This document outlines the agenda for a professional learning day focused on redesigning curriculum for inclusive classrooms. The day includes keynotes, breakout sessions, and lunch. Sessions will address learning about students, essential curriculum components, assessment for learning, and instructional approaches. Examples are provided of ways teachers can support student self-assessment of core competencies through strength-based approaches and collection of evidence over time. The document models instructional strategies like in-class writing, collaboration, and infusing core competencies into lessons.

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms
PLN
Richmond
May 1, 2017

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 instrucBon
look like?

4. • Who are my learners?

5. Your Class Profile
• What are the literacy strengths of your class?
– Think of 2 or 3!
– What are you celebraBng that they have learned?
• What are the areas you are wanBng to stretch or
strengthen in these last two months?
– Choose no more than 2☺
• What is your plan?

6. • What counts in the redesigned curriculum?

7. • Big Ideas
• LiMing the learner
• Core competencies

8. Reading is understanding.
Reading is thinking.
Reading is making sense in
disciplines.

9. CollecBng Evidence

10. Core Competencies
• CommunicaBon
• Thinking
– CreaBve
– CriBcal
• Personal
– PosiBve personal & cultural idenBty
– Personal awareness & responsibility
– Social responsibility

11. • While students and teachers become familiar
with the self-assessment of the Core
Competencies this year, it is recommended
that students begin by self-assessing on at
least one of the three broad Core
Competencies on the final report of this
school year.
• SupporBng the Self-Assessment and ReporBng
of Core Competencies, Ministry of Ed., March
2017

12. Over time, students:
• Gain the ability to assess their own strengths
• Create realisBc and achievable goals
• Construct a clear plan to reach their goals
• Provide examples and evidence of their learning
• Revisit previous documentaBons of self-
assessments, where applicable, to document
their growth
• Ministry of EducaBon, March 2017, DraM

13. Strengths-based!!!
We are NOT searching for what kids are NOT
good at.
We build on strengths, not fill in holes.

14. • No checklists
• No rubrics
NoBce – Name - Nurture

15. Greg Miyanaga,
Grade 2 SD43

16. Active Listening
Greg Miyanaga,
grade 3

17. Kelsey Keller, SD43

18. Kelsey Keller, SD43

19. Kelsey Keller, SD43

20. Self-Assessing Personal Awareness
and Responsibility – Judith King, SD 67
• Place words and phrases from the chosen core
competency on a page
• Choose words and phrases that represent a
wide range
• All words and phrases are posiBve
• Copy one page per student

21. • Large and small group discussions:
– Explore and discuss
• A word or phrase that is hard to understand
• A word or phrase that we oMen talk about
– Growth mindset
• Has do we get beer at personal responsibility?
• What advice would you give to a younger student as you coach
them on being personally responsible?
– Think about all 3 aspects
• Well-being
• Self-determinaBon (standing up for yourself, meeBng your needs)
• Self-regulaBon (se_ng and working toward goals)

22. • Self-assessment
– Choose two words and phrases that are a lot like you.
• Provide evidence.
– Choose one word or phrase that you would like to
know more about.
• Have a partner describe what someone might say, do or
think if they were like this phrase or word.
– Find one or two words or phrases to fit each of these
categories for YOU! (These are IB self-assessment
categories.)
• A bit like me Quite like me Very much like me

23. • Self-assessment
– Return to these words and phrases throughout
the year.
– Add new words and phrases.
– Make “I can” statements
– Plan and discuss how to grow these areas
– Have students represent their growth in some way
*The process is more important than the record!

24. A bit like me Quite like me Very much like me

25. Personal Awareness & Responsibility
Competency: self-determination, self-
regulation, well-being
• SBck with tasks that are hard for me
• Make healthy choices
• Recognize the consequences my acBons have on others
• Celebrate my efforts and my work
• Keep my personal informaBon private when I am online
• Take responsibility for my learning
• Recognize my emoBons
• Tell other people about what I am good at
• Stand up for myself and my ideas
• Use strategies that help keep me calm

27. • How does assessment for learning fit in?

28. • Strengths and stretches
• Class plan
• More than just a level
How does our assessment
information guide our
instruction?

