An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
A session presented for the SEA of BC conference, Crosscurrents, with additional examples provided by Michelle Hikida. A rationale for co-teaching is provided, along with different ways to work effectively together in the classroom to support all learners.
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Half day session as we continue the conversation on instructional strategies and frameworks that make a difference for and support the learning of all students, K-12.
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
A full day session for middle and senior years ELA teachers with a focus on literature circles (no roles, changing groups) using Indigenous texts, including those on residential school experiences.
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
MacEwan University Librarians have revamped introductory information literacy programming to incorporate active learning activities. Our session will discuss the value of active learning, share the chart used to match activities with learning objectives, and allow participants to experience active learning activities that could be adapted for programming in all types of libraries.
A brief discussion of the rationale behind collaboration and co-teaching for elementary resource teachers, followed by a variety of types of co-teaching and examples of each.
A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Half day session as we continue the conversation on instructional strategies and frameworks that make a difference for and support the learning of all students, K-12.
A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.
Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
A 2 day seminar with 17 rural schools in Manitoba considering a systems look at reading growth. Day one the discussion focused on the what and why of our assessments while day two moved toward how to use the data we collect as part of our planning and instruction.
Full day session with Maureen Dockendorf, highlighting results of CR4YR 2012-13, explaining the theoretical framework, and applying to our current practice.
Second Grade Balancy Literacy Program with Daily 5B. J. Zagorac
This presentation provides valuable information about how a balanced literacy program might look for a second grade class with the Daily 5 incorporated into the curriculum.
The final half day session of a conversation with intermediate and secondary teachers on how to support the development of readers with content texts and narrative texts. Samples from Richmond, Prince Rupert and Smithers.
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.
Every Child, Every Day framework (Allington and Gabriel), followed by why collaboration and models for collaborating. Based on Brownlie/Cranston presentation at CR4YR.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. Balancing Students and
Curriculum: The Art and Science
of Teaching
The
Class
Review
Process
Kamloops
Dec.
5,
2015
Faye
Brownlie
www.slideshare.net/fayebrownlie/classreview
2. • The
class
review
process
(as
outlined
in
Learning
in
Safe
Schools)
is
used
by
many
schools
as
a
vehicle
to
guide
a
strengths-‐based
conversaKon
profiling
a
teacher's
class.
Following
this
discussion,
a
plan
is
built
to
use
this
class
informaKon
in
planning
instrucKon.
In
this
two
part
series,
we
will
first
learn
how
to
conduct
a
class
review.
Staffs
will
be
guided
through
the
process
as
they
profile
their
own
classes
and
consider
'what's
next?'.
The
remainder
of
the
first
day
will
be
spent
exploring
effecKve
teaching
strategies
(especially
in
literacy)
to
address
the
learning
strengths
and
needs
of
the
students.In
session
two,
we
will
return
to
examine
how
the
class
review
plan
has
worked,
make
refinements
to
the
plan,
and
conKnue
with
teaching
scenarios.
These
scenarios
will
include
a
focus
on
wriKng.In
both
days,
teachers
will
have
significant
chunks
of
Kme
to
collaborate.
School
teams
will
parKcipate
in
the
class
review
process
and
in
planning
for
'what's
next?'
Cross-‐school
grade
group
teams
will
work
with
implementaKon
of
the
teaching
strategies.
These
small
group
discussions
will
be
facilitated
by
Tricia,
Lorraine,
D,
D,
Jo
and
Faye.
3. Learning Intentions
• I
understand
how
to
conduct
a
strengths-‐
based
class
review.
• I
have
a
plan
to
conduct
a
class
review
with
my
school-‐based
team.
• I
know
how
to
plan
‘what’s
next?’
as
a
result
of
my
class
review.
5. Goal
to
support
students
in
working
effecKvely
in
the
classroom
environment
6. Goal
to
work
together
to
beVer
meet
the
needs
of
all
students
7. Response To Intervention:
Literacy Framework
[Whole
Class
–
Small
Group
–
Individual]
[One-‐to-‐One]
[Small
Group
–
Individual]
8. Rationale
By
sharing
our
collecKve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
acKon
based
on
this,
we
can
beVer
meet
the
needs
of
all
students.
9. A Key Belief
IntervenKon
is
focused
on
classroom
support.
Classroom-‐based
intervenKon
does
NOT
mean
that
all
specialists
have
to
be
in
the
classroom
all
the
Kme.
Instead,
the
RESULTS
of
their
work
have
to
show
up
in
the
classroom.
11. • Meet
as
a
school-‐based
team,
with
the
administrator
• Each
classroom
teacher
(CT)
joins
the
team
for
45
minutes
to
speak
of
her
class
• TOC’s
provide
coverage
for
CTs
• Follow
the
order
of
strengths,
needs,
goals,
individuals
• The
CT
does
not
do
the
recording
or
the
chairing
12. 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?
13. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other Medical Language Learning Socio-Emotional
14. Classroom
Strengths
-‐
gr.4/5
• Kind
to
each
another
• Like
to
write
• High
energy
• Some
models
of
responsibility
• Some
will
take
risks
in
their
learning
15. Classroom
Needs
-‐
gr.
4/5
• Self-‐control
-‐
too
loud!
• Interdependence
• Listen
to
group
instrucKons
• Wide
academic
range
• Very
teacher
dependent
• Easily
distracted
16. Classroom
Goals
-‐
gr.
