The document discusses quality teaching in inclusive classrooms, focusing on universal design for learning and backward design strategies to enhance student engagement and understanding. It emphasizes the importance of assessing student strengths and implementing open-ended strategies to foster active learning. Furthermore, it showcases specific teaching practices and examples from various educators aimed at improving literacy and math skills among students.

1. Quality Teaching in Inclusive
Classrooms and Schools
Kamloops
Performance
Network
Series
December
2nd,
2013
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
am
beginning
to
understand
how
universal
design
for
learning
and
backwards
design
support
effecGve
teaching
for
all
students
• I
can
the
elements
of
quality
teaching
• I
can
idenGfy
elements
of
quality
teaching
in
my
work
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me

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

4. Universal Design for Learning
MulGple
means:
-­‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-­‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. access not adapt

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. The teeter totter
kids
kids
curriculum

8. Open-ended strategies:
connect
process
personalize/transform
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

9. Tara
O’Reilly,
Burnaby
Mountain
Secondary

10. _
_ _ _ _ _
L
M X
A
S
T
O L
_ _
F
U
J
A
C

11. _
_ _ _ _ _
S
E
L
V
X
V
T
N
_ _ _
C
O A
I
B

12. _
_ _ _ _ _
I
E
H
A
H
T
N
_ _ _
CO2
+
PO4
+
H2O
OUT
C
P
I
D
R
S

13. _ _ _ _ _ _ _
F
E E
E
L
D
S
V
_
T
N
C
O
I

14. Things
to
Think
about…
How
are
the
following
pictures
similar?
How
are
the
following
pictures
different?
Is
there
a
common
theme
among
these
pictures?

19. H2SO4

26. NaOH

29. Will Barrow’s gr. 6 Math and
Language Arts, Prince Rupert
• Math
– Solving
problems
with
large
numbers.
– I
can
solve
problems
with
large
numbers

30. •
•
•
•
•
•
•
•
•
Write
down
these
digits:
A/B
Jujube
problem
Work
to
solve
the
problem
Report
out
on
the
strategies
you
used
Share
Local
newspaper
arGcle
Circle
numbers
Design
a
problem

31. • Mr.
Barrow
gave
Ms
Brownlie
half
of
his
jujubes.
She
ate
½
of
the
jujubes
and
gave
the
rest
to
Mr.
K.
He
kept
8
of
the
juubes
and
gave
the
last
10
to
Mrs
Jones.
How
many
jujubes
did
Mr
Barrow
have?

32. Lit
12:
pracGce
without
penalty
Naryn
Searcy,
PenGcton
• Goal:
learn
how
to
represent
your
understanding
of
a
poem
in
a
different
ways
• Poet:
Robert
Burns
– Auld
Lang
Syne
(read
aloud)
– To
a
Mouse
(teams)

33. 1.
Read
aloud
and
pracGce
stanza
with
partner
2.
Connect
to
themes:
– Mankind
has
broken
its
union
with
nature
– Even
our
best
laid
plans
oeen
do
not
work
out
3.
Microcosm
&
universal
truths

34. Assignment
1. Mouse
Dance
–
all
8
stanzas
(2-­‐4
students)
2. Comic
(1-­‐2
students)
3. Reduced
poetry
(1-­‐2
students)

35. Criteria
• Demonstrate
understanding
of
the
meaning
of
all
8
stanzas
of
the
poem
• Recognize
and
demonstrate
the
2
themes

36. Feedback
• What
worked?
• What’s
missing?
• What’s
next?

37. Robert
Burns
(1759-­‐1796)To
a
Mouse
On
Turning
Up
Her
Nest
with
the
Plough,
November,
1785
Wee,
sleeket,
cowrin,
Jm'rous
beasJe,
Oh,
what
a
panic's
in
thy
breasJe!
Thou
need
na
start
awa
sae
hasty
Wi'
bickerin
braOle!
I
wad
be
laith
to
rin
an'
chase
thee
Wi'
murd'ring
paOle!

40. Reduced Poem
Poor
ligle
mouse
petrified
Don’t
run
away
quickly!
Humans
break
nature’s
contract
–
theme
1
No
trust
well
deserved
You
don’t
request
much
Have
too
much
myself
Oh
your
house
gone!
December
approaches
uncomfortably
close
Security
beneath
the
chill
Soon
destroyed
with
cut
Home
lost
high
price
Not
alone
in
lesson:
Best
plans
oeen
fail
–
theme
2
Mouse
lucky
because
humans
Regret
past/fear
future

41. Mouse Dance Notes
1. Mouse
(Mag)
gathering
materials
for
winter,
builds
house
(Boyd)
2. Mouse
is
shivering
–
symbolizing
winter
3. Famer
&
his
equipment
(Ethan
&
Corey)
destroy
mouse’s
house
–
represents
theme
that
man
breaks
nature’s
fickle
bond
4. Farmer
feels
bad,
tries
to
apologize
to
mouse
(nature)
5. Mouse
won’t
accept
forgiveness
–
nothing
lee
to
build
a
house
6. Mouse
comes
back
and
shoots
the
farmer
7. Mouse
has
heart
agack
–
represents
the
theme
that
plans
oeen
backfire
–
best
laid
plans
of
mouse
and
men
don’t
work!

42. The Richmond Experience
Lisa Schultz
Lisa
Schwartz

43. First
Steps
•
•
•
•
CollecGng
baseline
data
(formaGve
assessment)
What
do
they
know?
What
are
their
strengths?
What
areas
need
further
development?
How
will
we
support
this
development?

44. • Looked
at
the
results
as
coded
on
the
performance
standard
• Developed
an
inquiry
quesGon
• Made
a
plan
• Spent
a
term
in
each
classroom.
Two
blocks
each
week.

45. Inquiry
QuesGons
• How
does
the
implementaGon
of
literacy
centres,
that
focus
on
reading
rather
than
isolated
skills,
change
the
engagement
and
moGvaGon
of
the
students
and
will
they
become
more
skilled
readers?
• How
does
implemenGng
guided
reading
or
small
group
reading
instrucGon,
with
my
support
teacher,
further
our
students’
reading
development?

49. Literacy Centres in FI
• Brooke
Douglas
at
Bridge
Elementary,
grade
1