Inclusion & the New Curriculum - · PDF fileBuilding on from last time we were together ¤ Inclusive Education & the new curriculum ¤ What have you tried? ¤ What works/ what do you

Inclusion & the New Curriculum Shelley Moore

www.blogsomemoore.wordpress.com

@tweetsomemoore

Building on from last time we were together

¤  Inclusive Education & the new curriculum ¤ What have you tried? ¤ What works/ what do you like? ¤ What questions do you still have?

¤ GOALS ¤ What do you hope to get out of today?

What we know…

¤ Inclusion vs. integration ¤ Places with purpse

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

DIVERSITY & INCLUSION

Places

¤  Classrooms for Content ¤  Social studies, math, science etc.

¤  Classrooms for Electives ¤  Phys Ed, Music, Home Ec., Art etc.

¤  Activities/spaces inside the school ¤  Hallways, cafeteria, lunch room, assemblies etc.

¤  Activities/ spaces outside the school ¤  Recess, field trips, extra curricular activities, sports

teams etc.

Purposes

¤  Behaviour ¤  Goals to help students be included in the physical community

¤  Communication & Interaction ¤  Goals to help students be included in the social-emotional

community

¤  Curricular ¤  Goals to help students be included in the learning community

Purpose WITHIN a Place = Community

Physical Community

Social/Emotional

Community

Learning Community

Behaviour goals

Communication goals

Curricular goals

Social-Emotional goals

Say Something

¤  Comment

¤  Question

¤  Connection

Place AND a Purpose = Inclusion

Physical Community

Social/Emotional

Community

Learning

Community Communication Thinking

competencies

Personal & Social awareness & responsibility

Curricular outcomes Social interaction

Behaviour

Core Competencies – The Physical Community

Personal Awareness & Responsibility

Positive Personal & Cultural Awareness

Social Responsibility

Communication

Core Competencies – The Social-Emotional Community

Critical Thinking

Creative Thinking

Core Competencies – The Learning Community

ì  How does your school measure up?

PURPOSES Physical

community Social/

emotional Community

Learning Community

PLA

CES

In elective classrooms

In content classrooms

In the school

Extra curricular activities

WHERE CAN INCLUSION HAPPEN??

Awareness, Responsibility & Behaviour goals

Communication & Interaction

Thinking & Curriculum

CLASS PROFILE ��

Interests: -socializing, sports, performing arts (dance and drama), facebook, reading

Classroom Strengths -attentive -good listeners -ask for help -like real-life examples/applications -visual, hands-on learners -good with text features -positive towards each other

Classroom Stretches -generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge

Individual Concerns

Goals - Making connections - Determining Importance - Applying their learning across the curriculum - Help students develop planning and self-monitoring strategies - Be able to write a persuasive piece using research skills

Decisions -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons

Medical Nate: (ADHD)- difficulty with staying focused

Language Peter - ESL 2 Cory , Doug & Allie ESL 3 - 6 other students ESL 4 and 5.

Learning Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart

Socio-Emotional Nate: tunes out, seeks attention, few friends

Challenge Izzy, Keisha, Brittney, Glen

Place AND a Purpose = Inclusion

Physical Community

Social/Emotional

Community

Learning

Community Communication Thinking

competencies

Personal & Social awareness & responsibility

Curricular outcomes Social interaction

Behaviour

Class:

Interests:

Teacher: Strengths Stretches Individual Concerns

Physical Community - Self awareness & responsibility - Personal identity & culture

Social Emotional Community - Personal & social responsibility - communication

Learning Community - Creative thinking - Critical thinking

What CAN They do = strengths

Where do they still need support = stretches

What are they NEXT steps = Goals


PURPOSES Physical

community Social/

emotional Community

Learning Community

PLA

CES



In the school






Say Something

¤  Comment

¤  Question

¤  Connection

Building onto what we know…

¤  RTI lenses

¤  Integrating core competencies into curricular competencies

Embedding the core competencies: example

¤  Kindergarten – creative thinking


PURPOSES Physical

community Social/

emotional Community

Learning Community

PLA

CES



In the school






Tier 1

Tier 2

Tier 3

RTI Triangle: Math K Lens: number/creative thinking

Co-planning for All Shelley Moore 2013

Jodi

Jodi

Site Caden Breann Rache Annabel Johnathan

Ethan Kendra Alyssa

Eric Cathy X. Cathy Z Joanna Monica

Alexandria

Kendra Alyssa Eric

Monica Alexandria

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam

Maria Megan Jackson

Site Caden Breann Rache Annabel Johnathan Ethan

Breanna

Kim

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam

Maria Megan Jackson

K Math with creative thinking

“What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or

irrelevant to the student”

Help them see what you see…

Even more questions

More questions

Questions

PLOs number concepts to 10 -  Sequencing -  Familiar numbers -  Arranging numbers -  One to one

correspondence -  Quantity Creative thinking -  I get ideas when I

play -  I get ideas when I

use my senses

Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be represented in many different forms.

