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Teaching in Inclusive Classrooms, half day session for grades K-5
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Teaching in Inclusive Classrooms Prince Rupert K-‐5 Nov. 9th, 2012, AM Faye Brownlie
www.slideshare.net
Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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
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
Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
Teaching Content to All
Open-‐ended teaching
adapted
modified
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
Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on
criteria Pearson & Gallagher (1983)
Learning Intention: I can write and describe a small event from my morning.
• 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
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?”
Notices…criteria • Mystery
• Opening
• Detailed
• Sounds like you (Voice)
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
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’?
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)
• 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.
Reading is Thinking Read aloud Individual practice
Co-planning
Teresa Fayant K
Stzuminus First Nation