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Henderson.Jan.The Redesigned Curriculum

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2nd half day session with Henderson and Trudeau staffs, considering the redesigned curriculum with a focus on the core competencies and big ideas. K-7

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Henderson.Jan.The Redesigned Curriculum

  1. 1. The Redesigned Curriculum: a home for quality teaching and learning in inclusive classrooms Supporting ALL of Our Literacy Learners Henderson and Trudeau Jan 30, 2017 Faye Brownlie slideshare.net/fayebrownlie.henderson.jan
  2. 2. Learning Intentions •  I can beBer use Big Ideas, Universal Design for Learning and Backwards Design in my planning and teaching. •  I beBer understand how to incorporate teaching the core competencies throughout my teaching and have a plan to incorporate more Kme for these. •  I have a new strategic sequence to try. •  I have idenKfied and am considering replacing a less effecKve classroom pracKce: something I can do less of with something I can do more of.
  3. 3. Your Class Profile •  What are the strengths of your class? –  Think of 2 or 3! –  What are you celebraKng that they have learned? •  What are the areas you are wanKng to stretch or strengthen this term? –  Choose no more than 2☺ •  What is your plan?
  4. 4. When planning in Language Arts, consider… •  Big Ideas –  Stories and texts –  PerspecKve –  Language and its use –  Wondering •  Curricular Competencies –  Comprehend and connect –  Create and communicate •  Content –  Story/text –  Strategies and processes –  Language features, structures and convenKons
  5. 5. Big Ideas •  Make this curriculum 3 dimensional •  Translate into essenKal quesKons •  Give meaning to the pieces of curriculum competencies and content •  Include all students
  6. 6. Core Competencies •  CommunicaKon •  Thinking – CreaKve – CriKcal •  Personal – PosiKve personal & cultural idenKty – Personal awareness & responsibility – Social responsibility
  7. 7. What is my job? -K Lauren Maclean and April Pikkarainen CriKcal thinking CommunicaKon Personal awareness and responsibility How do I know I’m doing a green light job? seed – sprout - flower
  8. 8. Deeper Thinking with Visual Literacy - Joanna Fournier and Christy Rollo, 6/7 •  Very diverse classes •  Collaborate on almost everything •  Include in-class LA support as much as possible, working on in-class ELL •  Opening the curriculum to embed the core competencies throughout the day
  9. 9. Why visual literacy? •  We interpret our world largely through the sense of sight. •  Provides an opportunity to interpret, negoKate, make meaning and share in a visual format. •  Pairing oral language and visuals helps students develop their communicaKon and comprehension. •  Provides all learners with an entry point (accesses their background knowledge and gives them an opportunity to listen to others’ ideas and share). •  Develops deeper thinking (making inferences, metaphorical language, using symbolism).
  10. 10. Loose Parts and Materials •  A way for students to show their thinking, and understanding; very powerful. •  Springboard for oral stories: picture books, a big idea, or a theme. •  Introduce an open ended quesKon to provoke thinking (a provocaKon). •  Build a seeng, a paBern, an image (2D or 3D), using natural or found materials. •  Partner or group talk Kme and reflecKon makes thinking visible. •  FormaKve and summaKve assessment of student understanding of concepts and big ideas. •  Partner with digital tools such as the camera app and Shadow Puppet (screen casKng) to record thinking.
  11. 11. Japanese Internment ❖  What stories are inspired by war, fear, oceans, mountains, family, seeking a better life? ❖  Is it ever necessary to take away personal rights for the safety of all? ❖  How would you live and feel separated from your family? Your connection to home?
  12. 12. Japanese Internment
  13. 13. Feedback Frames From Brooke Douglas
  14. 14. Self ReflecKon
  15. 15. What Doesn’t Work: Literacy Practices We Should Abandon – Nell Duke, 2016 (Edutopia) •  ‘Look up the list’ vocabulary instrucKon •  Giving students prizes for reading •  Weekly spelling tests •  Unsupported independent reading •  Taking away recess as punishment
  16. 16. Belonging – grades 2/3 Michelle Hikida •  Structured Inquiry – All teacher quesKons •  EssenKal quesKons – What is the best part of you? – What are your giks? – Who is the person you want to be?
  17. 17. •  Each day read a new book, collected characterisKcs of characters and made lists. •  Watched Utube videos, read music lyrics – collected characterisKcs of characters and added to the lists. •  Daily students chose a book from the basket and read. •  Sharing circle at end of reading – connecKons to the characterisKcs of characters in the book – –  What is the best part of you? –  What are your giks? –  Who is the person you want to be?
  18. 18. Core Competencies •  CommunicaKon •  Thinking – CreaKve – CriKcal •  Personal – PosiKve personal & cultural idenKty – Personal awareness & responsibility – Social responsibility
  19. 19. The Sequence •  Goal today – stretch your thinking and work like a detecKve to use clues to figure things out •  EssenKal quesKon: How does where you live effect how you live? –  How can you answer this already? –  Partner talk, then group share •  Image: see – think – wonder •  Quick write •  Explode the sentence •  Reflect with core competencies
  20. 20. Explode the Sentence •  One day many years ago, children were playing in the village, learning to be good warriors and hunters.
  21. 21. Critical Thinking Core Competency •I am becoming an acKve listener; I ask quesKons and make connecKons. Evidence: •When I talk and work with peers, I express my ideas and encourage others to express theirs; I share roles and responsibiliKes. Evidence: •I recount and comment on events and experiences. Evidence:
  22. 22. Unpacking the Lesson •  What struck you? –  Engagement of the kids –  1 hour, 40 minutes –  All could parKcipate –  Major shiks in thinking –  Content woven into massive thinking –  All responses were accepted –  Your language: each child was honoured and liked up ☺ –  I could do this!!
  23. 23. Next Steps •  Next day, begin with another image and another sentence to explode (should take half the Kme) •  Move to groups of 2-3 and have each group of students explode a different sentence •  Share the sentences and an interpretaKve comment about each •  Can the students, together, move to read their sentences in order? •  Retype the same 10 sentences – as 10, 7 and 5. Students choose which they want and re-order them BME •  Keep listening to the kids read •  Read the text, and reflect on how where you live affects how you live. •  Repeat process with 2 other Roy Henry Vickers books, highlighKng content.

2nd half day session with Henderson and Trudeau staffs, considering the redesigned curriculum with a focus on the core competencies and big ideas. K-7

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