Continuing the inclusion discussion with middle school teams as we focus on collaboration, class reviews, and changing our teaching strategies and structures to include all students.

1. 2014-­‐15
L.I.F.
Focus
Improving
Learning
For
All
Crea%ng
Schools
and
Classrooms
Where
All
Students
Belong
MIddle
Faye
Brownlie
www.slideshare.net

2. Learning Intentions:
• We
have
reviewed
our
journey
to
date.
• We
have
grown
our
ways
of
collecDng
and
using
informaDon
on
our
students
to
make
class
learning
plans
from
class
reviews.
• We
have
polished
our
mental
models
of
learning
frameworks.
• We
have
new
ideas
of
HOW
to
collaborate
in
co-­‐
teaching.
• We
are
leaving
with
a
revised
school
plan
of
acDon.

3. C
Class
Review
-­‐gathering
informaDon
-­‐strengths-­‐based
-­‐acDon
oriented

4. Your
Class
Review
• Examine
your
class
review
process
from
last
session:
– What
worked?
– What
did
not?
– What’s
next?

5. “You
can
see
what
the
teachers,
teams,
and
schools
value
by
what
actually
goes
on
in
the
classrooms.”
(Brownlie,
Fullerton,
Schnellert,
2011,
p25)
“Pedagogy
trumps
curriculum.”
(Dylan
Wiliam)

6. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

7. Universal Design for Learning
MulDple
means:
-­‐to
tap
into
background
knowledge,
to
acDvate
prior
knowledge,
to
increase
engagement
and
moDvaDon
-­‐to
acquire
the
informaDon
and
knowledge
to
process
new
ideas
and
informaDon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

8. 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

9. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaDve
learning
• Literature
circles
and
informaDon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie,
Fullerton, & Schnellert, 2011

10. The Vision
A
Remedial
Model
(Deficit
Model)
‘Fixing’
the
student
Outside
the
classroom/
curriculum
A
Shi`
from…..
to
An
Inclusive
Model
(Strengths
Based)
‘Fixing’
the
curriculum
Within
the
classroom/
curriculum
to

11. Transforma%ons
within
the
Inclusive
Model
Pull-­‐out
Support
/
Physical
Inclusion
•
sDll
a
remedial
model
–
to
make
kids
fit
•
In
the
class,
but
o`en
on
a
different
plan
Inclusion
•
Classroom
Teacher
as
central
support
•
Resource
Teacher
–
working
together
in
a
co-­‐teaching
model

12. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”-­‐Dylan
Wiliam
• Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecDve
than
wrigen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

13. • Half
the
populaDon
of
the
world
has
the
same
amount
of
money
as
the
85
richest
people.

15. Teaming: Examples
• Grade
8
reading/wri%ng
with
Dawnn
and
Sheryl

16. Goal: Reading and Writing with
Fluency
• Grade
8
English
• Dawnn
Thorsen,
CT
and
Sheryl
Proskiw,
ELD,
Prince
Rupert
Middle
School
• Have
co-­‐taught
for
2
years
– TRUST
– All
we
need
is
a
GOAL
– Every
2nd
day
in
both
classes

17. • Both
classes
have
24
kids
• Both
classes
have
3
kids
on
IEPs
• Classroom
management
improved
with
daily
20
minutes
of
silent
reading
• Class
1
– Lower
self-­‐esteem
– 18
have
had
ESD
support
at
some
point
• Class
2
– 4
students
have
challenged
grade
8
math
– EA
– More
diversity

18. Day 1: Mystery Writing
• Enter
class
to
see
the
scene
of
the
crime
• 5
minute
write
– Set
the
scene
– What
happened?
– Why?
– Mood?
• Dawnn
modeled
a
start
on
the
board
• Change
groups
according
to
your
coloured
name
tag
• Character
(all
names
of
actual
people
in
the
school)
– One
reads
the
character’s
point
of
view
– 5
minutes,
add
on
• Change
groups
• Piece
of
evidence
– Examine
the
evidence
together
– 5
minutes,
add
on

22. • WriDng
is
collected
as
kids
leave
• Plenty
of
Dme
for
both
teachers
to
move
around
to
support
and
extend
all
learners
• Students
very
on
task
• Tomorrow:
– Teachers
will
have
chosen
one
phrase/line
from
each
writer
– Display
for
all
to
see
– Look
for
strengths
– Move
to
wriDng
own
detecDve
story