29. Wendy Coish, Grade1
Walnut Park, Bulkley Valley
• Follow up from EPRA, choice text
• Demo lesson: How do we use what we have
learned in the assessment?
• Co-plan, teach, reflect as a team
• Students keen on nonficBon
• Focus: Develop difference between factual
informaBon (remember, surprise, interesBng)
from response and thinking

44. Strengthening Choice Reading
• 1:1 conferences
– Book chat – Tell me about what you are reading.
– Read a small secBon to me.
– Response has a meaning and strategy focus
– Extend the thinking
• Whole group response
– Model the format you want from the class read aloud
– Students analyze your response
– Students complete their response
• Be a photographer with 2 lenses: telescopic and long range
• Sketch 2 pictures and explain why each is important in the story

45. Response to Poetry – Gr 10
with Susan Telfer, Gibsons
• Day 1: As a class, review the performance
standard, read a poem, take notes, discuss in
small groups, report to class, write response
• Day 2:
-choice of 3 poems
-take notes
-discuss in groups Days 3 & 4:
-report to class -individual response
-write response -peer & self feedback

46. • “What He Took with Him”
• “Short Order Cook”
• “Terry”

47. Images QuesBons
Feelings/emoBons QuotaBons
ConnecBons:
ReflecBons:

48. Short order Cook – Jim Daniels
An average joe comes in
and orders thirty cheeseburgers and thirty
fries.
I wait for him to pay before I start cooking.
He pays.
He ain’t no average joe.
The grill is just big enough for ten rows of
three.
I slap the burgers down
throw two buckets of fries in the deep frier
and they pop pop spit spit …
pss…
The counter girls laugh.
I concentrate.
It is the crucial point –
They are ready for the cheese:
my fingers shake as I tear off slices
toss them on the burgers/fries done/
dump/
refill buckets/burgers ready/flip into buns/
beat that melBng cheese/wrap burgers in
plasBc/
into paper bags/fries done/dump/fill thirty
bags/
bring them to the counter/wipe sweat on
sleeve
and smile at the counter girls.
I puff my chest out and bellow:
“Thirty cheeseburgers, thirty fries!”
They look at me funny.
I grab a handful of ice, toss it in my mouth
do a lile dance and walk back to the grill.
Pressure, responsibility, success,
Thirty cheeseburgers, thirty fries.

51. Short-Order Cook response
I believe that this poem is about something deeper than just
burgers. I think that the author is symbolizing that there is
a huge challenge ahead and you can do anything you put
your mind to. I think pracBce makes perfect and that is
exactly what the author is trying to say because the cook
had to train hard for this. I can connect to this because I
play basketball and I have to pracBce a lot. When it says
‘Pressure, responsibility, success’ I think that it means he
had PRESSURE to get it done, a RESPONSABILITY to get it
done, and he was SUCCESSFUL. The author was trying to
tell you that if you are determined if doesn’t maer if
people are bringing you down, you can get through it, and
the cook proved that.

52. 6
The six response is superior in its depth of discussion and synthesis of ideas. Demonstrates an insighpul
understanding of the texts at an interpreBve level. May make inferences. May show understanding of
literary techniques appropriate to genre. Support, explicit or implicit, is thoughpul and well-integrated.
Despite its clarity, response need not be flawless.
5
The five response is proficient in its depth of discussion and synthesis of ideas. Demonstrates a clear
understanding of the texts at an interpreBve level. May show understanding of literary techniques
appropriate to genre. Support, explicit or implicit, is convincing and relevant.
4
The four response is competent in its discussion of ideas. Demonstrates some understanding of the texts at an
interpreBve level. Response is organized and straighporward, but may miss subtle or complex ideas.
Supported by relevant details from the texts.
3
The three response is somewhat adequate in its discussion of ideas. Demonstrates some understanding of the
texts at a literal level. Response may be unclear, incomplete or lack detail. AsserBons are oMen simplisBc or
unevenly developed. Support may consist of long references to the texts which are not clearly connected
to the central idea.
2
The two response is inadequate. Demonstrates a misreading or significant misunderstanding of the texts or
task. Response may be incomplete or restatements of texts, or consists of underdeveloped, limited ideas.
Support is absent or flawed, with lile evidence of relaBonships or connecBons. Does not meet the
expectaBons of the task.
1
The one response is unacceptable. Demonstrates a misreading or significant misunderstanding of the texts, or
task. Response may be irrelevant. No evidence of support or connecBons between ideas. May be too short
to meet the requirements of the quesBon.
0
Makes no aempt to address the topic or simply restates the quesBon.

