frameworks to support diversity - · pdf fileframeworks to support diversity day 1 shelley...
TRANSCRIPT
FRAMEWORKS TO SUPPORT DIVERSITY
Day 1
Shelley Moore www.blogsomemoore.com
@tweetsomemoore #inclusionbootcamp
THINKING ABOUT YESTERDAY?!What stood out to you?What are some questions you have?What is something you want to try?
OUR PLAN!
WHO am I teaching?
WHAT am I teaching?
HOW can I support my students?
#INCLUSIONBOOTCAMP
➤ Day 1
➤ Getting to know our learners
➤ Planning for a range of goals
➤ Day 2
➤ Designing supports from the start
➤ Inclusive assessment
OUR PLAN!
WHO am I teaching?
OUR PLAN!
WHO am I teaching?
How do we do it? First step…
!“Knowing your learners, is foundational to designing curriculum,” (Childre, 2009)
!Not prescriptive
!Not one size fits all !Planning for our class needs to represent their
unique ecology ! Figuring out all the ‘colours’ in the class!
Strength based vs. Deficit based
!Where should you be, why aren’t you here?
!Where are you now, what is the next step?
Starting with STRENGTHS!
I am a genius at…
CLASS PROFILE
Interests: -socializing, sports, performing arts (dance and drama), facebook, reading
Classroom Strengths -attentive -good listeners -ask for help-like real-life examples/applications-visual, hands-on learners-good with text features-positive towards each other
Classroom Stretches -generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge
Individual Concerns
Goals -Making connections -Determining Importance -Applying their learning across the curriculum -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills
Decisions -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons
Medical Nate: (ADHD)- difficulty with staying focused
Language Peter - ESL 2 Cory , Doug & Allie ESL 3 - 6 other students ESL 4 and 5.
Learning Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart
Socio-Emotional Nate: tunes out, seeks attention, few friends
Challenge Izzy, Keisha, Brittney, Glen
Class Review Recorder Form-good listeners -follows directions
-Kind -co-operative learners -visual and kinesthetic learners -creative -help + encourage each other Love stories
Classroom Strengths
Classroom Needs
DecisionsGoal
Mr. Marcus Math 9
-Increase confidence -learning multiple ways of problem solving
-Need help problem solving -Inclusion of all students in social activities -basic math facts
-not risk takers
-using math games and manipulatives to increase confidence, competence and math fluency
Medical Language Learning Social-Emotional Other
-Fred (OCD) -Erin (diabetic) -Derek (DHH)
-Carsten (LD + ELL) -Tom (ELL)
-Allen(Autism) -Marley(LD) -Derek (Cog Delays)
-Fred(Autism) -Allen (Autism) -Erin (shuts down)
-Lonnie (gifted) -Marley (gifted)
What are you thinking?
! How does this connect to what you already do?
Class Review Learning in Safe Schools
Teacher: Class:
Classroom Strengths Classroom Stretches
Individual Concerns
Class Review Recording Form
(Brownlie & King, 2000)
Goals Decisions
Medical Language Learning Socio-Emotional Other
Personal
SocialIntellectual- Communication - Social responsibility- Creative thinking
- Critical thinking
- Personal awareness & responsibility - Personal Identity & Culture
The Physical Place
Class: Interests:
Teacher: Strengths Stretches Individual Concerns
Physical Community - Self awareness & responsibility - Personal identity & culture
Social Emotional Community - Personal & social responsibility - communication
Learning Community - Creative thinking - Critical thinking
CLASS INVENTORY
CLASS INVENTORY EXAMPLE
What CAN They do = strengths
Where do they still need support = stretches
What are they NEXT steps = Goals
Student self reports
Words that describe me
My favorite books/ stories
Things I like to do when I’m alone
Things I like to do with my friends
Things I like to do with my family
Things I’m very good at or interested in
Things I’d like (or need) you to know about me
My hopes and dreams for myself
The easiest way for me to show what I know is:
Things I would like to get better at in this class are:
THIS IS ME!
