJon  -­‐to  acquire  the  informaJon  and  knowledge  to   process  new  ideas  and  informaJon  -­‐to  express  what  they  know.                        Rose  &  Meyer,  2002  
  10. 10. 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  
  11. 11. The teeter totter kids curriculumkids
  12. 12. Approaches•  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaJve  learning  •  Literature  circles  and  informaJon  circles  •  Inquiry  It’s All about Thinking – Brownlie & Schnellert, 2009
  13. 13. Open-ended Strategies•  ConnecJng  •  Processing  •  Transforming  and  personalizing  
  14. 14. Lesson Sequences
  15. 15. Teacher Collaboration•  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman    •  English  teachers  and  librarian  •  Smithers  Secondary  School  •  UDL,  Backwards  Design,  AFL  •  What/so  what?  •  EssenJal  quesJon  
  16. 16. World  Religions  hTp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  
  17. 17. A/B  Partner   My  partner,  __________,  and  I   decided  who  would  be  A  and  who  would  be  B  in  a  religious  kind  of  way   by  ______________.  Therefore   _______  is  A  because   __________________________  
  18. 18. EssenJal  QuesJon  -­‐    How  might  religious  beliefs  nega7vely  impact    human   behaviour?  
  19. 19. While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –     How  might  religious  beliefs  nega7vely  impact    human  behaviour?  What?   So  What?  1.  2.  3.  4.  5.  6.  
  20. 20. What  do  you  noJce  about  these  images?  
  21. 21. Some  things  my  partner,  ____________,  and  I  no7ced  about  the  image  of  __________  are:  ______________________  ____________________________________  
  22. 22. Religion  and  Conflict  •  Extremism  •  Terrorism  •  Racism    •  War  •  Ethnic  cleansing  •  Genocide  •  Oppression  /  Control    
  23. 23. Something  to  think  about  –    How  might  religious  beliefs   posi7vely  impact    human   behaviour?  
  24. 24. How  might  religious  beliefs  posi7vely   impact    human  behaviour?  Brainstormed  ideas  from  students  -­‐    •  Help  others  in  need  •  Find  peace  if  you’re  worried  •  Sin  go  to  hell  /  be  good  go  to  heaven  -­‐  InspiraJon  -­‐  Connects  people  -­‐  Encourages  peace,  love  and  unity  -­‐  Something  to  believe  in  –    -­‐  Places  that  offer  support  –  caring  for  others  -­‐  Forces  us  to  be  beTer  people  
  25. 25. Building Language, Practicing Reading Strategies: Paired Vocabulary  Story Making•  Partners  meet  to:   –  decode  a  phrase   –  create  a  story  that  uses  this  phrase   –  share  the  strategies  they  use  to  decode  the  phrase  •  As  a  class,  share  phrases  and  stories,  encouraging   the  students  to  link  their  thinking  with  these  new   phrases  •  Read  the  story  and  watch  for  how  the  author   uses  these  phrases  •  With  Cathy  Lloyd,  Birchland  
  26. 26. deep  dark  cave      crumbly  tumbly  tower  dense  forest        very  loud  roar  clippety-­‐clop      shimmery,  glimmery  sword    King’s  forest        stood  on  watch  very  tall  wall        faraway  kingdom  
  27. 27. Good  Night,  Good  Knight  -­‐   Shelly  Moore  Thomas   Pictures  -­‐  Jennifer  Plecas   DuTon  Children’s  Books  
  28. 28. Introduction to Mitosis•  Whip  around  –  what  do  you  remember  about   DNA?  •  QuesJoning  from  3  pictures  •  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your   answer    •  Sort  and  predict  –  groups  of  3  •  With  Ken  Asano,  Centennial  
  29. 29. Introduction to Mitosis•  Whip  around  –  what  do  you  remember  about   DNA?  •  QuesJoning  from  3  pictures  •  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your   answer    •  Sort  and  predict  –  groups  of  3  •  With  Ken  Asano,  Centennial  
  30. 30. Before                      Ader  
  31. 31. cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaJon      replace  spindle  fibres    funcJon  for  survival  separate  
  32. 32. Thermal Energy/Plate Tectonics•  Sort  and  predict  with  vocab  •  Utube  clip  –  resort  your  words  as  needed  •  Scan  the  text  for  what  else  you  need  to  know  •  Use  the  words  to  make  a  concept  map  •  Exit  slip:    how  will  you  best  remember  •  With  Curt  Dewolff,  Moody  Secondary  
  33. 33. Writing•  Build  criteria  for  powerful  story  •  Model  with  partner,  1  minute  to  tell  your  story,   30  seconds  to  respond;  switch;  pracJce  •  Walk  and  talk  to  rehearse  story  •  Write  •  Code  your  wriJng  with  2-­‐3  aspects  of  the  criteria  With  Craig  Sung,  Birchland  

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