A half day discussion with school teams at the secondary level on inclusion and co teaching. Coquitlam.

1. 2014-­‐15
L.I.F.
Focus
Improving
Learning
For
All
Crea%ng
Schools
and
Classrooms
Where
All
Students
Belong
Secondary
Faye
Brownlie
www.slideshare.net

2. Learning Intentions:
• We
have
reviewed
and
journey
to
date.
• We
have
grown
our
ways
of
collecDng
and
using
informaDon
on
our
students
to
make
class
learning
plans
from
class
reviews.
• We
have
polished
our
mental
models
of
learning
frameworks.
• We
have
new
ideas
of
HOW
to
collaborate
in
co-­‐
teaching.
• We
are
leaving
with
a
revised
school
plan
of
acDon.

3. Big Ideas…
As
a
school
community
we
want
to
work
together
to
meet
the
needs
of
all
students.
Inclusion
is
not
a
special
educaDon
model;
it
is
a
school
model.
As
professionals
we
want
to
constantly
examine
and
refine
our
pracDce.
CollaboraDve
problem-­‐solving
and
teaching
results
in
new
ideas,
new
products
and
a
feeling
of
connecDon.
Our
students
conDnue
to
change
and
learn
and
their
needs,
just
like
the
school’s,
will
change
over
the
course
of
the
year.
Brownlie
&
Schnellert
It’s
All
About
Thinking

4. C
Class
Review
-­‐gathering
informaDon
-­‐strengths-­‐based
-­‐acDon
oriented

5. Tom’s
grade
9
English
Class
• Strengths
– AUenDve,
peaceful
– Quite
academic
– 8
high
flyers,
3
really
high
flyers
– RecepDve
to
instrucDon
– Responsible
and
engaged
at
seatwork
– Care
about
each
other

6. • Needs
– Limited
parDcipaDon
from
many
– LiUle
criDquing
of
me,
liUle
feedback
for
me
– Olivia
and
Rachelle
are
considerably
less
skilled

7. • Goals
– More
interesDng
texts
– More
creaDve
acDviDes
– BeUer
parDcipaDon
– Warm-­‐up
that
catches
everyone

8. • Decisions
– Try
literature
circles
with
a
variety
of
texts
to
get
all
kids
reading
-­‐
no
limits
on
amount
of
reading
so
keen
readers
can
read
more
and
not
have
to
wait
– Quadrants
of
a
thought
for
deep
understanding
– Warm-­‐up
with
quick
write
or
sketch
rather
than
grammar
and
vocabulary
– Co-­‐teach
once
a
week

9. Rationale for Collaboration:
• By
sharing
our
collec%ve
knowledge
about
the
whole
class
and
developing
a
plan
of
ac%on
based
on
this,
we
can
be?er
meet
the
needs
of
all
students.

10. Goal:
• to
support
students
to
be
successful
learners
in
the
classroom
environment

11. A Key Belief
• When
interven%on
is
focused
on
classroom
support
it
improves
each
student’s
ability
and
opportunity
to
learn
effec%vely/successfully
in
the
classroom.

12. No plan, No point

13. Co-teachers:
When two teachers are in the room,
they can…
• Work
from
a
plan
based
on
students’
strengths
and
needs
• Differen%ate
instruc%on
• Use
AFL
strategies
to
assess
understanding
• Increase
par%cipa%on
of
all
students
• Decrease
behavioral
challenges
• Focus
a?en%on
• Increase
student
independence
• Teach
self-­‐regula%on
• Model
posi%ve,
strengths-­‐based
language
• Talk
to
each
other
about
what
they
are
learning
about
their
students

14. Co-Teaching Models
(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1
teach,
1
support
• Parallel
groups
• Sta%on
teaching
• 1
large
group;
1
small
group
• Teaming

15. 1
Teach,
1
Support
• most
frequently
done,
least
planning
• advantage:
focus,
1:1
feedback,
if
alternate
roles,
no
one
has
the
advantage
or
looks
like
the
real
teacher,
can
capitalize
one
1’s
strengths
and
build
professional
capacity
• possible
piRall:
easiest
to
go
off
the
rails
and
have
one
teacher
feel
as
an
‘extra
pair
of
hands’,
no
specific
task
(buzzing
radiator)

16. 1 Teach, 1 Support: Examples
• demonstra%ng
a
new
strategy
so
BOTH
teachers
can
use
it
the
next
day
–
e.g.,
ques%oning
from
pictures,
note-­‐taking,
think
aloud