Name: Who Am I? Profile
Schnellert & Brownlie, 2011
Favourite books/stories…genres
0%
10%
20%
30%
40%
Genre
books about moviesgraphic novelsmysteriesaction/adventure
Learn best/ what you need
How I learn/ what I need
0% 18% 35% 53% 70%
auditoryreflectrelevanttime to thinkgroup workvisualwritingtalking
Get the students involved!
Response to Intervention (RTI)
!Some core assumptions ! The educational system can effectively teach ALL
children ! Early Intervention is critical (catching kids BEFORE they
fall) ! A multi-tiered service delivery model is necessary
! Research based interventions implemented
No Child Left Behind
Sub group
PASS THE TEST
Co-planning for All Shelley Moore 2013
Sub groupSub group Sub groupSub group
Leve
ls of
supp
ort
PASS THE TEST
Co-planning for All Shelley Moore 2013
Sub group Sub group Sub group Sub group Sub group
RESPONSE TO INTERVENTION (RTI)
STUDENTS
S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012
Lens: Grade 9 – Social Studies Teacher: Bryce Miller
Regular Outcomes
Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,
Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia
Philip, Shaun Tudor, Alexa, Paris, Talha
Rahul Niccole
Modified Schmodifed. Shelley Moore, 2012
EA: Sharon Hovbrender Resource Teacher: Shelley Moore
MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Grade 2 Literacy
Co-planning for All Shelley Moore 2013
Rocky Keelor
Keisha
Jordyn Jamie Johnny
Sarah Michael Raven Colten
Rae Josh H. Adam K.
Kaitlyn Blake Jared Josh N. Nick C.
Reece Joel Kyle
Isaiah
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Math 8 Shape & Space
Co-planning for All Shelley Moore 2013
Jodi
Kendra Alyssa Eric Cathy X. Cathy
Z Joanna Monica
Alexandria
Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida
Sam Maria Megan Jackson Siteah Caden Breanna
Rachel Annabel Johnathan Ethan
Students who need the most support
Students who need the most challenge
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Gym grade 10
Co-planning for All Shelley Moore 2013
-Annie - Kaen - Laural
- Danielle - Kory - Anna - - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas
- - Kristen - Sara - Donny - Denby - Sheldon - Keaston - Lauryn - Emily - Kayden - Sem - Lucas
What about smaller class sizes
! RTI can be used for any group size
! Even when working with a smaller group of students there will be students who need more or less support.
! Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well
Tier 1
Tier 2
Tier 3
RTI Triangle: Resource 8-12 Lens: Literacy
Co-planning for All Shelley Moore 2013
Brian
- Daniel - Kris
- Roxanne -Ashley
- Jonathan - Sal
It can work for ANY PURPOSE
! Personal
! Social
! Intellectual
Tier 1
Tier 2
Tier 3
RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings
Ayden
Matthew
Leland Kylee
Romell Olivia
Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra
Tier 1
Tier 2
Tier 3
RTI Planning Triangle Lens: Poetry
Curriculum for All 2015
Maria- G
Max - G Yuri - Q Parker - ELL
Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris
John - ELL Rose Cindy – ELL Polly - ELL
Tier 1
Tier 2
Tier 3
RTI Triangle: Math K Lens: number/creative thinking
Co-planning for All Shelley Moore 2013
Curric
ular C
ompe
tenc
ies
Core Competencies
Jade
Jade
Site Caden Breann Rache Annabel Johnathan Ethan
Kendra Alyssa Eric Cathy X. Cathy Z
Joanna Monica Alexandria
Kendra Alyssa Eric
Monica Alexandria
Sara Jennilyn Aiden Breanna
Kim Kayl Kelly Nadia Aida Sam Maria
Megan Jackson
Site Caden Breann Rache Annabel Johnathan Ethan
Breanna Kim
Sara Jennilyn Aiden Breanna
Kim Kayl Kelly Nadia Aida Sam Maria Megan
Jackson
Tier 1
Tier 2
Tier 3
RTI Triangle Lens:
Co-planning for All Shelley Moore 2013
OUR PLAN!
