richmond pns nov 2015
TRANSCRIPT
Quality Teaching and Learning in Inclusive Classrooms and Schools
RichmondProfessionalLearningNetwork
Nov30,2015Slideshare.net/fayebrownlie/richmond/
pns/nov
Shape of the Day
• 8:30-10–Keynote• 10:20-11:05-Breakout#1• 11:15-12:00-Breakout#2• 12:00-12:30-Lunch• 12:30-1:30Keynote
Learning Intentions: • IhaveabeEerunderstandingofthebigpiecesofteachingandlearningandcanrecognizetheminmyworkwithstudents.
• IamfeelingbeEerequippedtodealwithdiversityinmyclass.
• IhaveaquesIontoconInuethinkingabout.• Ihaveaplantotrysomethingthatisdifferentformeandthatwillincludeallmylearners.
McKinseyReport,2007
• Thetop-performingschoolsystemsrecognisethattheonlywaytoimproveoutcomesistoimproveinstrucIon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracIon.
Howtheworld’smostimprovedschoolsystemskeepgeSngbeEer–
McKinsey,2010
ThreechangescollaboraIvepracIcebroughtabout:1. Teachersmovedfrombeingprivateemperorsto
makingtheirpracIcepublicandtheenIreteachingpopulaIonsharingresponsibilityforstudentlearning.
2. FocusshiVedfromwhatteachersteachtowhatstudentslearn.
3. Systemsdevelopedamodelof‘goodinstrucIon’andteachersbecamecustodiansofthemodel.(p.79-81)
The teeter totter
kids
kids curriculum
Big Ideas – Teaching counts!
• OurinstrucIonalchoicesimpactsignificantlyonstudentlearning
• Weteachresponsively
• Weneedamentalmodelof‘whatworks’toguideourteaching
– All kids can learn and we know enough collectively to teach all kids! • Anunwaveringbeliefthateveryonehastherighttobeincludedsocially,emoIonally,andintellectually
Big Ideas – Reading and writing
• ‘floatonaseaoftalk’–JamesBriEon• AreapprenIceships–FrankSmith
– Engage the learners! • Ifyouarenotengaged,youcan’tbelearning• Thinkingisthebasisofallourlearning
– Provide access for all! • Lowfloor,highceiling• WorkIrelesslytokeepstudentswithinthecommunityoftheclassroom
Redesigned Curriculum • CoreCompetencies– CommunicaIon– Thinking– PersonalandSocial
• BigIdeas• LearningStandards– Curricularcompetencies– Content
A cultural perspective on inclusive education:
– inclusiveeducaIonhasasoneofitscorephilosophicalunderpinningsasenseofcommunitybelongingandcelebraIonofindividualdifferences
– Insteadofviewingdifferencesassomethingtobetoleratedandaccepted,aboriginalculturesseedifferencesasessenIaltothegroup’ssurvivalandassucharetobecelebrated
– PhilpoEetal.(2004b)
Frameworks for Learning
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 MulIplemeans:-totapintobackgroundknowledge,toacIvatepriorknowledge,toincreaseengagementandmoIvaIon
-toacquiretheinformaIonandknowledgetoprocessnewideasandinformaIon
-toexpresswhattheyknow.
Rose&Meyer,2002
Backwards Design • Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?
• Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?
McTighe&Wiggins,2001
Approaches • Assessmentforlearning• Open-endedstrategies• Gradualreleaseofresponsibility• CooperaIvelearning• LiteraturecirclesandinformaIoncircles• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009
1. Learning Intentions “StudentscanreachanytargetaslongasitholdssIllforthem.”-SIggins-
2. Criteria
Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.
3. Questions IncreasequalityquesIonstoshowevidenceoflearningWhosequesIons?Whoanswers?
4.Descrip@veFeedbackTimely,relevant,personal,descripIvefeedbackcontributesmostpowerfullytostudentlearning!
5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment
6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers
“Studentstaughtbyteacherswhousedassessmentforlearningachievedinsixorsevenmonthswhatwouldotherwisehavetakenayear.” Black&Wiliam(1998).
“Feedback[is]inthetopteninfluencesonachievement.Whereisthestudentgoing?Howisthestudentgoing?Wheretonext?” HaMe(2012).
Language Counts!…ourlanguagechoiceshaveseriousconsequencesforchildren’slearningandforwhotheybecomeasindividualsandasacommunity.
…thelanguagewechooseinourteachingchangestheworldschildreninhabitnowandthosetheywillbuildinthefuture. -PeterH.Johnston,2012
• Myclassisa3-4readingleveltoa32.• ThischildissIlla1.There’snochange.• Thisismylowgroup.
• Ihave14IEPsinmyclass.
• Ihaveabehaviorclass.• Howmanyspecialneedsdoyouhave?
• I’veasplitclass.
Language Counts! • Thankyou• WhatareyoureadingthatisinteresIngtoyou?
• Ithinkwehavecomeoffcourse.Whatcanwedotogetbackoncourse?
• Weonlygettowritefor4minutes!• Idon’tthinkIwasclearenoughwithmyinstrucIons.Canwestopforamomentandhaveyouhelpmebeclearer?
Creating an Inquiry Classroom�- increasing engagement and
thinking • WithAngelaCurle,grade5/6• LakeviewElementary,Quesnel
Goal: create curiosity and questioning, deepen thinking
• Model‘noIce’,‘think’,‘quesIon’withapicture
• Students,ingroupsof3,‘noIce’,‘think’,‘quesIon’withanotherpicture
• Studentsmovetoaddontoa2ndpicture
• Model‘explodethesentence’
• Students,ingroupsof3,‘explodethesentence’• Begintoreadthetext.NoIceengagementandthinking.
DearMrs.LaRue,
Howcouldyoudothistome?ThisisaPRISON,notaschool.Youshouldseetheotherdogs.TheyareBADDOGS,Mrs.LaRue!Idonotfitin.Eventhejourneyherewasahorror.
• Mrs.LaRuedidn’thaveenoughImetotrainhim.
• Mrs.LaRueisthedog’smaster.
• Itisnotaschool.• DidthedogwritetheleEer?
• Mrs.LaRuesenthimthere.• Whatdidthedogdo?
• Howdidthedoggetatypewriter?• Theotherdogsaremean.
• Dogscan’tholdpencils.
Writing to Read – Gr 1/2�Catherine Feniak & Stacey Shaw,
Lord Kitchener, Vancouver
• NarraIvewriIng• Strengths:personalwriIng• Stretches:depth,meaning,structure
• NoIcethevocabularyandtherisk-taking☺
Writing Necklaces�First, Then, Finally
• Day1:readthestory• Day2:rereadthestory,thinkingabout‘first,thenandfinally’
• Distribute3recipecards• Titlethecards:first,then,finally• UponcompleIonofthewriIng,threadthecardsintoastorynecklace
• Sharewithapartner
Resources • Assessment&Instruc-onofESLLearners–Brownlie,Feniak,
&McCarthy,2004• GrandConversa-ons,Though<ulResponses–aunique
approachtoliteraturecircles–Brownlie,2005• StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,
2006• ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,
2006• It’sAllaboutThinking–collabora-ngtosupportalllearners
(inEnglish,SocialStudiesandHumani-es)–Brownlie&Schnellert,2009
• It’sAllaboutThinking–collabora-ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011
• LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011