K-12 full day session with demonstration teachers in Kamloops. First of a 3 day series. UDL and BD. mitosis, gallery walk and criteria walking, grade 1 response writing.

1. Quality Teaching in Inclusive
Classrooms and Schools
Kamloops
Performance
Network
Series
September
27th,
2013
Faye
Brownlie
www.slideshare.net

2. • 8:30-­‐10:00
plenary
• 10:00-­‐10:30
coffee
• 10:30-­‐11:15
break-­‐out
• 11:20-­‐12:05
break-­‐out
• 12:05-­‐12:50
lunch
• 12:50-­‐2:15
plenary

3. Learning Intentions
• I
am
beginning
to
understand
how
universal
design
for
learning
and
backwards
design
support
effecKve
teaching
for
all
students
• I
can
the
elements
of
quality
teaching
• I
can
idenKfy
elements
of
quality
teaching
in
my
work
• I
have
a
plan
to
implement
a
strategy
that
is
new
to
me

4. Pasi
Sahlberg
• hMp://news.vanderbilt.edu/2011/12/finnish-­‐
lessons/
• “Finnish
Lessons:
What
can
the
world
learn
from
educaKonal
change
in
Finland?”

5. Lessons
• Focus
on
the
professionalism
of
teachers
• Focus
on
collaboraKon
• Focus
on
responsibility
• Focus
on
equity
• “Finnish
Lessons:
What
can
the
world
learn
from
educaKonal
change
in
Finland?”
–
Pasi
Sahlberg

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
MulKple
means:
-­‐to
tap
into
background
knowledge,
to
acKvate
prior
knowledge,
to
increase
engagement
and
moKvaKon
-­‐to
acquire
the
informaKon
and
knowledge
to
process
new
ideas
and
informaKon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

8. How
can
you
find
the
sum
of:
6
+
8
36
+
48
3.6
+
4.8

9. 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

10. The teeter totter
kids
kids curriculum

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

12. 1. Learning Intentions
“Students
can
reach
any
target
as
long
as
it
holds
sKll
for
them.”
-­‐
SKggins
-­‐
2. Criteria
Work
with
learners
to
develop
criteria
so
they
know
what
quality
looks
like.
3. Questions
Increase
quality
quesKons
to
show
evidence
of
learning
Whose
quesKons?
Who
answers?

13. 4.
Descrip+ve
Feedback
Timely,
relevant,
personal,
descripKve
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

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

19. Before
Afer

20. cancer
duplicate
cell
cycle
daughter
cells
cytokinesis
nucleus
interphase
proteins
mitosis
divide
replicaKon
replace
spindle
fibres
funcKon
for
survival
separate

26. Gallery Walk – writing lesson
• In
groups,
3
things
that
count
in
wriKng
• Made
class
list
and
categorized
• Focus
on
meaning
and
thinking
– DescripKon
– ImaginaKon
– Detail
– Knowledge
– Focus
– Ideas
– Passion
– Intriguing
– Understandable

27. • Place
a
series
of
pictures
around
the
room
• Students
in
groups
of
3
• 3
minutes
per
picture
• Chat
–
How
could
you
use
this
image
in
your
wriKng?
• Build
on
one
another’s
thinking
• View
4
pictures

31. • Eagle
Dreams
-­‐
Wri8en
by
Sheryl
McFarlane
;
Illustra+ons
by
Ron
Lightburn;
• ISBN:
1-­‐55143-­‐016-­‐9

32. • Task:
a
piece
of
wriKng,
choose
your
genre,
think
about
the
criteria
• As
you
are
moving
to
your
desk,
keep
walking
unKl
you
have
your
first
line
in
your
head
• 12
minutes
to
write
• As
students
are
wriKng,
move
about
the
room,
underlining
something
powerful
(criteria
connected)
in
each
person’s
wriKng

33. • Each
student
shares
what
was
underlined
• Listen
to
hear
something
you
might
want
to
borrow
• As
a
class,
decide
on
why
each
was
underlined
• Create
the
criteria:
– Words
that
are
WOW
– Details
that
showed
emoKon
or
made
a
picture
– Hook
–
first
line
made
me
want
to
keep
reading

