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Class reviews.portage.dec2011
- 1. The Class Review Process: stories of implementa7on and follow-‐up Portage La Prairie December 6th, 2011 Faye Brownlie Learning in Safe Schools, 2nd ed-‐ Brownlie, King (2011)
- 2. Goal: to support students in working effec7vely in the classroom environment
- 3. Goal: to work together to beMer meet the needs of all students
- 4. Ra7onale: By sharing our collec7ve knowledge about our classes of students and developing a plan of ac7on based on this, we can beMer meet the needs of all students.
- 5. A Key Belief Interven7on is focused on classroom support. Classroom-‐based interven7on does NOT mean that all specialists have to be in the classroom all the 7me. Instead, the RESULTS of their work have to show up in the classroom.
- 6. McKinsey Report, 2007 • The top-‐performing school systems recognise that the only way to improve outcomes is to improve instruc7on: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interac7on.
- 7. Teaching Content to All Open-‐ended teaching, 7er 1; universal Adapted, 7er 2; Modified; 7er 3; L2, L3; M, I, E
- 8. Professional Collabora7on • Interac7ve and on-‐going process • Mutually agreed upon challenges • Capitalizes on different exper7se, knowledge and experience • Roles are blurred • Mutual trust and respect • Create and deliver targeted instruc7on • GOAL: beMer meet the needs of diverse learners
- 9. Big Ideas… As a school community we want to work together to meet the needs of all students. Inclusion is not a special educa7on model; it is a school model. As professionals we want to constantly examine and refine our prac7ce. Collabora7ve problem-‐solving and teaching results in new ideas, new products and a feeling of connec7on. Our students con7nue to change and learn and their needs, just like the school’s, will change over the course of the year. Brownlie & Schnellert Suppor6ng Diversity: Working Together to Support All Learners ___
- 10. Where did you start this year… What actions have you taken: -roles -schedules -timetables -instruction -assessment -class reviews, collaborative planning -collaborative teaching Share in group/share out
- 11. The Class Review Process
- 12. • 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
- 14. 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
- 15. 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
- 16. Classroom Needs -‐ gr. 4/5 • Self-‐control -‐ too loud! • Interdependence • Listen to group instruc7ons • Wide academic range • Very teacher dependent • Easily distracted
- 17. 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 ques7ons • Help students choose appropriate reading materials
- 18. Medical • Challis -‐ ritalin, see file • Karmvir -‐ severe diabetes
- 19. Language • ESL 1 -‐ Sharon • ESL 2-‐4 Ammen, Karmjit, Janel, Amrit, Ekam, Tommy, Iris, Osama, Jasdeep, David • Ini7ate oral language -‐ Jasdeep • Pose ques7ons -‐ Challis, Dion, Ekam
- 20. Learning • Focusing -‐ Jordan, Janel, Jasdeep, Challis, Kri7es, Ekam, Sigman • Comprehension -‐ Sigmund, Oscan, Ekam, Janel, Challis, David • Limited wriMen output -‐ Kris7e, Challis, Tommy
- 21. Social-‐emo7onal • Jordan -‐ severe behavior • Janel -‐ anger management • Jasdeep -‐ withdrawn, silent
- 22. Other • Extensions: Chloe, Taylor, Janelle, Josie, Emily, Kris7e, Andrew, Amanda
- 23. Decisions
- 24. Classroom Strengths -‐ gr.1/2 • Teacher is former librarian so extensive knowledge of school’s books • High energy, keen • Accep7ng, 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
- 27. Medical gr. 1/2
- 28. Language-‐gr. 1/2 • ESL 1&2 -‐ Elvira, Tom, Juno, Michelle,Tony, Ray, Annie, Jerad • Ray -‐ oken incomprehensible • ESL 1-‐4 -‐ 13 students, including 8 different first languages
- 29. Learning -‐ gr. 1/2 • BriMney -‐ very weak skills • Dominic -‐ knows few, if any, sounds • Ray, Elvira, Annie, Juno, Tony, Darren -‐ help hearing sounds -‐ phonemic awareness • MaMhew -‐ won’t write • Ray -‐ is he reading for meaning?
