This document summarizes presentations from several teachers on interweaving curriculum, instruction, and assessment. It describes how teachers used frameworks like Universal Design for Learning and Backwards Design to plan lessons incorporating strategies such as formative assessment, gradual release of responsibility, inquiry-based learning, and thinking routines. Examples are given of lessons from various subject areas where teachers activated prior knowledge, engaged students in hands-on activities, and had students reflect on and share their learning.

1. Interweaving Curriculum,
Instruction and Assessment
Delta Intermediate & Secondary
Teachers
Sept 30, 2015, Jan 12, Apr 7, 2016
Slideshare.net/fayebrownlie/deltacia

2. Why did you try?
Celebrations and challenges

3. Learning Intentions:
• I am more familiar with the frameworks of
Universal Design for Learning and Backwards
Design.
• I can plan with UDK and BD in mind.
• I have a plan to implement something
different for me, based on the lessons from
Delta classrooms.

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

5. Universal Design for Learning
MulOple means:
-to tap into background knowledge, to acOvate
prior knowledge, to increase engagement and
moOvaOon
-to acquire the informaOon and knowledge to
process new ideas and informaOon
-to express what they know.
Rose & Meyer, 2002

6. 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

7. Teaching that makes a difference
• Universal Design for Learning
• Backwards Design
• Assessment for Learning
• Gradual Release
• Open Ended Strategies
• CooperaOve Learning
• Small Group Reading, Literature and
InformaOon Circles
• Inquiry
• It’s All About Thinking – HumaniOes (2009), Sciences (2011)

8. Cory Ziebarth, Barb Jalandoon,
Nimret Sandhu, Science 9, NDSS
• EssenOal QuesOons
– How do we harness the power of elecOons?
– Why is the harnessing of elecOons important?

9. • 4 photos: Van der Graph generate, badery, electrical
fan, lightning: in groups, organize your learning from
the past few weeks.
• Content check on broken circuit and circuit with a
paperclip in booklet (previously taught)
• Design/draw/create circuits using all the materials
from the past 2 weeks
– Draw circuits with symbols on small paper
– Create the ‘drawn’ circuits
– Reflect on what didn’t work and how you solved it
– Save evidence of what you did/your learning for GAFE
EXIT: whip around: something you learned or a challenge

10. Sharon Hoffinger, 6/7,
Cougar Canyon
• Inquiry-based learning with a focus on skills:
– Accessing, comprehending and synthesizing
informaOon
– New meaning from new and prior knowledge
– Think criOcally, creaOvely, and reflecOvely about
the new learning

11. How can I use my new knowledge to
transform my thinking or my acOons?
• Modeled:
– noOce, think, wonder with a picture
• Students in groups of 3 – noOce, think, wonder
• Add on to 2nd picture.
• Share out what is going on in your picture, 2 things you
noOced, 1 quesOon.
• Modeled:
– explode the sentence
• Explode another sentence in small groups.
• Explain to an adult what you know think is happening.

14. Three Syrian brothers, a new life in Europe
brings trials and triumphs.
5 week, 8 countries, 3400 kilometers.
Globe, Nov 20, 2015

15. Halley Rockel, 6/7, Ladner
• Current cultures and ancient cultures
• Big Idea: how physical landforms determine
where a civilizaOon is located and whether it
thrives
• LO:
– Name and describe a variety of physical landforms.
– Why Delta was chosen by the First NaOons people
– Why different ciOes developed due to physical
landforms

16. • Groups of 4 – brainstorm words that are physical
landforms
• I categorized them as they were shared
• Image of physical landforms (ScholasOc)
• Each student had one landform to put on the image
• Decided as a class that ciOes need:
– Fresh water source, food source, way to trade, protecOon
• Homework: choose a city of the world and decide why
its geography helps it thrive

17. Tracey Coehlo, 3/4, Devon Gardens
• WriOng using a mentor text to expand
children’s thinking, focus on sequencing and
detail, build stamina

18. • Gallery Walk- modeled first
• Examine 3 pictures. Look for the story.
• Walk and talk with a partner to find your first sentence.
• Write the story behind the pictures – 10-12
uninterrupted minutes. Remember BME and DETAIL.
• While they wrote, I highlighted a word/phrase on each
student’s work.
• Shared these ‘treasures’. Students were encouraged to
borrow a ‘treasure’ from another student and add it to
their wriOng.

19. What is your take away?
What will you do within the next
month?