34. Sample
1
One
cool
and
breezy
night,
in
a
prairie,
a
boy
sat
on
the
rim
of
his
open
window,
looking
out
at
the
moon,
hoping
for
something
to
happen.
Afer
a
few
minutes,
he
went
back
in
and
close
his
window.
Robin
sighed.
“I
wished
my
life
has
more
excitement
in
it,
“
he
thought,
before
he
turned
off
his
light
and
went
to
bed,
he
took
one
quick
look
at
his
kite
on
top
of
his
bed
that’s
shaped
like
an
eagle,
and
went
to
sleep.

35. Sample
3
Once
upon
a
Kme
there
was
a
boy
that
was
facinated
by
eagles,
he
asked
his
father
to
get
one
for
him
but
he
couldn’t.
Then
the
boy
thought
about
a
way
to
catch
an
eagle
and
then
a
different
gender
one
for
more
eagles.
Delighted
with
his
idea
that
he
thought
of
last
night,
he
conKnued
his
plan.
He
put
3
fishes
in
the
open
with
a
trap,
and
went
to
bed.
Then
he
heard
a
noise
that
sounded
like
an
eagle.
When
he
had
checked
the
trap,
he
found
an
eagle
that
was
in
his
trap.
Happily
jumping
around,
the
eagle
made
him
inspired
to
make
a
home
for
the
eagle.
He
created
a
bond
with
the
eagle.
He
remembered
how
much
his
father
despised
eagles.
He
lead
the
eagle
to
a
secret
place
in
the
forest
where
his
father
never
went.
He
came
downstairs
and
his
father
was
in
a
rage.
He
threatened
to
ground
his
son
if
he
didn’t
kill
the
eagles.
Shocked,
the
boy
asked
why
he
told
him
so.
The
father
said
they
…

36. Sample
4
At
Sunday,
the
Ximing
and
his
father
mother
go
travel.
On,
Ximing
say
“I’m
see
a
eagle!”
His
father
and
his
mother
is
going
to
his.
And
his
mother
say
“Oh,
Help
it!”
OK.
It
was
heal.
OK.
We
are
go
back
home!
At
home:
Today
is
very
funning.
Because
we
are
helpa
eagle!
I’m
so
happy
now!
Ximing
is
Kme
to
eat
a
dinner
say
mother
say
…

37. • Kids
can
add/edit/conKnue
to
work
• Set
up
for
next
class
– Work
on
same
criteria
– Hear
again,
pieces
that
work
– Move
to
where
kids
can
idenKfy
criteria
in
their
own
work
and
ask
for
help
with
criteria
that
are
struggling
with
• Afer
repeated
pracKce,
students
choose
one
piece
to
work
up,
edit,
revise,
and
hand
in
for
marking
• Feedback
is
conKnuous,
personal,
Kmely,
focused

38. Frog Can Do
Many Things
Written by Donna Klockars
Illustrated by Bill Helin
L6 - Frog Can Do Many Things - Pages (Fiction, 16 Pages) - Strong Nations Publishing.idml 1 12-08-13 1:17 PM

39. • Learning
supports
the
well-­‐being
of
self
and
family
• Learning
is
holisKc,
reflexive,
reflecKve
• Reading
with
a
purpose:
– Read
to
find
out
what
frog
can
do
and
what
he
wants
to
do.
Be
thinking
about
what
you
can
do
and
what
you
want
to
do.

40. Interesting and Insightful
• Linda
Rivet’s
grade
1
class,
Burnaby
• Many
ESL
children
• Been
working
on
connecKons
and
jusKfying
opinions
from
reading
• Lots
of
discussion
before,
during,
afer
reading:
– What
can
you
do?
– What
do
you
want
to
be
able
to
do?
– Will
frog
ever
learn
to
fly?
– Is
it
good
to
have
a
dream?
Is
it
OK
to
give
up
on
a
dream?

41. • Used
a
frame:
– I
can
…
– My
parents
want
…
– I
really
like
…