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Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals
Coquitlam/Burnaby Performance Network Series Sept 20, 2013 Faye Brownlie
www.slideshare.net
• 8:30 – 10:00 – Faye
• 10:10 – 10:55 sessions • 11:00 – 11:45 – sessions
• Break -‐ 12:10 • 12:15 – 1:30 -‐ Faye
Learning Intentions • I can explain UDL and BD. • I can idenOfy aspects of quality teaching in my pracOce.
• I can plan with ALL in mind.
• I have a plan to try something new to me in my classroom.
Visible learning… …make student learning visible to teachers and clearly idenOfy the a[ributes that made a visible difference to student learning …make teaching visible to the student so they become self-‐regulators and enjoy the love of learning
HaYe, 2012
Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
Universal Design for Learning MulOple means: -‐to tap into background knowledge, to acOvate prior knowledge, to increase engagement and moOvaOon
-‐to acquire the informaOon and knowledge to process new ideas and informaOon
-‐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
Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaOve learning • Literature circles and informaOon circles • Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie, Fullerton, & Schnellert, 2011
1. Learning Intentions “Students can reach any target as long as it holds sOll for them.” -‐ SOggins -‐
2. Criteria
Work with learners to develop criteria so they know what quality looks like.
3. Questions Increase quality quesOons to show evidence of learning Whose quesOons? Who answers?
4. Descrip+ve Feedback Timely, relevant, personal, descripOve feedback contributes most powerfully to student learning!
5. Self & Peer Assessment Involve learners more in self & peer assessment
6. Ownership Have students understand their learning and Communicate It with others
Feedback is information about how we are doing in our efforts to reach a goal.
‘Seven Keys to EffecOve Feedback” in EL, Sept 2012 -‐ Grant Wiggins
Feedback is NOT advice. Feedback is NOT value
judgments. Feedback is description of
actions toward a goal.
Critical Literacy, Gr. 12 with Amy Stevenson
The Glass Castle-Jeannette Walls
• Analyzing habits of thinking, reading, wriOng, speaking
• Understanding social contexts and consequences
• Deep meaning
• Applying deep meaning to self
Goal: begin an exploration with critical analysis/critical literacy
• Set a scene • Personalize this scene and sketch • Write 2 minutes in response to your sketch – feeling, acOon
• Pass your paper. 2nd student reads and responds/adds on – 2 minutes
• Repeat 2 more Omes • Read your own paper, others responses, and discuss – 5-‐10 minutes
K Writing – with Leanne Commons & Jeri Jacovac
How can we best use our resource Ome together? Can we introduce wriOng in a playful way to a diverse group of K children?
Students need: • To see themselves as writers • To have fun • To develop a sense of sound/symbol relaOonships
• To find their stories • To work with criteria
K-1 Writing: Model - pictures & print Refer to criteria Kids draw & write Refer to criteria
Pearson & Gallagher (1983)
Inquiry Circles on Mesopotamia • Fishbowl of inquiry circles – Read to find what’s important and/or interesOng and defend with 2 pieces of evidence -‐ “because”
• With Sue Jackson, Minnekhada
• Co-‐create criteria for effecOve group • Assign students to topic groups • Students read to choose ‘the best invenOon’ • In groups, each talks by supporOng his/her opinion with evidence
Average velocity is the rate of change in position
Grade 10 science Sarah Johnson, Prince Rupert
with thanks to Aliisa Sarte, Moody Secondary
• Video of The Tortoise and the Hare • Describe the movement of them both • Handed out vocabulary matching with physics ‘moOon’ vocabulary words (but not the matches)
• See the video again • Describe the movement with the new vocabulary • Match the vocabulary with the correct definiOon • 1:1 coaching: what are you certain of, where do you need help?
• Average velocity • Distance • Magnitude • NegaOve slope • PosiOve slope • Scalar • Slope • Speed • Time • Time interval • Uniform moOon
• Vector • Velocity • Zero slope • PosiOon-‐Ome graph
(displacement-‐Ome graph)
What’s The QuesOon?
• If this is the answer, then what’s the quesOon.. A. For 5.0 s
Q.__________________________________
What’s The QuesOon?
• If this is the answer, then what’s the quesOon.. A. 0m
Q.__________________________________
What’s The QuesOon?
• If this is the answer, then what’s the quesOon.. A. Jogger A
Q.__________________________________
Marco Cianfanelli, of Johannesburg, sculptor
50 ten metre high laser cut steel plates set into the landscape, represen5ng the 50 year anniversary of when and where Mandela was captured and arrested in 1962 (prior to his 27 years of incarcera5on). Standing at a par5cular point (presumably the spot where the people are standing in Photo #2), the columns come into focus and the image of Mandela can be seen. At Natal Midlands
Big Ideas of the PNS
– Teaching counts! • Our instrucOonal choices impact significantly on student learning
• We teach responsively
– All kids can learn and we know enough collecOvely to teach all kids! • An unwavering belief that everyone has the right to be included socially, emoOonally, and intellectually