WHO am I teaching?
WHAT am I teaching?
HOW can I support my students?
OUR PLAN!
WHAT am I teaching?
The Planning Pyramid
ALL
MOST
FEWEven more
goals
More goals
Goals
Even more goals
More goals
Goals
What are we teaching?
Tier 1
Tier 2
Tier 3
All
Most
Few
RTI Triangle Planning Pyramid
Curriculum RESPONDS and ADJUSTS to students
Tier 1
Tier 2
Tier 3
All
Most
Few
RTI Triangle Planning Pyramid
BUT FIRST!!!! WE NEED GOALS
Co-planning for All Shelley Moore 2013
Setting Goals
What is the range of goals?
!Backwards Design
!What is the Big Idea? (understand)
!What are the goals?
!Content (know)
!Process (do)
!Competency (do)
STEPS
➤ 1. Grade/ Subject/ Topic
➤ 2. Find the Big (colossal) Idea
➤ 3. Choose goals for Assessment
➤ a. content
➤ b. curricular
➤ c. competency
➤ 4. Determine key concepts/ key vocabulary, key ideas (goals and big/colossal idea
➤ 5. Co - construct access questions
Co-planning for All Shelley Moore 2013
Unit: Number Concepts K Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
STEPS
➤ 1. Grade/ Subject/ Topic
➤ 2. Find the Big (colossal) Idea
➤ 3. Choose goals for Assessment (25/75)
➤ a. content
➤ b. curricular
➤ c. competency
➤ 4. Determine key concepts/ key vocabulary, key ideas (goals and big/colossal idea
➤ 5. Co - construct access questions
Goals Content (know) number concepts to 10
Process (do) - Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Competency: Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Co-planning for All Shelley Moore 2013
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
STEPS
➤ 1. Grade/ Subject/ Topic
➤ 2. Find the Big (colossal) Idea
➤ 3. Choose goals for Assessment
➤ a. content
➤ b. curricular
➤ c. competency
➤ 4. Determine key concepts/ key vocabulary, key ideas (goals and big/colossal idea
➤ 5. Co - construct access questions
“What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or irrelevant to the student”
Help them see what you see…
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much? Comparing numbers
Play Senses ideas
Co-planning for All Shelley Moore 2013
Big Idea Numbers How many Many ways
STEPS
➤ 1. Grade/ Subject/ Topic
➤ 2. Find the Big (colossal) Idea
➤ 3. Choose goals for Assessment
➤ a. content
➤ b. curricular
➤ c. competency
➤ 4. Determine key concepts/ key vocabulary, key ideas (goals and big/colossal idea
➤ 5. Co - construct access questions
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much?
Comparing numbers
Play Senses ideas
Co-planning for All Shelley Moore 2013
Big Idea Numbers How many Many ways
Access Questions
What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other?
How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers?
Unit Question: What are numbers? What do they mean? How can I show what I know in many ways?
VikingsCulture
Travel
GeographyCause
Effect
Chaos
Order
RolesResponsibility
Use the one or two of the words together to create questions that we could explore during this unit!
VikingsCulture
Travel
GeographyCause
Effect
Chaos
Order
RolesResponsibility
Who were the Vikings?
What was Viking culture like – How did they live?
Where are the Vikings from?
Where did they travel?
How did they travel?
What happened when they got to their destination?
What is chaos?
Can chaos and order exist together?
Why did the Vikings wear those hats?
When did they live?Are there still Vikings?
How were the Vikings orderly?
How were the Vikings chaotic?
Use the one or two of the words together to create questions that we could explore during this unit!