4/5
• Help
individuals
within
class
to
become
more
independent
• Help
students
write
more
powerfully,
with
criteria
• Help
students
learn
to
ask
real
research
quesKons
• Help
students
choose
appropriate
reading
materials
17. Medical
• Challis
-‐
ritalin,
see
file
• Karmvir
-‐
severe
diabetes
23. Decisions
• RT/CT
meet
to
plan
unit
on
social
responsibility
• Include
in
this
unit
comprehension
strategies
of
think
aloud
and
quadrants
of
a
thought
(use
as
intro
to
lit
circles
later)
• Begin
Writers’
Workshop
with
CT/RT.
Focus
on
co-‐creaKng
criteria
and
using
to
self
assess.
• Counsellor
to
begin
‘magic
circle’
group
with
targeted
students
(behavior,
withdrawn,
overpowering)
• Individual
behavior
plans:
Challis,
Jordan
Jasdeep,
Janel
-‐
RT
check
in
on
goals
at
8:40,
CT
at
3:00
• EA
with
class
for
core
subjects
24. Classroom
Strengths
-‐
gr.1/2
• Teacher
is
former
librarian
so
extensive
knowledge
of
school’s
books
• High
energy,
keen
• AccepKng,
generally
of
Ray
• Strong
parental
support
• Students
report
they
are
readers/writers
• Students
love
to
be
read
to
and
browse
books
25. Classroom
Needs
-‐
gr.
1/2
• Social
responsibility:
-‐how
to
treat
each
other
fairly
-‐how
to
take
turns
-‐how
to
not
call
out
-‐how
to
use
an
inside
voice
•
Wide
academic
range
-‐
early
learners
to
very
able
reader
26. Classroom
Goals
-‐
gr.
1/2
• Make
this
class
a
team
• Write
daily
• Guided
reading,
as
able
• Encourage
independence
28. Language-‐gr.
1/2
• ESL
1&2
-‐
Elvira,
Tom,
Juno,
Michelle,Tony,
Ray,
Annie,
Jerad
• Ray
-‐
ojen
incomprehensible
• ESL
1-‐4
-‐
13
students,
including
8
different
first
languages
29. Learning
-‐
gr.
1/2
• BriVney
-‐
very
weak
skills
• Dominic
-‐
knows
few,
if
any,
sounds
• Ray,
Elvira,
Annie,
Juno,
Tony,
Darren
-‐
help
hearing
sounds
-‐
phonemic
awareness
• MaVhew
-‐
won’t
write
• Ray
-‐
is
he
reading
for
meaning?
33. Decisions
• RT/CT
assess
for
guided
reading
using
standard
reading
assessment
paVerns
and
daily
reading
conferences
• RT
with
class
on
RW
strategy
while
CT
works
on
leVer/sound
matching,
hearing
sounds
in
words
(elasKc,snap)
• CT
reinforce
elasKc/snap
during
whole
class
reading
&
wriKng,
small
group
and
1:1
• CT
read
twice/week
on
friendship,
gekng
along
with
others
• RT/CT
spend
a
week
on
‘Lily
Sequence’
• RT/CT
to
write
together
for
double
block
each
week
• ConKnue
Ray’s
full-‐Kme
EA
and
reassess
ajer
1
month
35. “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)
36. Changing Results for Young Readers
• BC
teachers
report
what
makes
a
difference
for
vulnerable
readers:
– Choice
– 1:1
– RelaKonship
with
teacher
– Focus
on
meaning
37. Background
knowledge
has
a
greater
impact
on
being
able
to
read
a
text
than
anything
else.
-‐Doug
Fisher,
Richard
Allington
38. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
39. Strategy Sequence
• ConnecKng
– Building
moKvaKon,
accessing
and
building
background
knowledge,
asking
quesKons,
sekng
a
purpose
for
reading
• Processing
– Making
sense
of
new
text,
linking
old
informaKon
to
new
• Transforming
and
personalizing
– Showing
what
you
know
40. We CAN teach all our kids to read.
• Struggling
readers
need
to
read
MORE
than
non-‐struggling
readers
to
close
the
gap.
• Struggling
readers
need
to
form
a
mental
model
of
what
readers
do
when
reading.
• Struggling
readers
need
to
read
for
meaning
and
joy
• Struggling
readers
do
NOT
need
worksheets,
scripted
programs,
or
more
skills
pracKce.
42. 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
43. 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
44. Response To Intervention:
Literacy Framework
[Whole
Class
–
Small
Group
–
Individual]
[One-‐to-‐One]
[Small
Group
–
Individual]
45. Building Deeper Connections
• Grade
2
with
Kinder
Mann,
Burnaby
• Explain
how
connecKons
help
us
deepen
our
understanding
of
a
story.
• Make
connecKons
with
the
cover
• Give
kids
a
post-‐it
note
with
their
name
• Read
the
story
as
kids
silently
place
their
post-‐it
notes
when
they
make
a
connecKon.
• Reread
the
‘improved’
story
now
that
it
is
richer
with
all
our
connecKons.
• Write
about
your
connecKon
with
the
story
–
one
that
really
helped
you
think
more
deeply
about
the
story.
51. Questioning
• Gr
5/6
• QuesKoning
from
pictures
• Quick
write
x
2
(word
count
&
powerful
phrases)
• Meet
with
a
partner
to
gain
ideas
and
quesKons.
• Read
some
text.
• Write:
What
are
you
wondering
now?
Why?
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.
63.
64. What’s Next?
• What
is
your
plan
to
conduct
a
class
review?
• Who
will
be
involved?
• Who
will
work
with
you
to
build
a
plan
for
your
class?
• What
is
something
that
you
are
adding
on
to
your
pracKce
as
a
result
of
today?
• What
is
something
you
are
lekng
go
of?