2. Formative assessment
to determine students
strengths and needs
Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006
3. Activating prior knowledge
& helping students connect
what they are learning to
what they already know
(Brownlie, Close & Wingren, 1988; Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)
4. Helping students process
new content/ building their
repertoire of meaning
making strategies
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
5. Provide opportunities for students
to personalize and transform
(synthesize) their learning in
reference to key concepts and
essential questions
(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar, 2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)
6. Ensuring students
self-assess, set goals
and take actions to
manage and improve
their learning
(Brown, Cocking & Bransford, 2000; Brownlie, Feniak & Schnellert, 2006; Butler & Cartier, 2004; Butler, Schnellert, & Cartier, 2005; Davies,
2000; Gregory, Cameron & and Davies, 2000; Zimmerman & Schunk, 2001)
10. • Meet as a school‐based team, with the
administrator
• Each classroom teacher (CT) joins the team
for 45 minutes to speak of her class
• TOC’s provide coverage for CTs
• Follow the order of strengths, needs, goals,
individuals
• The CT does not do the recording or the
chairing
11. The Class Review
What are the strengths
of the class?
What are your concerns
about the class as a whole?
What are your main goals
for the class this year?
What are the individual
needs in your class?
12. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Socio-Emotional
Medical Language Learning
14. Bill Juhasz
K-7
Tait
Richmond
4-5 formative assessments/year
Block out 4-5 weeks in school
calendar
All non-enrolling teachers & admin
co-assess with CT
Coding in teams at pro d or in-
school collab time
15. Bill Juhasz
K-7
Tait
Richmond
Sept: Class Review Meetings
Optional Jan. class review
One week later: now what meetings
Non-categorical resource model
21. A Possible Day for a Non‐categorical
Resource Teacher
• 8:15‐8:45 Co‐plan with classroom
teacher
• 9:00‐9:20 Meet with students re:
behaviour/learning plans
• 9:20‐10:30 Gr. 4/5 Reading strategy ‐
co‐teaching
• 10:45‐12:00 Gr. 1/2 Writer’s Workshop
22. PM
• 1:00‐1:45 Gr.6/7 Works with small group
of students on pre‐teaching social
studies’ vocabulary/building
background knowledge
• 1:45‐2:15 Gr. 1/2 Browsing Boxes
• 2:15‐2:45 Primary Math Centres
• 2:45‐3:00 Meets with SEAs
23. Roz’s Schedule
A CommunicaXons 12 ‐ co‐teaching with Joanne
•
B Literacy
•
C English 9 ‐ co‐teaching with Doug
•
D Science 9 ‐ co‐teaching with Barry
•
E Prep
•
F Learning Support 9
•
G CPWE 12
•
H Social Studies 9 ‐ co‐teaching with Colin
•
24. Classroom Strengths ‐ gr.4/5
Kind to each another
•
Like to write
•
High energy
•
Some models of responsibility
•
Some will take risks in their learning
•
25. Classroom Needs ‐ gr. 4/5
Self‐control ‐ too loud!
•
Interdependence
•
Listen to group instrucXons
•
Wide academic range
•
Very teacher dependent
•
Easily distracted
•