Even more questions
More questions
Questions
PLOs
Unit: Pioneers/Communities - Grade 3 Big Question: What is a community? Big Ideas: Communities have changed over time.
Ideas/ Concepts Questions
B1-changes in community over time
B2-Describe the importance of communities
B3-Identify cultural similarities and differences
D1-Compare ways in which needs and wants are met in communities
D2-Assess how technologies affects Individuals and communities
Communities
Culture
Living
Technology
1. What is a community?
2. What are the wants and needs of a community?
3. What is a pioneer?
4. What is a pioneer community?
5. How is a pioneer community the same or different than my community?
6. How has daily life changed over time?
Extended Goals
6. Explain how technology has changed over time.
7. Would you want to live in pioneer days or today ? Why?
Goal Planning Template
PLOs 1) Describe the major
physical regions of Canada
2) Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources
3) Explain why sustainability is important
4) Analyse environmental effects of settlement in early BC and Canada
Unit: Social Studies 5 Big Question: What are the regions and resources of Canada and how have humans impacted them? Big Ideas: The Physical Environment of Canada and Human Impact
Ideas/ Concepts - Regions
- Resources
- Location
- Sustainability
- Renewable vs Non renewable Resources
- Human Settlement
- Past, Present, future
Questions - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found? - Why is sustainability important? - What is the difference between renewable and non renewable resources? (With examples) - How has human settlement impacted the environment? - How can our past inform our future choices to protect the environment?
Environmental effects of human settlement
PLOs/goals
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism
Ideas/ Concepts
Rectangle Measurement Perimeter Area
Length
Volume
Capacity
Questions
What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?
What is perimeter? What is area?
What is volume? What is capacity? What are standard units of measurements?
How do we measure length? How do we measure volume? How do we measure capacity?
How do you chose the right unit of measurement? What is the difference between volume and capacity?
Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.
PLOs Compare daily life, family structures and gender roles in a variety of civilizations
Describe the impact of technological innovation and science on political, social and economic structures
Describe how physical geography influenced patterns of settlement, trade and exploration
Assess the impact of contact, conflict and conquest on civilizations
Unit: Vikings Essential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings Culture
Travel
Geography
Cause/Effect
Questions
Who were the Vikings?
How did Vikings live?
Where did the Vikings come from?
Where and how did the Viking travel?
How were the Vikings orderly? Chaotic?
Extended Goal Can order and chaos exist at the same time? Why?
All/Most/Few
All
All
All
Most
Most
Few
Course: Socials 8
Co-planning for All Shelley Moore 2013
PLOs Explain how human vision works
Explain the properties of visible light
Demonstrate knowledge of the behaviour of waves
Compare visible light to other types of electromagnetic radiation
Unit: Optics Essential Question: Why Can We See?
Ideas/ Concepts
The eye/ seeing
Light
Energy
Waves
Electromagnetic spectrum
Questions How do we see?
What is visible light?
How does visible light move?
How is visible light measured?
How is non visible light measured?
How are visible and non visible light the same/ different?
Extended Goal How do we see what we cant see?
All/Most/Few
All
All
All
Most
Most
Most
Few
Course: Science 8
Co-planning for All Shelley Moore 2013
PLOs
C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characteristics and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properties of matter
Unit: Chemistry 9
Big Question: “Why does matter matter?” Or “What are you made of?”
Ideas/ Concepts
Atoms & molecules
Atomic Theory
Elements
Periodic Table
Ionic compounds
Properties of matter
Questions • What is an atom? • What is a molecule? • How are atoms and molecules
different? • What is the structure of an atom? • How has our understanding of
atoms changed? • What is an element? • How is the periodic table
organized? • What is an ionic compound? • How do you write names and
formulae of ionic compounds? • What is matter? • How does matter change? Extended Goal: Why do chemical properties change as atoms form compounds?