17. Note-taking in Food Studies
• Best
Secondary
with
Alexia
Baldwin
and
Denise
Nemblard,
grade
9
Food
Studies
• Previously
had
lesson
on
grains
and
rice
cooking
demo
• Challenge:
S
love
pracDcal,
not
the
theory;
text
is
1975,
present
by
lecture
• LO:
– Rice
is
part
of
the
grain
group
– NutriDonal
values
of
different
grains
of
rice
– Factors
influencing
choice
of
rice
– Wild
rice,
a
Canadian
component

18. • Whip
around
–
know
about
rice
(Alexia)
• Lecture:
background
info
on
rice,
S
fill
in
notes
(Denise)
• Matching:
S,
in
groups
use
the
words
provided
to
fill
in
the
blanks
on
their
note-­‐taking
sheet
(Faye)
– Working
in
groups
– Plenty
of
Dme
for
individual
and
small
group
feedback
• Tie
to
LO:
something
you
know
now
that
you
didn’t
know
before

19. • Japanese
• Thailand
• India
• short
• nuUy
• red
• risoUo
• chewy
• sDcky
• floral

20. Specialty
Rices
5
important
types
 Arborio
–
essenDal
for
making
___________
 BasmaD
–
extra
long
grain
widely
used
in
_________
with
a
unique,
_______
flavour
 Jasmine
–
from
__________
with
a
delicate
and
___________fragrance
 Wehani
-­‐
_________
colour
with
a
rich
earthy
flavour
 GluDnous
–
sweet-­‐tasDng
_______
grained
rice
that
becomes
_______
and
_________
when
cooked;
used
in
Chinese
and
________
cuisines

21. Parallel
Groups
• both
teachers
take
about
half
the
class
and
teach
the
same
thing.
• must
be
co-­‐planned,
requires
trust
in
each
other,
• must
each
know
the
content
and
the
strategies.
• advantage:
half
class
size
-­‐
more
personal
contact,
more
individual
a?en%on

22. Parallel Groups: Examples
• Inside/outside
circle
– Review
– Build
criteria
for
discussion
• Socra%c
circle
– 2
groups
running
simultaneously
• Math
concept
• Each
teaches
one
group

23. Art 9/10
with Sheri Tompkins, Heritage Woods
• Working
together
• Student
chooses
one
piece
of
his
art
for
feedback
• Student
self-­‐assesses,
presents
his
piece
to
his
group
(of
4
or
5),
others
observe
silently,
student
adds
his
comments.
• Student
turns
his
back.
Group
members
discuss
the
art
work,
using
the
criteria
sheet.
No
judgment,
likes
or
dislikes.
Student
records
the
remarks.

25. Sta%on
Teaching
• mostly
small
groups,
more
individual
a?en%on,
• each
teacher
has
2
groups,
1
working
independently
at
a
sta%on
or
wri%ng,
1
working
directly
with
the
teacher.
• Requires
student
self
regula%on
(which
needs
to
be
taught)
and
planning
for
meaningful
engagement.

26. Station Teaching: Examples
• Students
working
in
pairs
playing
games
from
calcula%onna%on.nctm.org
• Teachers
monitoring,
coaching
• Labs
as
sta%ons

27. 1
Large
Group,
1
Small
Group
• advantage:
either
teacher
can
work
with
either
group,
can
provide
tutorial,
intensive,
individual
• possible
piRall:
don’t
want
same
kids
always
in
the
‘get
help’
group

28. Large group, small group: Examples
• One
presents
lesson
– Second
extends
or
reviews
or
build
background
knowledge
with
smaller
group
• Writers’
workshop
– One
teacher
leading
edi%ng
group,
other
with
whole
class

29. Teaming
• most
seamless.
• co-­‐planned
• teachers
take
alternate
roles
and
lead-­‐taking
as
the
lesson
proceeds.
• advantages:
capitalizes
on
both
teachers’
strengths,
models
collabora%on
teaching/learning
to
students,
can
adjust
instruc%on
readily
based
on
student
need,
flexible
• possible
piRalls:
trust
and
skill
• Most
oaen
in
whole
class
instruc%on
and
could
be
followed
up
with
any
of
the
other
four
co-­‐teaching
models

30. Teaming: Examples
• Graphic
organizer:
Teachers
model
how
to
use
a
mind
map
as
a
post
reading
vocabulary
building
ac%vity,
teacher
most
knowledgeable
about
mind
mapping
teaches
the
format
as
other
teacher
debriefs
with
students;
both
flow
back
and
forth

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

35. • What
can
you
try?
• How
does
this
informaDon
match
with
your
school/team
goals?
• How
can
you
share
this
with
others
at
your
school?

36. • Trust
your
professional
experDse
• Collaborate:
2
heads
are
beUer
than
1
• Respond
to
the
needs
of
your
students
• NO
program
exists
that
can
replace
YOU!!!