This document discusses embracing diversity in education. It promotes inclusion of all learners through culturally responsive teaching and a continuum of quality instructional practices. These include universal design for learning, response to intervention frameworks, and differentiated, inquiry-based models to support personalized learning for students with diverse needs and abilities. The goal is to build capacity at the classroom level through collaborative support networks and aligning resources coherently to meet the diversity of each child.
A Comprehensive Retention Strategy for International Students
NAFSA Region I Conference - Tacoma, WA - November 7, 2012
Outline
-Complicate Your Perspective
-Activity: Maps of the World
-Domestic Student Retention Theory
-Barriers for International Students
-Best Practices
-Crossing the Bridges
-Discussion
Delivered via email to students within the "Preparing for Class 2" email that would set out 4 readings (each student reading only one in preparation for a jigsaw activity) and 3 videos to review for the coming week. A final slide would be added for the particular class to link to the week's Active Reading Assignment (sometimes reflective responding, sometimes application responding, sometimes both).
A Comprehensive Retention Strategy for International Students
NAFSA Region I Conference - Tacoma, WA - November 7, 2012
Outline
-Complicate Your Perspective
-Activity: Maps of the World
-Domestic Student Retention Theory
-Barriers for International Students
-Best Practices
-Crossing the Bridges
-Discussion
Delivered via email to students within the "Preparing for Class 2" email that would set out 4 readings (each student reading only one in preparation for a jigsaw activity) and 3 videos to review for the coming week. A final slide would be added for the particular class to link to the week's Active Reading Assignment (sometimes reflective responding, sometimes application responding, sometimes both).
This presentation focusing on the Collins-Maxwell school district's journey toward personalized learning. It focuses on policies, practices, challenges and successes in implementing a new form of education. It was presented at the ASCD Annual Conference.
This presentation is about how teachers can become more effective in teaching. Teachers should listen to the students and come up with a solution of problems that students are facing. Teacher must encourage students about studies and extra-curricular activities.
Developing an Academic identity for Widening Participation Students in Higher...Professor Kaz Stuart
This slideshow describes a small scale action research project initiated due to academics concern that non-traditional students were not getting an equitable higher education.
This presentation focusing on the Collins-Maxwell school district's journey toward personalized learning. It focuses on policies, practices, challenges and successes in implementing a new form of education. It was presented at the ASCD Annual Conference.
This presentation is about how teachers can become more effective in teaching. Teachers should listen to the students and come up with a solution of problems that students are facing. Teacher must encourage students about studies and extra-curricular activities.
Developing an Academic identity for Widening Participation Students in Higher...Professor Kaz Stuart
This slideshow describes a small scale action research project initiated due to academics concern that non-traditional students were not getting an equitable higher education.
you can't teach present generation students any more.... you can only attempt to provide the conditions in which they can learn...here is an alternate learning technique
A Welcome, a bit of context to set the stage to a diverse group of educational leaders, empowering us to BUILD WITH one another - collaborative, participatory leadership
At our Admin Advance this August, we shared foundational principles and key pathways & processes that our Learning Services family will continue to use to strengthen our beliefs, understandings, and support to ALL learners...including the adults. :)
Three sessions planned with our Admin group: focussed time to deepen our understanding around the value & purpose of collaboration to strengthen our practices in support for ALL Learners; sharing of our journeys at school sites; Connecting the Dots for alignment with school, district & ministry processes; Action Plans for long term planning that supports ALL learners
Last June, our district made some 'physical changes' that involved relocating our instructional coaches in the same area as our itinerants (ie. ELL, Gifted, LA, Psych, Resource, SLP, PT, Reading Recovery Leader, Counselling, Complex Needs, SWIS). We needed to collectively establish "who we are' as a Learning Services team - and not just make a name and physical change. Here's an overview of our day together last June! Pulling in what we know, what others are doing...creating our own pathways...
Let's Do It! Do What? Yes, we are creating our airplane in the sky! We have physically crossed over. We know our 'best practice'. Let's move forth to connect and develop COMMUNITIES OF PRACTICE! It's up to us to make sense of the transformation, get a good grasp as to WHO we are, in order to provide coherent & systemic support to our schools. Today: Building beliefs, sharing universal strategies in our 'box' for classroom implementation, adding to our "No, It's Not a Box", and some management tidbits to help us with our rhythm....
A short little presentation that helped guide our discussion at our first staff session together as Learning Services! Our overall theme is "No, It's Not a Box" - a beautiful children's storybook - Google it! :)
Big Ideas: responsive, RTI, continuum of support, UDL, ALL Learners ~ EACH Learner
Connecting the 'boxes,' seeing connections, creating our own "No, It's Not a Box"
7. Only ??? of
students are
referred to as
“typical”
learners.
ALL learners
ALL needs
SPED Mental
Illness
LA
GREY AREAS
Ab Ed
Tech Ed
Alternate
Ed Behaviour
Adapted Resource DES
ELL
ESWIS
“Curriculum” Instruction
Assessment Learning Environment
13. Resources
• Shelley Moore:
• https://youtu.be/RYtUl
U8MjlY Transforming
Inclusive Ed
• Resources, templates:
https://blogsomemoor
e.com/shout-
outs/templates/
• ONE Without the
Other
19. Big Ideas …
• Unified System: A continuum of quality practices /
education not silos
• Culturally Responsive
• Primacy of the ‘Classroom’ environment
• Collaborative networks/Multi-disciplinary teaming
• UDL, RTI, PBIS, SBRT Frameworks
• Differentiation, Early Intervention, Functional
Assessment, Transitions
• New Literacies & Emerging Technologies
20. Our Direction – Embracing Diversity
• Culture of Support & Connectedness
• Primacy of the ‘Classroom’ environment
• Co-working Inquiry-Based Model
• Personalized Learning ~ Curriculum & Core Competencies (Shelley)
• Engagement
• Differentiated Instruction & Support
• ie. UDL, PBL, Student Inquiry
• Transitions
• Continuum of instructional support
• Functional Assessments/Needs, Strengths
• RTI, PBS frameworks
• Collaborative Models of Support
• Class Reviews, ASSESS, SBT (Leyton)
• Success – GROWTH in LEARNING
21.
22.
23. Action...to WISE action...
to action that LASTS
61
...beyond “ best practice” ...
developing a “ Community of Practice”
24. Aligning our work
Curriculum &
Competencies
Assessment
and Reporting
Framework for
Student
Learning
Continued
Professional
Development
Service
Delivery Project
Curriculum
& Competencies
Assessment
&
Reporting
Framework
for Enhancing
Student Learning
Continuing
Professional
Development
MyEducation BC
Next Generation
Network
Provincial
Scholarships
Program
TRANSFORMATION
28. • Alignment, coherence to support capacity building...
• Diversity is the norm (plan accordingly)
• Culturally Responsive Teaching
• Capacity building at the classroom level
• A Continuum of quality practices
• In addition to versus instead of
• Builds upon and aligns with
• Student learning, engagement, and development
• What are the big questions?
• Given finite resources in public schooling, how do we align our actions
in a coherent manner to support meaningful capacity building at the
school and classroom level?
• How do we build capacity at the three levels to support the full
continuum of learners in regards / respect to the diversity in each child?