Quality Teaching in Inclusive Classrooms and Schools: A community of professionals. First of a 3 day series, K-12, with breakout sessions by Coquitlam and Burnaby educators.

1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
Sept
20,
2013
Faye
Brownlie
www.slideshare.net

2. • 8:30
–
10:00
–
Faye
• 10:10
–
10:55
sessions
• 11:00
–
11:45
–
sessions
• Break
-­‐
12:10
• 12:15
–
1:30
-­‐
Faye

3. 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.

4. Know thy impact.
Visible
Learning
for
Teachers
Maximizing
impact
on
learning
John
HaYe,
2012

5. 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

6. Frameworks
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

7. 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

8. 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

9. The teeter totter
kids
kids curriculum

10. 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

11. 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?

12. 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

13. Descriptive Feedback
• What’s
working?
• What’s
not?
• What’s
next?

14. 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

15. Feedback is NOT advice.
Feedback is NOT value
judgments.
Feedback is description of
actions toward a goal.

16. 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

17. 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

22. 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?

23. 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

25. K-1 Writing:
Model - pictures & print
Refer to criteria
Kids draw & write
Refer to criteria
Pearson
&
Gallagher
(1983)

34. 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

35. • 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

36. Average velocity is the rate of
change in position
Grade
10
science
Sarah
Johnson,
Prince
Rupert
with
thanks
to
Aliisa
Sarte,
Moody
Secondary

37. • 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?

38. • 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)

39. • How
many
of
you
have
an
answer?
• How
many
of
you
would
like
to
share?

40. What’s
The
QuesOon?
If
this
is
the
answer,
then
what’s
the
quesOon
A:
Mr
T
(Q:
Who
is
da’
man?)

41. What’s
The
QuesOon?
• If
this
is
the
answer,
then
what’s
the
quesOon..
A.
For
5.0
s
Q.__________________________________

42. What’s
The
QuesOon?
• If
this
is
the
answer,
then
what’s
the
quesOon..
A.
0m
Q.__________________________________

43. What’s
The
QuesOon?
• If
this
is
the
answer,
then
what’s
the
quesOon..
A.
Jogger
A
Q.__________________________________

44. Beginning with images…

49. 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

50. 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