A conversation on differentiation, research and models on teaching and learning for all students, as we begin to re-examine the ways we support learning for all students in Surrey classrooms and schools.

1. Supporting All Learners:
Looking ahead to 2010-2011
A
conversa+on
facili+ated
by
Faye
Brownlie
Surrey
June
9th,
2010

2. Learning Intentions
• I
can
iden+fy
and
explain
my
mental
model
of
learning.
• I
have
a
beEer
understanding
of
what
differen+a+on
can
look
like
in
the
classroom
and
how
to
support
it.
• I
have
a
plan
to
con+nue
my
collabora+on
with
my
colleagues
–
and
an
idea
of
how
to
expand
it.

3. What makes a difference in student
learning?
• Reading
Next
–
Biancarosa
and
Snow
• It’s
All
about
Thinking
–
Brownlie
and
Schnellert

5. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

6. Universal Design for Learning
Mul+ple
means:
-­‐to
tap
into
background
knowledge,
to
ac+vate
prior
knowledge,
to
increase
engagement
and
mo+va+on
-­‐to
acquire
the
informa+on
and
knowledge
to
process
new
ideas
and
informa+on
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

7. 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

8. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• Coopera+ve
learning
• Literature
circles
and
informa+on
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

9. Assessment for Learning
• Learning
inten+ons
• Criteria
• Descrip+ve
feedback
• Ques+oning
• Peer
and
self
assessment
• Ownership

10. Open-Ended Learning Strategies
• Connect
• Process
• Transform
and
personalize

11. Teach Content to All
Learning in Safe Schools - Brownlie, King"

12. Teach Content to All
"Surrey Special Education "

13. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

14. Cooperative Learning
• Learning
is
both
an
individual
and
social
ac+vity
• Students
need
to
learn
the
pro-­‐social
skills
to
work
in
a
group,
as
a
member
of
a
team
• Meaning
is
built
together
• Students
learn
communica+on
skills,
social
skills
and
cri+cal
thinking
skills

15. Literature and Information Circles
• Students
can
read
from
mul+ple
texts
• Students
come
together
to
discuss
what
has
been
read,
to
make
meaning
together
and
to
pose
ques+ons
• Discussion
points
and
ques+ons
come
from
the
students
• Teacher
acts
as
facilitator
and
observer

16. Inquiry
• Presen+ng
an
open-­‐ended
ques+on
over
several
lessons
or
a
full
unit
of
study
• Students
collect,
compare,
and
synthesize
informa+on
over
+me
• Students
develop
thinking
strategies
which
lead
to
deeper
understanding
of
key
concepts

17. Reading Next - Biancarosa & Snow, 2004
• Instruc(onal
Improvements
1. Direct,
explicit
comprehension
instruc+on
2. Effec+ve
instruc+onal
principles
embedded
in
content
3. Mo+va+on
and
self-­‐directed
learning
4. Text-­‐based
collabora+ve
learning
5. Strategic
tutoring
6. Diverse
texts
7. Intensive
wri+ng
8. A
technology
component
9. Ongoing
forma+ve
assessment
of
students

18. Our Context
• What’s
working?
• What’s
not?
• What’s
our
evidence?
• What’s
next

19. www.all4ed.org
• Infrastructure
Improvements
1. Extended
+me
for
literacy
2. Professional
development
3. Ongoing
summa+ve
assessment
of
students
and
programs
4. Teacher
teams
5. Leadership
6. A
comprehensive
and
coordinated
literacy
program

20. 15-3=0
Without -
• professional development
• ongoing formative assessment of
students and
• ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004

21. From
high
to
low
structure
&
maintenance
–
Linder
“A
Difficult
Choice:
Which
Model
of
Reading
Instruc+on
for
My
Students?
• High
degree
of
structure
&
maintenance
– Balanced
Literacy
(Fountas
&
Pinnell)
– Guided
Comprehension
Model
(McLaughin/Allen)
– Small
Group
Instruc+on
(Diller)
– Daily
Five
(Boushey
&
Moser)
– Workshop
Models
(Routman,
Miller,
Atwell)

22. Cinquain Poems
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paEern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• No+ce
literacy
elements
used
• Brainstorm
for
a
list
of
poten+al
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher

23. Garnet’s
4/5s
Literary
Elements
• Simile
• Rhyme
• Allitera+on
• assonance

24. Sun
Run
Jog
together
Heaving
pan+ng
pushing
The
cumbersome
mass
moves
along
10
K

25. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

29. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

30. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

31. Majic
Lafa+ng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry

32. Grade 11 Math
Logic
Problems
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?

33. Ques+on:
Givens:
Unknowns:
Work
Space:
Answer:
WriEen
Answer: