Day 2 in the Performance Network Series, K-12, Quality Teaching and AFL Focus on work from the demonstration classrooms.

1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
January
28th,
2013
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
more
fully
understand
how
universal
design
for
learning
and
backwards
design
support
effecJve
teaching
for
all
students
• I
can
implement
more
integrated,
fluid
assessment
for
learning
pracJces
• I
have
a
plan
to
use
more
choice
or
more
diverse
texts
with
my
students
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me

3. PIRLS, 2011
Progress in International Reading Literacy Study
• Grade
4,
every
5
years
• 2011
–
45
countries
• 2600
students
in
148
schools
in
BC
in
2011
• BC
also
parJcipated
in
2006
• Measures
trends
in
reading
achievement
• Examines
policies
and
pracJces
related
to
literacy
hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm

4. PIRLS, 2011
Progress in International Reading Literacy Study
• 2
–
40
minute
sessions
• MulJple-­‐choice
and
constructed
response
• 4
passages
–
2
ficJon;
2
non-­‐ficJon
• QuesJonnaire
for
students,
teachers,
principals,
parents
–
to
beTer
understand
the
pracJces
associated
with
reading
performance

5. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Mean
score
significantly
above
internaJonal
AND
Canadian
averages
• No
change
from
2006
to
2011,
but
other
countries
did
increase
from
2006
• 15%
-­‐
Advanced
Benchmark;
55%
-­‐
High
Benchmark
(4
InternaJonal
Benchmarks)
• Performed
beTer
in
literary
reading
than
in
informaJonal
reading

6. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Reported
high
levels
of
enjoyment
of
reading
and
self-­‐confidence
• The
more
oden
students
read
stories
or
novels,
the
beTer
they
tended
to
perform
in
reading
• 26%
of
students
reported
not
speaking
En/Fr
at
home.
No
difference
in
their
level
of
achievement!!!!

7. PIRLS, 2011 – BC Results
Progress in International Reading Literacy Study
• Comprehension
Processes
– retrieving
and
straighforward
inferencing
– interpreJng,
integraJng,
and
evaluaJng
*Most
high
performing
countries,
including
BC,
did
beTer
on
the
laTer.

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

9. Universal Design for Learning
MulJple
means:
-­‐to
tap
into
background
knowledge,
to
acJvate
prior
knowledge,
to
increase
engagement
and
moJvaJon
-­‐to
acquire
the
informaJon
and
knowledge
to
process
new
ideas
and
informaJon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

10. 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

11. The teeter totter
kids curriculum
kids

12. Approaches
• Assessment
for
learning
• Open-­‐ended
strategies
• Gradual
release
of
responsibility
• CooperaJve
learning
• Literature
circles
and
informaJon
circles
• Inquiry
It’s All about Thinking – Brownlie & Schnellert, 2009

13. Open-ended Strategies
• ConnecJng
• Processing
• Transforming
and
personalizing

14. Lesson Sequences

15. Teacher Collaboration
• Mary
Neto,
Tina
Sikkes
and
Teresa
Monkman
• English
teachers
and
librarian
• Smithers
Secondary
School
• UDL,
Backwards
Design,
AFL
• What/so
what?
• EssenJal
quesJon

16. World
Religions
hTp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg

17. A/B
Partner
My
partner,
__________,
and
I
decided
who
would
be
A
and
who
would
be
B
in
a
religious
kind
of
way
by
______________.
Therefore
_______
is
A
because
__________________________

18. EssenJal
QuesJon
-­‐
How
might
religious
beliefs
nega7vely
impact
human
behaviour?

19. While
looking
at
the
image
think
about
this
EssenJal
QuesJon
–
How
might
religious
beliefs
nega7vely
impact
human
behaviour?
What?
So
What?
1.
2.
3.
4.
5.
6.

20. What
do
you
noJce
about
these
images?

21. Some
things
my
partner,
____________,
and
I
no7ced
about
the
image
of
__________
are:
______________________
____________________________________

22. Religion
and
Conflict
• Extremism
• Terrorism
• Racism
• War
• Ethnic
cleansing
• Genocide
• Oppression
/
Control

23. Something
to
think
about
–
How
might
religious
beliefs
posi7vely
impact
human
behaviour?

24. How
might
religious
beliefs
posi7vely
impact
human
behaviour?
Brainstormed
ideas
from
students
-­‐
• Help
others
in
need
• Find
peace
if
you’re
worried
• Sin
go
to
hell
/
be
good
go
to
heaven
-­‐ InspiraJon
-­‐ Connects
people
-­‐ Encourages
peace,
love
and
unity
-­‐ Something
to
believe
in
–
-­‐ Places
that
offer
support
–
caring
for
others
-­‐ Forces
us
to
be
beTer
people

25. Building Language, Practicing Reading Strategies:
Paired Vocabulary  Story Making
• Partners
meet
to:
– decode
a
phrase
– create
a
story
that
uses
this
phrase
– share
the
strategies
they
use
to
decode
the
phrase
• As
a
class,
share
phrases
and
stories,
encouraging
the
students
to
link
their
thinking
with
these
new
phrases
• Read
the
story
and
watch
for
how
the
author
uses
these
phrases
• With
Cathy
Lloyd,
Birchland

26. deep
dark
cave
crumbly
tumbly
tower
dense
forest
very
loud
roar
clippety-­‐clop
shimmery,
glimmery
sword
King’s
forest
stood
on
watch
very
tall
wall
faraway
kingdom

27. Good
Night,
Good
Knight
-­‐
Shelly
Moore
Thomas
Pictures
-­‐
Jennifer
Plecas
DuTon
Children’s
Books

28. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesJoning
from
3
pictures
• AnJcipaJon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial

29. Introduction to Mitosis
• Whip
around
–
what
do
you
remember
about
DNA?
• QuesJoning
from
3
pictures
• AnJcipaJon
guide
–
with
partner
• Read
to
find
out
and
provide
evidence
for
your
answer
• Sort
and
predict
–
groups
of
3
• With
Ken
Asano,
Centennial

34. Before
Ader

35. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaJon
replace
spindle
fibres
funcJon
for
survival
separate

38. Thermal Energy/Plate Tectonics
• Sort
and
predict
with
vocab
• Utube
clip
–
resort
your
words
as
needed
• Scan
the
text
for
what
else
you
need
to
know
• Use
the
words
to
make
a
concept
map
• Exit
slip:
how
will
you
best
remember
• With
Curt
Dewolff,
Moody
Secondary

39. Writing
• Build
criteria
for
powerful
story
• Model
with
partner,
1
minute
to
tell
your
story,
30
seconds
to
respond;
switch;
pracJce
• Walk
and
talk
to
rehearse
story
• Write
• Code
your
wriJng
with
2-­‐3
aspects
of
the
criteria
With
Craig
Sung,
Birchland