- 30. Social-‐emo7onal -‐ gr. 1/2 • BriMney -‐ inappropriate friendship skills • Jared, Trevor, MaMhew -‐ demanding, liMle self control • Trevor -‐ low self esteem • Michelle -‐ inaudible speech, whisper • Ray -‐ wanders
- 31. Other -‐ gr. 1/2 • Challenge -‐ Wilson, Catherine
- 32. Decisions
- 33. Strengths -‐ Humani7es 9 -‐outgoing -‐self-‐aware -‐friendly -‐sense of humor -‐co-‐opera7ve -‐enjoy reading -‐a posi7ve atmosphere in the class
- 34. Stretches -‐ Humani7es 9 risk-‐taking -‐ -‐digging deeper to infer, make personal connec7ons -‐showing what they know -‐organizing for learning (materials, 7me, ideas) -‐focusing, sustaining aMen7on -‐wri7ng
- 35. Interests -‐ Humani7es 9 Socializing -‐sports -‐fine arts -‐performing arts -‐social issues/current events -‐reading
- 36. Goals -‐ Humani7es 9 -‐ build environment in the classroom that supports risk-‐taking, sharing and self-‐advocacy -‐ use students’ interest in reading to build their higher level thinking skills -‐ build social skills, empathy -‐ help students develop planning and self-‐monitoring strategies
- 37. Medical Learning Kelly -‐ adapt pace, key ideas, modified outcomes Kelly Percilla -‐ highlight key ideas, show by drawing, MaM modified out. Ryan Aisha -‐ adapt pace, key ideas Harry -‐ choice in showing Brendan -‐ pair talk with visuals Social-‐emo7onal Language Taylor -‐ loud/dominant Ryan -‐ shy, challenging homelife Aisha -‐ recep7ve/expressive Percilla -‐ opposi7onal Cici -‐ ESL 2 May -‐ very shy, reluctant Ryan -‐ recep7ve/expressive Megan -‐ impa7ent with others Kirby -‐ ESL 2 Max -‐ confronta7onal
- 38. Challenge Tessa Sarah Marija Chris7an
- 39. Decisions
- 40. Grade 10 Nest: Class Profile Anderson (SS), Chiang (Sc), Fitt (En), Padmanabhan (Ma, A), Chatha (CPP)
- 41. lots of spark and academic potential motivated attentive during direct teaching most are doing homework not a behavior issues - quiet most are able to do/pass quizzes chatty/social good oral skills
- 42. v ocabulary, especially for ESLers end of day tough - Math getting concepts from oral instruction written output low belief in self attendance issues initiating and completing tasks working independently
- 43. at risk, joins in with any “off-task” kids few friends, fragile emotionally avoids academic classes, fear of failure
- 44. Grade 10 Nest: Goals increase student engagement and accountability - smaller chunks - do homework related to new concepts in class teacher-directed activities - gradual release helps students stay focused students making connections between new information and previous lessons
- 45. Cayoosh Creek, SD# 74 Debbie Ralston, Principal
- 46. Cayoosh Elementary •assessment for learning •fair, but not equal support •collaboration •blurred roles •classroom support, less pull- out •reflection on practice
- 47. (Learning in Safe Schools -‐ Brownlie, King) • 3 7mes a year • LST, Aboriginal Support Teacher, STA, principal, current and last year’s teacher (fall), current and next year’s teacher (spring) • Become 90 minutes/teacher • Moving students off the at-‐risk list
- 48. • PM Benchmarks/DRA in primary • Fall performance-‐based assessment in intermediate • Class profile: strengths & areas of need
- 49. • Teams of CT, STA, Admin, Ab.ST, LST • Meet 5 7mes/week for 30 min. with each class • STA doesn’t do running record • Weekly or bi-‐weekly, team meets in CT’s room together to collaborate
- 50. Cayoosh Elementary 5/week, 30 min. -K - talking tables - - guided reading 1 Math. •+1 support 3/week, 30 min. daily during Primary math -2-5 - guided reading •3 x week 3/week, 30 min. in inter. -6/7 - lit circles Intermediate struggling students are ‘reading helpers’ during primary guided reading
- 51. Gulf Islands Secondary Resource team -by invitation
- 52. Miles Mac Secondary Resource team -all grade 9 core teachers
- 53. Cambie Secondary Resource team – assigned to a grade
- 54. 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
- 55. Universal Design for Learning Mul7ple means: -‐to tap into background knowledge, to ac7vate prior knowledge, to increase engagement and mo7va7on -‐to acquire the informa7on and knowledge to process new ideas and informa7on -‐to express what they know. Rose & Meyer, 2002
- 56. 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
- 57. Model Guided practice Independent practice Independent application Pearson & Gallagher (1983)
- 58. Resources • Grand Conversa6ons, ThoughBul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora6ng to support all learners (in English, Social Studies and Humani6es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora6ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, 2011 • Assessment & Instruc6on of ESL Learners, 2nd ed – Brownlie, Feniak, & McCarthy, in press