Learning in safe schools

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An overview of 4 ideas, central to creating schools where all students belong and learn.

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Learning in safe schools

  1. 1. Learning in Safe Schools,creating classrooms where all students belong, 2nd ed –   Brownlie  and  King,  2011   Pembroke  Publishers   Coquitlam     April  17th,  2012  
  2. 2. The Context: 4 big ideas
  3. 3. Schools as communities where everyone ‘owns’ all students   Chap.  1-­‐4  
  4. 4. Goal:  to  support  students  in  working   effecDvely  in  the  classroom   environment  
  5. 5. Rationale:  By  sharing  our  collecDve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   acDon  based  on  this,  we  can   beHer  meet  the  needs  of  all   students.  
  6. 6. A Key BeliefIntervenDon  is  focused  on  classroom  support.     Classroom-­‐based  intervenDon  does  NOT  mean   that  all  specialists  have  to  be  in  the  classroom   all  the  Dme.    Instead,  the  RESULTS  of  their   work  have  to  show  up  in  the  classroom.  
  7. 7. Teaching Content to All Open-­‐ended          teaching,  Der  1;              universal    Adapted,  Der  2;   Modified;     Der  3;  L2,  L3;  M,  I,  E  
  8. 8. Shifting or reaffirmingresource/support models Chap.  9  
  9. 9. A Non-categorical Resource Model•  Co-­‐teach  •  Work  with  small  groups/individuals  •  Consult  •  Peer/parent  tutors  •  EducaDonal  assistant  programming  
  10. 10. 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  WriDng  12:00-­‐12:50     Lunch  12:50-­‐1:35   K  WriDng  –  co-­‐teaching  1:35-­‐2:20   Gr.  6/7IIndividual  support  2:20-­‐3:00   DPA  –  or  paperwork  
  11. 11. 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  
  12. 12. Class Reviews Chap.  10  
  13. 13. •  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  
  14. 14. 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?
  15. 15. Class Review Learning in Safe Schools, 2nd ed.   (Brownlie & King, 2011) Class Review Recording Form Classroom Strengths Classroom Needs Teacher: Class: Goals Decisions Individual Concerns OtherMedical Language Learning Socio-Emotional
  16. 16. Performance Based Assessments•  It’s  All  about  Thinking  –  CollaboraDng  to   Support  All  Learners  (English,  SS,  HumaniDes   OR  Math,  Science)  •  Student  Diversity  
  17. 17. School-wide performance based reading assessment•  Standard  Reading  Assessment  (see  Student   Diversity  or  It’s  All  about  Thinking)  •  DART  •  RAD  •  QCA  
  18. 18. •  Introduce  the  selecDon  to  be  read  •  Review  the  quesDons  •  Students  answer  several  open-­‐ended   responses  •  Responses  include  at  least  1  in  a  different  form   –  i.e.,  not  wriDng  •  Each  student  orally  reads  a  pracDced  piece  and   has  a  short  interview  •  Coded  against  the  performance  standards  •  Class  plan  is  set  •  FormaDve,  NOT  graded  

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