Ideas/ Concepts Numbers Next More less Numbers in the world Order Counting Benchmarks How much? Comparing numbers

Play Senses ideas

Questions What are numbers? What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other? How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers? Extended Goal:


Big Question: What are numbers? What do they mean?

All/Most/Few All All All Most Most All Most Few

PLOs number concepts to 10 -  Sequencing -  Familiar numbers -  Arranging numbers -  One to one

correspondence -  Quantity Creative thinking -  I get ideas when I

play -  I get ideas when I

use my senses

Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be represented in many different forms.

Ideas/ Concepts Numbers Next More less Numbers in the world Order Counting Benchmarks How much? Comparing numbers

Play Senses ideas

Questions What are numbers? What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other? How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers? Extended Goal:


Big Question: What are numbers? What do they mean?

All/Most/Few All All All Most Few All Most Few

Goals Minimally meeting Fully Meeting Exceeding

ALL

How can I make numbers? What do numbers look like? How can I talk about numbers to others?

I can play with numbers I can match numbers in my world I can talk about some numbers and their value (0-3)

I can build some numbers I can recognize familiar numbers in my world I can talk about most numbers and their value (0-5)

I can build numbers in many ways I can find many numbers in my world I can talk about numbers and their value (0-10)

SOM

E

What do numbers mean? What does next mean? How do I count?

I can show what number values look like with objects I know what come “next” in numbers 1-10 I can point to objects while I count (0-3)

I can show what numbers values look like with pictures I can count to 10 forward I can point to objects while I count (0-5)

I can show what numbers values look like symbols I can count to 10 forward and backwards I can point to objects while I count (0-10)

FEW

How are numbers the same and different from each other?

I can compare 2 numbers using more or less

I can see patterns in arrangements of numbers 0-5

I can see patterns in arrangements of numbers 0-10

Unit: What are numbers?

What is useful???

¤  Rubric building template

¤  Great resource: Rethinking Letter Grades by Kathleen Gregory

¤  COLLABORATION!

¤  QUIO

Embedding the competencies: example

¤  Grade 5 critical thinking


PURPOSES Physical

community Social/

emotional Community

Learning Community

PLA

CES



In the school






Embedding the competencies: example

¤  Grade 10 Enlgish


PURPOSES Physical

community Social/

emotional Community

Learning Community

PLA

CES



In the school






PLOs – Oral language - Conveying and deriving meaning through oral language - Responding to text

Unit: Poetry Big Question: How has poetry and/or spoken word affected society today?

Ideas/ Concepts - Listening to speaking - Poetry/ Spoken word - Responding to spoken word

Questions - What is a poem? - What is spoken word? - What is rhyme? - What are poetry features? - How do I read poetry/ spoken word? - How do I listen to others speaking? - What is theme? - What is symbolism? - What is social justice? - How does poetry connect to society today? - How does style contribute to our understanding of poetry? - How has poetry contributed to social change?

All/Most/Few ALL ALL ALL ALL ALL ALL SOME SOME SOME SOME FEW FEW

PLOs – Reading & Viewing - Explaining personal connections - Analyzing and evaluating - Text features

PLOs – Writing & Representing - Create text - Personal responses - Conventions of language - Elements of style

Ideas/ Concepts - connections - TPCAST - Poetic devices

Cross Curricular Competency - Social Justice, social change, Poetry today

Ideas/ Concepts - Creative writing - Formal writing

Ideas/ Concepts - Social justice - Influence of music

Curriculum for All 2015

Approaching (All-Modified)

Minimally Meeting Expectations (All)

Meeting Expectations

(Most)

Exceeding Expectations

(Few)

Ora

l La

ngua

ge

I can use a loud and clear voice when I read my poems.

I can use rhyme when I read poetry/spoken word?

I can engage an audience when I read poem/spoken word

I can use style to contribute to the presentation of spoken word/poetry?

Rea

din

g &

V

iew

ing

I can read poems about things that are interesting to me

I know what a poem is I know some features of poems I can we find poetry/spoken word in today’s society

I know what theme is I know what symbolism is I can find poetry/spoken word that is connected to social justice

I can use theme and symbolism to help me understand poetry/spoken word I know how has poetry contributed to social justice movements

Writ

ing

&

Rep

rese

ntin

g I can write a poem

about my self in the world

I can write a poem/ spoken word about my life experience

I can write a poem/ spoken word to an issue in the world

I can write a poem/spoken word to a social justice issue

Class: English 10- Poetry Unit Question: How has poetry and/or spoken word affected society today?

Curriculum for All 2015

One thing..

¤ What is one question that is forming after our session today?

¤ What is one thing you want to try?

¤ What is one thing you are going to think more about?

www.blogsomemoore.wordpress.com

@tweetsomemoore

Documents

Inclusion & the New Curriculum - · PDF fileBuilding on from last time we were together ¤ Inclusive Education & the new curriculum ¤ What have you tried? ¤ What works/ what do you