Nov. 2. Creating classrooms where all students belong. A K-12 keynote, focusing on classrooms that build from learners' strengths and experiences.

1. Learning in Safe Schools,
creating classrooms where all
students belong, 2nd ed –
Brownlie
and
King,
2011
Pembroke
Publishers
Sea
to
Sky
November
2nd
,
2012

2. The teeter totter
learners curriculum
kids

3. How the world’s most improved school
systems keep getting better –
McKinsey, 2010
1. Focus
on
the
professionalism
of
teachers
2. Recognize
the
values
and
behaviors
of
educators
propel
the
system
forward
3. Develop
a
common
language
around
the
craG
of
teaching
4. UJlize
teachers
and
administrators
as
coaches

4. How the world’s most improved school
systems keep getting better –
McKinsey, 2010
Three
changes
collaboraJve
pracJce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
pracJce
public
and
the
enJre
teaching
populaJon
sharing
responsibility
for
student
learning.
2. Focus
shiGed
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instrucJon’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

5. The Right Drivers
• Capacity
building
• Group
work
• InstrucJon
• Systemic
soluJons
• These
need
to
dominate
and
lead
the
reform!
• Fullen,
2011

6. Structures
• To
focus
on
instrucJon
• To
enhance
collaboraJon
• To
build
the
social
capital
of
the
building
• To
refine
our
mental
models
of
learning
• To
build
trust

7. Schools as communities where
everyone ‘owns’ all students
Chap.
1-­‐4

8. Why Inclusion:
BC Principles of Learning
• Learning
requires
the
acJve
parJcipaJon
of
the
learner
• People
learning
in
a
variety
of
ways
and
at
different
rates
• Learning
is
both
an
individual
and
a
group
process
• BC
Ministry
of
EducaJon
at
the
beginning
of
every
IRP
(since
1994)

9. Shifting or reaffirming
resource/support models
Chap.
9

10. Professional Collaboration
• InteracJve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
experJse,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instrucJon
• GOAL:
beber
meet
the
needs
of
diverse
learners

11. Collaboration…
• Takes
Jme
• Needs
a
framework
• In-­‐class
collaboraJon
without
preplanning
runs
the
risk
of
teachers
funcJoning
as
highly
paid
educaJon
assistants
• CollaboraJon
without
preplanning
can
place
focus
of
support
on
learning
acJviJes
(what
is
easily
observable
when
entering
a
classroom)
rather
than
learning
outcomes
and
evidence
of
thinking
and
learning

12. No plan, no point

13. • A structure to guide the conversation
• Strengths-based perspective

14. Class Reviews
Chap.
10

15. 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?

16. Planning for Learning

17. Frameworks
It’s All about Thinking (En/Hum/SS) – Brownlie & Schnellert, 2009
It’s All about Thinking (Ma/Sc) – Brownlie, Fullerton, Schnellert, 2011
Collaborating to support all learners

18. Universal Design for Learning
MulJple
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

19. 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

20. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

21. Teaching Content to All
Open-­‐ended
teaching,
Jer
1;
universal
Adapted,
Jer
2;
Modified;
Jer
3;
L2,
L3;
M,
I,
E

22. • A structure to guide the conversation
• Strengths-based perspective

23. Performance Based Assessments
• It’s
All
about
Thinking
–
CollaboraJng
to
Support
All
Learners
(English,
SS,
HumaniJes
OR
Math,
Science)
• Student
Diversity

24. School-wide performance based
reading assessment
• Standard
Reading
Assessment
(see
Student
Diversity
or
It’s
All
about
Thinking)
• DART
• RAD
• QCA

25. Lit 12: practice without penalty
Naryn Searcy, Penticton
• Goal:
learn
how
to
represent
your
understanding
of
a
poem
in
a
different
ways
• Poet:
Robert
Burns
– Auld
Lang
Syne
(read
aloud)
– To
a
Mouse
(teams)

26. 1.
Read
aloud
and
pracJce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
oGen
do
not
work
out
3.
Microcosm
&
universal
truths

27. Assignment
1. Mouse
Dance
–
all
8
stanzas
(2-­‐4
students)
2. Comic
(1-­‐2
students)
3. Reduced
poetry
(1-­‐2
students)

28. Criteria
• Demonstrate
understanding
of
the
meaning
of
all
8
stanzas
of
the
poem
• Recognize
and
demonstrate
the
2
themes

29. Feedback
• What
worked?
• What’s
missing?
• What’s
next?

30. Robert
Burns
(1759-­‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
Im'rous
beasIe,
Oh,
what
a
panic's
in
thy
breasIe!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braNle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paNle!

33. Reduced Poem
Poor
lible
mouse
petrified
Don’t
run
away
quickly!
Humans
break
nature’s
contract
–
theme
1
No
trust
well
deserved
You
don’t
request
much
Have
too
much
myself
Oh
your
house
gone!
December
approaches
uncomfortably
close
Security
beneath
the
chill
Soon
destroyed
with
cut
Home
lost
high
price
Not
alone
in
lesson:
Best
plans
oGen
fail
–
theme
2
Mouse
lucky
because
humans
Regret
past/fear
future

34. Gr.
8
Science
“The
DigesJve
System”
Paul
Paling,
Prince
Rupert
Learning
Inten/on:
Demonstrate
where
in
the
body
digesJon
occurs
and
what
happens
to
the
food

35. Connecting/processing Strategy: What’s In,
What’s Out?
(Reading 44, adapted by Paul Paling)
• stomach
squeezing
• abdomen
hungry
• saliva
ulcer
• bolus
tongue
• gastric
juices
mucus
• pepsin
carbohydrates
• muscles
mechanical

38. 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

39. Lesson Planning
• ConnecJng
• Processing
• Transforming
and
personalizing

40. Language

41. …our
language
choices
have
serious
consequences
for
children’s
learning
and
for
who
they
become
as
individuals
and
as
a
community.
…the
language
we
choose
in
our
teaching
changes
the
worlds
children
inhabit
now
and
those
they
will
build
in
the
future.
-­‐Peter
H.
Johnston,
2012