Based on UDL and BD, K-12 lessons from Coquitlam and Burnaby classes. Third in a 3 part series on quality teaching.

1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
April
11th,
2014
Faye
Brownlie
www.slideshare.net

2. • 8:30
–
10:00
–
Faye
• 10:10
–
10:55
sessions
• 11:00
–
11:45
–
sessions
• Break
-­‐
12:10
• 12:15
–
1:30
-­‐
Faye

3. Learning Intentions
• I
can
explain
UDL
and
BD.
• I
can
idenPfy
aspects
of
quality
teaching
in
my
pracPce.
• I
can
plan
with
ALL
in
mind.
• I
have
a
plan
to
try
something
new
to
me
in
my
classroom.

4. The Competencies
• Thinking
• Personal
and
social
• CommunicaPon

5. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

6. Universal Design for Learning
MulPple
means:
-­‐to
tap
into
background
knowledge,
to
acPvate
prior
knowledge,
to
increase
engagement
and
moPvaPon
-­‐to
acquire
the
informaPon
and
knowledge
to
process
new
ideas
and
informaPon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

7. Access
not accommodate or adapt

8. 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

11. • “…
numbers
do
not
take
the
place
of
a
teacher’s
professional
judgment.”
(7)
• Cameron
&
Gregory

12. • “…people
rarely
quesPon
whether
percentage
scores
truly
represent
student
learning….
Teacher
judgment
is
replaced
by
the
‘power
of
the
points’”
(86)
• Marzano
as
quoted
in
Cameron
&
Gregory
(10)

13. Rethinking Letter Grades –
the 5 step process –
Cameron & Gregory
• IdenPfy
3-­‐5
big
ideas
for
one
subject
area
• Write
3
levels
of
performance
for
each
big
idea
• IdenPfy
evidence
that
shows
student
performance
• Highlight
descripPons
of
learning
on
the
learning
map
• Determine
a
lefer
grade
(or
%)

14. Big Ideas of the PNS
– Teaching
counts!
• Our
instrucPonal
choices
impact
significantly
on
student
learning
• We
teach
responsively
– All
kids
can
learn
and
we
know
enough
collecPvely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoPonally,
and
intellectually

15. Increasing engagement and oral
language
• Heritage
Woods
Secondary
with
Lauren
O’Leary
in
grade
11
physics
• Groups
of
4
• Building
background
knowledge:
– QuesPon
– Spring
scale
• Created
definiPon
together
• Think
aloud
with
formula
• One/two
class
pracPce
problems
with
think
aloud
• Try
more
pracPce
problems
in
pairs
or
independently
• Individual
feedback
• Ticket
out
the
door:
Learning
outcome
for
closure:
I
can
apply
Fg
=
m*g
and
explain
my
thinking

16. • What
is
mass?
• What
is
weight?
• What
is
the
difference
between
the
two?

17. • Mass
– Mafer
–
how
much
stuff
we
are
made
up
of
– Scalar
(no
direcPon)
– Constant
– Measured
in
kg
• Weight
– Vector
(has
direcPon)
– Depends
on
where
you
are
in
the
universe
-­‐
force
of
gravity
– Measured
in
Newtons

18. PLO:
Solve
a
variety
of
problems
involving
the
relaPonship
between
mass,
gravitaPonal
field
strength,
and
force
due
to
gravity.
Learning
Goal:
Understand
the
conceptual
side
and
apply
it.
Teaching
Goal:
Make
lesson
accessible
and
interacPve.

19. Fg
=
m*g
Expand
the
sentence.
Think
aloud
with
your
reasoning.

23. Using Mindmaps to Organize and
Demonstrate Understanding
• Gleneagle
Secondary
with
Andy
Albright,
grade
10
English
–
graphic
novels
– Opener:
hot
chocolate
invitaPon
and
3
+
from
yesterday
–
extended
1;
modeled
chains
– Styles
Line-­‐Up:
visual,
verbal,
relaPonships/
connecPons,
analyzing
– Examined
mindmap
of
WW11
–
what
do
you
noPce?
Created
dras
design
criteria.
– Reviewed
content
criteria
– 20
minute
for
individual
work
&
feedback

40. 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
Pme,
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

41. Both
lessons:
75
minutes,
aser
lunch
• Mundy
Road
with
KrisPne
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…”

59. Making Deeper Connections in
Social Studies
• Clinton
with
Diana
Sakic,
Grade
4/5
– Text:
Painted
Words
-­‐
Aliki
• Whip
around
‘immigraPon’
– Confusion
with
immigraPon
vs
refugee
• Post-­‐it:
record
a
connecPon
as
I
read,
place
on
page
• Draw
your
connecPon
on
personal
whiteboard
• Reread
text,
discussing
some
connecPons
• Gallery
walk:
others’
connecPons
• Quick
write:
how
your
connecPon
deepened
your
understanding

70. Next…
• What’s
your
plan?
• Who
can
help?
• How
will
you
know
you
have
made
a
difference?