All/ Most /Few
• All • All • All
• All
• Most
• All • Most
• All • Most
• All • Most
• Few
Co-planning for All Shelley Moore 2013
PLOs/goals
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism
Ideas/ Concepts
Rectangle Measurement Perimeter Area
Length
Volume
Capacity
Questions
What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?
What is perimeter? What is area?
What is volume? What is capacity? What are standard units of measurements?
How do we measure length? How do we measure volume? How do we measure capacity?
How do you chose the right unit of measurement? What is the difference between volume and capacity?
Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.
All/Most/Few
All
All
Some
Few
Co-planning for All Shelley Moore 2013
PLOs
C2: Draw & Construct nets for 3D objects: - Rectangular prisms - Triangular prisms - Cylinders
C3: Determine the surface area of: - Rectangular prisms - Triangular prisms - Cylinders
Unit: Measurement of Shape & Space
Big Ideas: What do they need to know?
Prism, nets, base, length, width, height, rectangular, triangular, cylinder, 3D - 2D vs. 3D - Measurement/units - Build 3D shape
- Surface area, area, rectangle, circle, triangle, ratio of Pi, faces, circumference, right triangle, right angle
Access Questions
- What is a prism? (1b) - What is a net? (3) - What is the difference between
length, width, height?(2) - What is a cylinder? (1b) What is a
rectangular prism? (1b) What is a triangular prism? (1b)
- What is base?(2) - How do we use the base to
determine surface area (4) or volume? (2)
- What the difference 2D and 3D? (1)
- Where do we see prisms in the world? (1b)
- How do I make a net? (3a) - How do I measure?(1) - What is surface area? (4) - How do I find the surface area of:
(4) - Rectangular prism? - Triangular prism? - Cylinder?
- What is pi? (1) - How is pi related to the circle?
(1a) - What is area?(1a) - What is the difference between
area and surface area? (4) - What is circumference? (1a)
All/Most/Few
A A M
A A
A M
A A
M A
A
A M F
M F A M
A
Course: Math 8
Co-planning for All Shelley Moore 2013
PLOs
C4: Develop and apply formulas for determining the volume of: - right prisms - right cylinders
C5: Draw and interpret top, front and side views of 3D objects of: - right rectangular prisms
Unit: Shape & Space
Big Ideas: What do they need to know?
Formula, volume, cm3, cubed, squared, cm2
3D to 2D, faces, perspective, pairs
Access Questions
What is formula? (2/4) How do formulas help me? (2/4) What is volume? (2) What is the formula for finding volume? (2) Area? (1) How can I find the formula for volume of a: - Cube (2) - Rectangular prism? (2) - Cylinder? (2) - Triangular prism? (2) What is the difference between squared and cubed? (1) What unit do we use to find volume? (2)Surface area? (4)
What the faces of a 3D object? (3b) What is perspective? (3b) What are faces? (1) How do pairs of faces help me? (4)
All/Most/Few
A M A
M M
A A M F A
A
A M A m
Course: Math 8
Co-planning for All Shelley Moore 2013
Content
Curricular Competency
Core Competency
Unit: Big Idea:
Key Concepts
Big Idea
Access Questions
Unit Question(s):
OUR PLAN!
WHAT am I teaching?
Even more goals
More goals
Goals
Extended Goal
Access Goal
Modifying the Goal for ALL
! Previous curricular goal in the same subject area
! A logical, more accessible step
! Another cognitive, literacy based goals decided on by the team
Social Studies 9 Teacher: Bryce Miller
Regular Outcomes
Adapted Outcomes
Modified Outcomes
Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,
Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia
Philip, Shaun Tudor, Alexa, Paris, Talha
Rahul Niccole
Modified Schmodifed. Shelley Moore, 2012
EA: Sharon Hovbrender Resource Teacher: Shelley Moore
MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012
Social studies 9- content goals
Modified Schmodifed. Shelley Moore, 2012
One goal
goals
-For ALL students
Modified Schmodifed. Shelley Moore, 2012
Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community
Unit: What is Culture? How is Culture Formed?
