Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.
1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms,
Year 3
Richmond Professional Learning Network
Sept 25, 2017 and Feb 23, May 18, 2018
Faye Brownlie
www.slideshare.net/fayebrownlie/
richmondpln.sept2017
11. Frameworks for Learning
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011
12. Universal Design for Learning
MulKple means:
-to tap into background knowledge, to acKvate
prior knowledge, to increase engagement and
moKvaKon
-to acquire the informaKon and knowledge to
process new ideas and informaKon
-to express what they know.
Rose & Meyer, 2002
15. Responsive Reader – Beers & Probst
• Alert to their own reacKons to a text
• Effect text has on them
• Text ma_ers to them
• Links to their own experiences
• Causes more rigorous a_enKon, reflecKon, and
analysis
• Aber feeling an emoKon, asking quesKons, (text
intrudes into his world), the reader tries to make
sense (and use skills, returning to the text)
19. Some Best Practices in Reading
• Choice
• Volume
• Read aloud
• Student eyes on text
• Thinking strategies
• Modeling thinking
• Encouraging student talk about texts
• Responsive, responsible, compassionate reading
20. Some NOT best practices in literacy
-no research support for decades!
-over-used, under-supported!
• Teaching grammar in isolaKon
• Friday spelling lists
• Assigning topics in wriKng, with no 1:1 no
conferencing, just collecKng the work
• Too much teacher-talk
• Fill in the blanks, MC, closed thinking exercises
22. Core Competencies
• CommunicaKon
• Thinking
– CreaKve
– CriKcal
• Personal
– PosiKve personal & cultural idenKty
– Personal awareness & responsibility
– Social responsibility
23. Essential Conditions that Support
Student Self-Assessments – Kelli Vogstad
• Caring RelaKonships
• Process-Oriented Engagement
• The Language of ReflecKon
• kellivogstad.com/2017/04/22/core-
competencies-its-not-about-the-checklist
36. Developing Perspective – gr. 7
• With KrisK Corbe_, Vancouver
• Consider how the lesson sequence is constructed:
– Engagement of all
– Gradual release
– Whole class, small group, individual response
– Core competencies
• CommunicaKon
• CriKcal and creaKve thinking
• Personal and social
39. How does the voice of the person telling a story change our
understanding of an event?
• EssenKal quesKon – present & discuss
• Examine the picture as a class
– See? Know? Evidence? EssenKal quesKon connecKon? CapKon?
• Repeat
• Examine your picture in your group
– See? Know? Evidence? EssenKal quesKon connecKon? CapKon?
• Share with class
• Write from a perspecKve
• Read the text
• “I used to think…but now I think…because…”