First of a 3 day, year long series on the redesigned curriculum in BC, its connections to inclusion, effective instruction, finding out about your students, and assessment for learning.

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms
PLN
Richmond
Sept 23, 2016

2. Shape of the Day
• 8:30-10 – Keynote
• 10:20-11:05 - Break out #1
• 11:15 - 12:00 - Break out #2
• 12:00 - 12:30 - Lunch
• 12:30 - 1:30 Keynote

3. Learning Intentions/Key Questions:
Who are my learners? What counts in the
redesigned curriculum?
How does assessment for
learning fit in?
What will my instrucDon
look like?

4. Who are my learners?

5. Finding out…
• Class Review
• Performance Based Reading Assessment
• Sociogram
• People Search
• Reading with EACH student in a book of choice
• ConversaDon
• ObservaDon

6. EPRA, grade 1

8. DART, grade 8

12. • How is this street crossing a metaphor for
inclusion?

13. • Move from CONFUSION and FEAR to
POSSIBLITIES and POSITIVE EXPECTATIONS.
• Inclusion requires TRUST and
COLLABORATION. You can’t do it alone!

14. What counts in the redesigned
curriculum?

16. Big Ideas
• Make this curriculum 3 dimensional
• Translate into essenDal quesDons
• Give meaning to the pieces of curriculum
competencies and content
• Include all students

17. Core Competencies
• CommunicaDon
• Thinking
– CreaDve
– CriDcal
• Personal
– PosiDve personal & cultural idenDty
– Personal awareness & responsibility
– Social responsibility

18. • Embedded
• All kids, all subjects, all grades
• Are NOT a checklist or a series of separate
lessons
• All students develop to become engage, life-
long learners
• Are included in the June report card as a
student self-assessment/reflecDon

19. What do you see and why does it
matter?

24. Core Competencies
• CommunicaDon
• Thinking
– CreaDve
– CriDcal
• Personal
– PosiDve personal & cultural idenDty
– Personal awareness & responsibility
– Social responsibility

25. Authentic inclusion of
Aboriginal texts, content and
perspectives

27. The teeter totter
kids
kids curriculum

28. What does instruction look like?

29. Visible Learning
…understanding the impact that instrucDonal
efforts have on student learning
John Hade

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

31. Universal Design for Learning
MulDple means:
-to tap into background knowledge, to acDvate
prior knowledge, to increase engagement and
moDvaDon
-to acquire the informaDon and knowledge to
process new ideas and informaDon
-to express what they know.
Rose & Meyer, 2002

32. 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

33. How does assessment for
learning (AFL) fit in?

34. “The most powerful single influence enhancing
achievement is feedback”-Dylan Wiliam
• Quality feedback is needed, not just more feedback
• Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their
performance
• Oral feedback is much more effecDve than wrijen
• The most powerful feedback is provided from the
student to the teacher

35. 1. Learning Intentions
“Students can reach any target as long
as it holds sDll for them.” - SDggins -
2. Criteria
Work with learners to develop criteria so they know what quality looks
like.
3. Questions
Increase quality quesDons to
show evidence of learning
Whose quesDons? Who answers?

36. 4. DescripGve Feedback
Timely, relevant, personal, descripDve
feedback contributes most
powerfully to student learning!
5. Self & Peer Assessment
Involve learners more in self & peer assessment
6. Ownership
Have students understand their
learning and
Communicate It with others

37. Self-Assessment of Learning
Visible Learning for Literacy- Fisher, Frey, Hade,
p.31
I do not YET understand.
I need coaching.
I am starGng to
understand.
I need coaching but want
to try some on my own.
I understand!
I made a few mistakes, so
I’m working through those.
I understand VERY well.
I can explain this to others
without telling them the
answers.

39. Scenarios:
Putting it all together

40. What is the relationship between
humans and energy?
• A culminaDng acDvity in a grade 3/4 class
• Lisa Schwartz, Richmond

41. Learning IntenDons: gr. 3/4
• I can use different materials (loose parts) to
show my thinking (criDcal competency)
• Using the materials helped me get my ideas
(creaDve competency)
• I was able to make a connecDon to humans
and energy and represent my ideas
(communicaDon competency)

46. Collaborative Inquiry –
Lorraine Minsosky
BIG IDEAS
Exploring text and story helps us understand
ourselves and make connecDons to others and
the world.
Combining different texts and ideas allows us to
create new understandings.

47. Overarching quesGon(s):
Can a story change who I am?
What is the power of story?
Topic related quesGon(s):
Example: Reliance, Hope
What quali?es help people prevail in desperate
situa?ons? What is hope? What keeps hope alive in
difficult ?mes?
•

48. Students will:
• Gather & analyze informaDon
– CollaboraDvely read & respond to resources
• Collect evidence
– From the text related to the inquiry quesDon
• Synthesize & evaluate: draw conclusions
• Share & present learning
• Reflect on their learning

49. Picture books Novels
Gleam and Glow The Breadwinner
The Bujerfly
The Harmonica
The Lotus Seed
Short film clips (NFB)
The Lady in Number 6: Music Saved My Life
Songs
Waving Flag

50. Note Taking
• 4 books
• Centre: theme
• Theme statement
• Support from text
• Personal connecDons
• ConnecDons to the world
• Personal reflecDons on the process – wriDng
to look at books in a new way

59. I want to focus on …
• Each learner as an individual and a community
member
• Tasks that are worthwhile and meaningful
• Balance in the programming:
– Whole class, small group, individual
– MulDple ways of learning
• Time for collaboraDon:
– Co-planning
– Co-teaching
• Maintaining a firm, research-based, pedagogical
foundaDon

60. • What is something in your pracDce that
affirms?
• What is something that you could refine?
• What is something that you could aspire to?
• What opportuniDes are there to let something
go?