What is Enduring? What does EVERYONE need to know?
Content goals
Modified Schmodifed. Shelley Moore, 2012
goals - For SOME students
Modified Schmodifed. Shelley Moore, 2012
Student will be able to: - Assess how identity is shaped by a variety
of factors including: - nationality - ethnicity - Analyse roots of present day, regional, cultural, and social issues within Canada
Unit: What is Culture? How is Culture Formed?
What can we add? What does SOME need to know?
Content goals
Modified Schmodifed. Shelley Moore, 2012
goals - For Few students
Content
Modified Schmodifed. Shelley Moore, 2012
Student will be able to: - Assess how identity is shaped by a variety
of factors including: - gender - belief
Unit: What is Culture? How is Culture Formed?
What can we add? What does FEW need to know?
Content goals
Modified Schmodifed. Shelley Moore, 2012
goals - For INDIVIDUAL students
Content
Modified Schmodifed. Shelley Moore, 2012
Modifying the Goal for ALL
! Previous curricular goal in the same subject area
! A logical, more accessible step
! Another cognitive, literacy based goals decided on by the team
Category: D
What is Culture? How is Culture Formed?
Modified outcomes To address appropriate content level
Niccole Rahul
Category: C Learning Needs
Class goal for all:
Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country
Modified Schmodifed. Shelley Moore, 2012
Modified Schmodifed. Shelley Moore, 2012
Nancy
Ryan
Identify similarities and differences among
families
Identify factors that influence who they are
Category: D
What is Culture? How is Culture Formed?
Modified outcomes To address appropriate content level
Niccole Rahul
Category: C
Learning Needs
Class goal for all: Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country
Niccole will:
Identify similarities and differences among families
Rahul will:
Identify factors that influence who they are
Modified Schmodifed. Shelley Moore, 2012
Yea But Shelley!
• What if the student’s cognitive level is still not meeting kindergarten outcomes?
What is Culture? How is Culture Formed?
Modified outcomes To address appropriate content level
Niccole (C)
Approximate cognitive level: 18 months
Learning Needs
Class goal for all:
Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country
Modified Schmodifed. Shelley Moore, 2012
Nicole will
Identify similarities and differences among families
KINDERGARTEN EXAMPLE
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much?
Comparing numbers
Play Senses ideas
Big Idea Numbers How many Many ways
Access Questions
What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other?
How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers?
Unit Question: What are numbers? What do they mean? How can I show what I know in many ways?
Modifying the Goal for ALL
! Previous curricular goal in the same subject area
! A logical, more accessible step
! Another cognitive, literacy based goals decided on by the team
PLOs number concepts to 10
- Familiar numbers
Ideas/ Concepts
Numbers Numbers I know
Access Questions
How can I make numbers?
I can play with numbers
PLOs
Familiar numbers
Co-planning for All Shelley Moore 2013
Ideas/concepts
Age
Question
How old am I?
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be represented in
many different forms.
Big Idea Numbers How many Many ways
Unit Question: What are numbers? What do they mean? How can I show what I know in many
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much?
Comparing numbers
Play Senses ideas
Big Idea Numbers How many Many ways
Access Questions
What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other?
How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers?
Unit Question: What are numbers? What do they mean? How can I show what I know in many ways?
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
How can I make numbers?
What do numbers look like?
How can I talk about numbers to others?
What do numbers mean?
What does next mean?
How do I count?
How are numbers the same and different from each other?
How old am I?
Co-planning for All Shelley Moore 2013
SOCIAL STUDIES 8 EXAMPLE
PLOs Compare daily life, family structures and gender roles in a variety of civilizations
Describe the impact of technological innovation and science on political, social and economic structures
Describe how physical geography influenced patterns of settlement, trade and exploration
Assess the impact of contact, conflict and conquest on civilizations
Unit: Vikings Essential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings Culture
Travel
Geography
Cause/Effect
Questions
Who were the Vikings?