53. Note: This is a first-draS response and should be
assessed as such.
The response is to be assessed holisUcally.
WriUng convenUons are to be considered only to
the extent that they impede meaning.
A variety of types of responses such as graphic
representaUons, tables or lists are acceptable
and shall be assessed according to the rubric.
Students who do not discuss both passages will
receive a maximum scale point of 4.

54. • What does instrucBon look like?

55. In-class writing, collaboration, core
competencies, gr. 2/3
• Marnie Manners
• Faye Brownlie
• WriBng project in Burnaby focusing on
infusing the PosiBve Personal and Cultural
IdenBty Core Competency into WriBng

56. Narrative Writing – Gr 2/3
with Marnie Manners, Burnaby
• Students have been reading and retelling Lars, the polar
bear stories by Hans de Beer
• The story plot is that Lars, the polar bear, is bored/lonely in
his home at the North Pole. Something unexpected
happens (an iceberg floats away, he gets caught in a fishing
net/trap and travels by boat/plane/train) and is taken to
another place (jungle/city). He meets another animal in the
new se_ng. The new friend takes him to meet another
animal who helps him to get home by some sort of
transportaBon. Lars safely arrives home, is reunited with his
family and tells them about his adventure.

57. • Goal: move beyond retelling to create a story following his
recipe
• Class had idenBfied the recipe
• Review recipe
• Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each
chunk
• Model, with their help, the wriBng
• Students leave the carpet, having idenBfied:
– The new animal
– The new se_ng
– The method of transportaBon

58. • AMer wriBng:
• Voice: Provide evidence of how your wriBng sounds like you
• Core Competency: How did you keep on wriBng? What did
you say or do to show such stamina?
PPCI:I can describe and demonstrate pride in my posiBve
qualiBes, characterisBcs, and/or skills.
CriBcal Thinking: I can consider more than one way to
proceed and make choices based on my reasoning and what
I am trying to do.
Personal Awareness: I can set realisBc goals, use strategies
to accomplish them, and persevere with challenging tasks.
• Circle 2 words that are unique or specialized in your wriBng

71. Literature Circles: Residential
Schools
• A unit co-developed by
– Marla Gamble, gr. 6 Classroom Teacher, Prince
Rupert, BC
– Marilyn Bryant, Aboriginal EducaBon Program
Resource Teacher
– Raegan Sawka, LUCID Support Teacher (Learning
for Understanding through Culturally Inclusive
ImaginaBve Development)
• Lesson 2: co-designed and co-taught: Marla & Faye

72. • 1st lesson
– Slide presentaBon on First NaBons background in the geographic area
with some reference to residenBal schools
• 2nd lesson
– Whip around
– Write around (?, images, powerful language) 1st paragraph of Fa#y
Legs
– Fishbowl on 1st paragraph of Fa#y Legs – C. Jordan-Fenton & M. Poliak-
Fenton (Annick Press)
– Co-created criteria for effecBve group
– Envelopes of 5-6 pictures from Fa#y Legs
– Make a story
– Share some stories
– Walk and talk
– 4 minute write – story behind the pictures

73. • My name is Olemaun Pokiak – that’s OO-lee-
mawn - but some of my classmates used to
call me “Fay Legs”. They called me that
because a wicked nun forced me to wear a
pair of red stockings that made my legs look
enormous. But I put an end to it. How? Well,
I am going to let you in on a secret that I have
kept for more than 60 years: the secret of how
I made those stockings disappear.

82. Books used:

83. • What is something in your pracBce that
affirms?
• What is something that you could refine?
• What is something that you could aspire to?
• What opportuniBes are there to let something
go?

85. • What is your plan?
• With whom will you work?
• How will it connect to a big idea in the
redesigned curriculum?