Sunshine coast admin

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Sunshine coast admin

  1. 1. Balanced Literacy Sunshine  Coast   Administrators   January  9,  2013  
  2. 2. Putting the Big Literacy Ideas to Work in Primary Classrooms Kamloops   Tuesday,  October  30th,  2012   Tuesday,  November  27th,  2012   Faye  Brownlie  
  3. 3. “Every  Child,  Every  Day”  –  Richard  Allington  and   Rachael  Gabriel  In  EducaOonal  Leadership,  March  2012  6  elements  of  instrucOon  for  ALL  students!  
  4. 4. 1.    Every  child  reads  something  he  or  she   chooses.  
  5. 5. 2.  Every  child  reads  accurately.  -­‐intensity  and  volume  count!  -­‐98%  accuracy  -­‐less  than  90%  accuracy,  doesn’t  improve   reading  at  all  
  6. 6. 3.  Every  child  reads  something  he  or  she   understands.      -­‐at  least  2/3  of  Ome  spent  reading  and   rereading  NOT  doing  isolated  skill  pracOce  or   worksheets      -­‐build  background  knowledge  before   entering  the  text      -­‐read  with  quesOons  in  mind        
  7. 7. 4.  Every  child  writes  about  something   personally  meaningful.    -­‐connected  to  text    -­‐connected  to  themselves    -­‐real  purpose,  real  audience  
  8. 8. K/Grade  1  WriOng   Commons  &  Jakovac  Samples  from  June  7th,  2012  
  9. 9. 5.    Every  child  talks  with  peers  about  reading   and  wriOng.  
  10. 10. 6.  Every  child  listens  to  a  fluent  adult  read   aloud.      -­‐different  kinds  of  text      -­‐with  some  commentary  
  11. 11. The teeter totterlearners curriculumkids
  12. 12. How the world’s most improved school systems keep getting better – McKinsey, 2010Three  changes  collaboraOve  pracOce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to   making  their  pracOce  public  and  the  enOre   teaching  populaOon  sharing  responsibility  for   student  learning.  2.  Focus  shieed  from  what  teachers  teach  to  what   students  learn.  3.  Systems  developed  a  model  of  ‘good  instrucOon’   and  teachers  became  custodians  of  the  model.  (p.   79-­‐81)  
  13. 13. Why Inclusion: BC Principles of Learning•  Learning  requires  the  acOve  parOcipaOon  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    EducaOon  at  the  beginning  of  every  IRP   (since  1994)  
  14. 14. Professional Collaboration•  InteracOve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  •  Capitalizes  on  different  experOse,  knowledge  and   experience  •  Roles  are  blurred  •  Mutual  trust  and  respect  •  Create  and  deliver  targeted  instrucOon  •  GOAL:    beker  meet  the  needs  of  diverse  learners  
  15. 15. Collaboration…•  Takes  Ome  •  Needs  a  framework  •  In-­‐class  collaboraOon  without  preplanning  runs   the  risk  of  teachers  funcOoning  as  highly  paid   educaOon  assistants    •  CollaboraOon  without  preplanning  can  place  focus   of  support  on  learning  acOviOes  (what  is  easily   observable  when  entering  a  classroom)  rather   than  learning  outcomes  and  evidence  of  thinking   and  learning    
  16. 16. No plan, no point
  17. 17. Goal:  to  support  students  in  working   effecOvely  in  the  classroom   environment  
  18. 18. Rationale:  By  sharing  our  collecOve   knowledge  about  our  classes  of   students  and  developing  a  plan  of   acOon  based  on  this,  we  can   beker  meet  the  needs  of  all   students.  
  19. 19. A Key BeliefIntervenOon  is  focused  on   classroom  support.      

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