Balancing Students and Curriculum:  The Art and Science

of Teaching The  Class  Review  Process,  Session  2  

Kamloops  April  20,  2015  Faye  Brownlie  

www.slideshare.net/fayebrownlie/classreview2  

Learning Intentions •  I  beFer  understand  how  to  conduct  a  strengths-­‐based  class  review.  

•  I  can  use  the  informaJon  from  the  class  review  to  plan  ‘what’s  next?’      

•  I  can  use  the  ‘Checklist  quesJons  for  inclusive  classrooms’  in  my  planning  

•  I  have  a  plan  to  integrate  a  new  reading/wriJng  strategy  into  my  classroom  

The Class Review  

What are the strengths of the class?

What are your concerns about the class as a whole?

What are your main goals for the class this year?

What are the individual needs in your class?

Reviewing our reviews☺

•  What  worked?  •  What  didn’t  work  as  well?    How  did  you  make  it  beFer?  

•  What’s  next?    What  do  you  wonder?  

Checklist for the Teacher Who Values an Inclusive Classroom

•  Read  over  the  checklist  •  Which  of  these  aspects  are  most  easily  integrated  into  your  planning?  

•  Which  of  these  are  most  challenging  to  you?  

•  Which  one  can  you  aim  to  integrate  into  your  planning  between  now  and  June’s  end?  

Inclusion Triangle (RTI revisited)���(Thanks to Shelley Moore, Richmond)

•  ALL  students  can  access  supports  regardless  of  ability  in  the  teaching  and  learning  phase    

•  The  job  is  to  decide  which  supports  will  work  for  your  group  of  students,  and  how  you  will  scaffold  them  using  the  Class  Profile    

•  Supports  are  designed  for  specific  students,  but  during  teaching,  are  accessible  to  whomever  needs  them    

RTI and Universal Supports •  Blogsomemore  •  Shelley  Moore  –  The  Sweeper  Van  -­‐  youtube  

Planning for What’s Next?

A Primary Writing Prompt: ���the grab bag

•  4  items  in  a  bag,  kids  with  a  paper  with  4  boxes  

•  Pull  out  1  item  at  a  Jme,  explore  how  it  might  be  used  in  a  story  

•  Kids  draw  how  the  item  might  be  used  •  Repeat  with  each  item  with  kids  drawing  both  items  in  2nd  box,  …  

•  In  4th  box,  either  draw  all  4  items  or  begin  to  write  their  story  

Both  lessons:    75  minutes,  a_er  lunch☺  

•  Mundy  Road  with  KrisJne  Wong  – Focus  on  beginning,  middle,  end  

•  9  EAL  students  •  1  very  young  student  

•  Blakeburn  with  Lori  Clerkson  – Focus  on  story  starters,  moving  beyond  ‘I  did,  I  did,  I  did…”    

The Life Cycle of a Salmon���Jennifer Forbes & Cathy Van der Mark,

Gr. 3, Smithers

Learning  IntenJon:  -­‐idenJfy  powerful  words  to  increase  our  vocabulary  when  describing  the  life  cycle  of  a  salmon  

2  hours  

•  Partner  talk  –  review  life  cycle  •  Introduce  new  vocabulary  •  Predict  from  book  cover  

•  Thinking  page  to  collect  words,  3  chunks  1)  Sumi  feels,  sees  and  hears  2)  Sumi’s  environment  

3)  choose:    either  or  1  or  2  or  Sumi’s  changes  

•  A_er  each  chunk,  students  share  their  words  with  their  partner,  then  teacher  collects  as  a  class  

•  Write,  using  powerful  words  to  show  how  Sumi:  – Feels,  sees,  hears  – Changes  physically  – Her  environment  ••Circle  your  powerful  words    

•  haunches  •  cedar  •  secreted  •  lingered  •  mucous  •  fragrance  •  algae  •  larvae  

Interview Writing���with Sara Howard, Gr 4/5 Burnaby

•  Have  been  working  on  story  wriJng  •  Goal:    increase  quality  of  wriJng  •  Modeled  1  minute  interview,  30  second  response  •  Model  wriJng  and  ediJng  "criteria  •  Pairs:    1  minute,  30  seconds  •  Walk  around  to  find  your  beginning  •  8  minute  write  "  12  minutes  •  Circle  your  criteria  •  Share  

McKinsey Report, 2007 •  The  top-­‐performing  school  systems  recognize  that  the  only  way  to  improve  outcomes  is  to  improve  instrucJon:    learning  occurs  when  students  and  teachers  interact,  and  thus  to  improve  learning  implies  improving  the  quality  of  that  interacJon.  

How the world’s most improved school systems keep getting better

–McKinsey, 2010 Three  changes  collaboraJve  pracJce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracJce  public  and  the  enJre  teaching  populaJon  sharing  responsibility  for  student  learning.  

2.  Focus  shi_ed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucJon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)