This document discusses frameworks and strategies for teaching in inclusive classrooms. It describes universal design for learning which provides multiple means for students to acquire and demonstrate knowledge. It also discusses backwards design where teachers identify important understandings and strategies for students to demonstrate them. The document provides examples of lesson planning using these frameworks including setting clear learning intentions, incorporating student choice and feedback, and using gradual release of responsibility.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Burnaby Primary.Nov09 - It's All about ThinkingFaye Brownlie
2 frameworks and 3 strategy sets for inclusive primary classrooms where students work with the end in mind (clear targets) and engaging, high standard work. The strategies provide varying degrees of complexity and challenge, appropriate for diverse classrooms and differentiated teaching.
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
Instructional Strategies: Indirect Instruction in your lessonsCaryn Chang
As there are many categories of instructional strategies, this e-book focuses on indirect instruction. Indirect instruction is mainly student- centred and emphasizes on allowing students to get involved throughout a lesson by observing thus seeking their own meaning of the lesson.
In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
Formative Assessment and Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
First of a series of 3 full day sessions, K-12
Instructional Strategies: Indirect Instruction in your lessonsCaryn Chang
As there are many categories of instructional strategies, this e-book focuses on indirect instruction. Indirect instruction is mainly student- centred and emphasizes on allowing students to get involved throughout a lesson by observing thus seeking their own meaning of the lesson.
In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
A day of activity and exploration on ways to make differentiation come alive in K-5 classrooms. Writing, research, literature circles, journal responses, and classroom based strategies are included.
repeat session from Oct 2010, but with more emphasis this time on AFL grand events - using whole class performance-based reading assessments to set specific instructional goals
A Leadership Series: Current and Effective Teaching Strategies across the Curriculum.
Day 1 of a leadership series for intermediate and secondary teachers interested in improving practice for all students and in increasing collaboration in schools.
Follow-up session. Classroom scenarios, K-11, of teachers collaborating to better meet the needs of diverse learners. Based on learning frameworks: universal design for learning and backwards design.
I planned the induction to last over six months. We started before school with a two day (mostly) intensive, then had an hour and a half session once a month until December.
Full day session, focusing on reading/writing/thinking sequences, intermediate and secondary. Included: word work for emergent readers and writers, critical literacy, building background knowledge, responding to text through identity , setting, and character.
Day 2, K-7, Professional Learning Network - Effective Learning in Inclusive Classes. Focus today on supporting vulnerable learners, no round reading in guided reading groups, spelling, sequences built from word strategies to meaning and writing, a global issues sequence: connect, process, transform.
Day 2 in series, K-5, focusing on effective literacy practices. Reviewing Every Child, Every Day, building students' ability to identify and use strategies for decoding unknown words in reading, infusing writing into the day, building reflection and goal setting into writing, response writing in lit circles.
Day 1 of 3 day series. What counts in effective literacy instruction? How does this match the BC Ministry Definition of Literacy? What does this look like in the classroom? What do you want to hold on to, what to let go of? 2 keynotes, with breakout sessions.
A 90 minute session 'Finding Self in Story' for grades K-3. Sequences, a few big ideas, and several books that provide access and connection to self for students are mentioned.
Evidence Guided Literacy Oct 2019 - without childrenFaye Brownlie
What data are we collecting? How do we use this data to determine strengths and stretches of the class, then set goals to guide our instruction? How do we create open-ended structures to provide access points for all learners, then address those who need more support (tier 2) through extensions, interventions and supports that grow out of the tier 1 teaching? For MRLC
A half day session with literacy leaders and principals, followed by a classroom learning round with grade 5/6 from Souris. What counts in quality literacy instruction? Who are your learners? How do we work toward Hattie's collective efficacy?
Writing across the Curriculum - Middle/Senior Years, MRCLFaye Brownlie
First of three days for MRLC. Establishing a classroom where writing is integral and accessible for all students. Beginning to build criteria with students. Writing with different purposes in mind. Revisiting writing process. Several strategies shared.
1st of 3 days for school teams. Strengthening our literacy practices. What does the research say? Frameworks include CR4YR, Every Child, Every Day, and the Fountas and Pinnell shift from teacher control to student control graphic. 2 examples: grade 2 writing from water web; intermediate volcano surfing sequence
K-8, one day session, as a kick-off to establishing effective, inclusive, literacy practices. With 'Every Child, Every Day' as a framework, examples are provided to put this in action.
Starting with performance-based reading assessment to determine strengths and areas to strengthen in the class, helps establish a plan of action to guide our teaching. With these curricular competencies in mind, we then choose our to thread these explicit through our lessons. Read aloud and silent reading are boosted with more direct teaching.
K-5 session, 4th in a series, as we work to help develop readers and writers who are literacy skilled and enjoy reading and writing. Primary literacy centres and a sequence which encourages deep thinking and provides an opportunity to listen to all students read.
third in a series
What makes a difference for all learners in developing literacy K-5? Allington/Gabriel framework, examples from gr 1 writing, gr 4/5 literature circles and response writing, teaching decoding strategies in context.
3. Universal Design for Learning
MulCple
means:
-‐to
tap
into
background
knowledge,
to
acCvate
prior
knowledge,
to
increase
engagement
and
moCvaCon
-‐to
acquire
the
informaCon
and
knowledge
to
process
new
ideas
and
informaCon
-‐to
express
what
they
know.
Rose
&
Meyer,
2002
4. 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
5. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)
7. Essential Lesson Components
• EssenCal
quesCon/learning
intenCon/a
big
idea
• Open-‐ended
strategies:
connect-‐process-‐transform
• DifferenCaCon
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility
8. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)
9. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback
10. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
le^,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”
15. Common
Text-‐Choice
Response
• K-‐4
class
• Goal:
teach
how
to
‘show
what
you
know’
–
a
form
of
response
–
to
a
mulC-‐age
class
• Structure:
group
lesson,
differenCated
response
–
Cme
for
1:1
16. The
Plan
• Background
knowledge:
what
do
you
know?
• New
informaCon:
read
text
• Response:
discuss
opCons
• New
informaCon:
model
web
• Meet
with
EACH
student
-‐acknowledge
what
is
working
-‐extend
the
thinking/response
•
Plan
for
‘what’s
next’?
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31. Math
Centres
–
gr.
½
-‐
co-‐teaching
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paherns
with
different
materials
(pracCce)
• 1
making
paherns
with
sCckers
(pracCce)
• 1
graphing
in
partners
(pracCce)
32. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
quesCons
about
your
graph.
• Make
another
graph
with
a
different
material.
33.
34.
35.
36.
37. Reading is Thinking
Read aloud Individual practice
Co-planning
Teresa Fayant
K
Stzuminus First Nation