The document outlines a workshop session focused on conducting strengths-based class reviews to improve teaching effectiveness. Participants are guided through strategies for assessing individual and class needs, planning for inclusive classrooms, and integrating new teaching methods, particularly in writing. The content emphasizes the importance of collaborative practices among teachers to enhance student outcomes and instructional quality.

1. Balancing Students and
Curriculum: The Art and Science
of Teaching
The
Class
Review
Process,
Session
2
Kamloops
April
20,
2015
Faye
Brownlie
www.slideshare.net/fayebrownlie/classreview2

2. Learning Intentions
• I
beFer
understand
how
to
conduct
a
strengths-­‐based
class
review.
• I
can
use
the
informaJon
from
the
class
review
to
plan
‘what’s
next?’
• I
can
use
the
‘Checklist
quesJons
for
inclusive
classrooms’
in
my
planning
• I
have
a
plan
to
integrate
a
new
reading/
wriJng
strategy
into
my
classroom

3. 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?

4. Reviewing our reviews☺
• What
worked?
• What
didn’t
work
as
well?
How
did
you
make
it
beFer?
• What’s
next?
What
do
you
wonder?

5. Checklist for the Teacher Who
Values an Inclusive Classroom
• Read
over
the
checklist
• Which
of
these
aspects
are
most
easily
integrated
into
your
planning?
• Which
of
these
are
most
challenging
to
you?
• Which
one
can
you
aim
to
integrate
into
your
planning
between
now
and
June’s
end?

6. Inclusion Triangle (RTI revisited)
(Thanks to Shelley Moore, Richmond)
• ALL
students
can
access
supports
regardless
of
ability
in
the
teaching
and
learning
phase
• The
job
is
to
decide
which
supports
will
work
for
your
group
of
students,
and
how
you
will
scaffold
them
using
the
Class
Profile
• Supports
are
designed
for
specific
students,
but
during
teaching,
are
accessible
to
whomever
needs
them

9. RTI and Universal Supports
• Blogsomemore
• Shelley
Moore
–
The
Sweeper
Van
-­‐
youtube

10. Planning for What’s Next?

11. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Jme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

12. Both
lessons:
75
minutes,
a_er
lunch☺
• Mundy
Road
with
KrisJne
Wong
– Focus
on
beginning,
middle,
end
• 9
EAL
students
• 1
very
young
student
• Blakeburn
with
Lori
Clerkson
– Focus
on
story
starters,
moving
beyond
‘I
did,
I
did,
I
did…”

24. The Life Cycle of a Salmon
Jennifer Forbes Cathy Van der Mark,
Gr. 3, Smithers
Learning
IntenJon:
-­‐idenJfy
powerful
words
to
increase
our
vocabulary
when
describing
the
life
cycle
of
a
salmon
2
hours

26. • Partner
talk
–
review
life
cycle
• Introduce
new
vocabulary
• Predict
from
book
cover
• Thinking
page
to
collect
words,
3
chunks
1)
Sumi
feels,
sees
and
hears
2)
Sumi’s
environment
3)
choose:
either
or
1
or
2
or
Sumi’s
changes

27. • A_er
each
chunk,
students
share
their
words
with
their
partner,
then
teacher
collects
as
a
class
• Write,
using
powerful
words
to
show
how
Sumi:
– Feels,
sees,
hears
– Changes
physically
– Her
environment
••Circle
your
powerful
words

28. • haunches
• cedar
• secreted
• lingered
• mucous
• fragrance
• algae
• larvae

33. Interview Writing
with Sara Howard, Gr 4/5 Burnaby
• Have
been
working
on
story
wriJng
• Goal:
increase
quality
of
wriJng
• Modeled
1
minute
interview,
30
second
response
• Model
wriJng
and
ediJng
criteria
• Pairs:
1
minute,
30
seconds
• Walk
around
to
find
your
beginning
• 8
minute
write
12
minutes
• Circle
your
criteria
• Share

37. McKinsey Report, 2007
• The
top-­‐performing
school
systems
recognize
that
the
only
way
to
improve
outcomes
is
to
improve
instrucJon:
learning
occurs
when
students
and
teachers
interact,
and
thus
to
improve
learning
implies
improving
the
quality
of
that
interacJon.

38. 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
shi_ed
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)