How did Vikings live?
Where did the Vikings come from?
Where and how did the Viking travel?
How were the Vikings orderly? Chaotic?
Extended Goal Can order and chaos exist at the same time? Why?
All/Most/Few
All
All
All
Most
Most
Few
Course: Socials 8
Co-planning for All Shelley Moore 2013
PLOs
Compare daily life, family structure and gender roles in a variety of civilizations
Unit: Vikings Essential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings
Access Questions
Who were the Vikings?
How did the Vikings live?
All/Most/Few
All
All
Course: Socials 8- Modified goal
PLOs
Co-planning for All Shelley Moore 2013
Ideas/concepts Question
Modifying the Goal for ALL
! Previous curricular goal in the same subject area
! A logical, more accessible step
! Another cognitive, literacy based goals decided on by the team
Student who is modified
! Goal for All: Compare daily life, family structures and gender roles in a variety of civilizations
! Grades to help us: Grade 1/2
Distinguish roles, rights and
responsibilities within the classroom and
the school
PLOs
Compare daily life, family structure and gender roles in a variety of civilizations
Unit: Vikings Essential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings
Access Questions
Who were the Vikings?
How did the Vikings live?
All/Most/Few
All
All
Course: Socials 8- Modified goal
PLOs Describe roles and responsibilities of individuals within the classroom and the school
Co-planning for All Shelley Moore 2013
Ideas/concepts
Roles and responsibilities
Vikings
Question
What were the different roles and responsibilities of the Vikings?
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Who were the Vikings?
How did Vikings live?
Where did the Vikings come from?
Where and how did the Viking travel?
How were the Vikings orderly? Chaotic?
Can order and chaos exist at the same time? Why?
What were the different role and responsibilities of the Vikings?
Co-planning for All Shelley Moore 2013
SCIENCE 8 EXAMPLE
PLOs Explain how human vision works
Explain the properties of visible light
Demonstrate knowledge of the behaviour of waves
Compare visible light to other types of electromagnetic radiation
Unit: Optics
Ideas/ Concepts
The eye/ seeing
Light
Energy
Waves
Electromagnetic spectrum
Questions How do we see?
What is visible light?
How does visible light move?
How is visible light measured?
How is non visible light measured?
How are visible and non visible light the same/ different?
Extended Goal How do we see what we cant see?
All/Most/Few
All
All
All
Most
Most
Most
Few
Course: Science 8
Co-planning for All Shelley Moore 2013
Modifying the Goal for ALL
! Previous curricular goal in the same subject area
! A logical, more accessible step
! Another cognitive, literacy based goals decided on by the team
Student who is modified
! Goal for All: Explain the properties of visible light
! Grades to help us: K
PLOs
Explain the properties of visible light
Unit: Optics Essential Question: Why Can We See?
Ideas/ Concepts
Light
Access Questions
What is visible light?
All/Most/Few
All
All
Course: Science 8- modified goal
PLOs (grade K)
Co-planning for All Shelley Moore 2013
Ideas/Concepts Access Questions
Describe properties of materials including
colour, shape, texture, size and
weight
PLOs
Explain the properties of visible light
Unit: Optics Essential Question: Why Can We See?
Ideas/ Concepts
Light
Access Questions
What is visible light?
All/Most/Few
All
All
Course: Science 8- modified goal
PLOs (grade K)
Describe properties of light using colour
Co-planning for All Shelley Moore 2013
Ideas/Concepts
Colour
light
Access Questions
What are the colours in light?
What is the order of colours in a light rainbow (electromagnetic spectrum)?
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
How do we see?
What is visible light?
How does visible light move?
How is visible light measured?
How is non visible light measured?
How are visible and non visible light the same/ different?
How do we see what we cant see?
What are the colours in light?
What is the order of colours in a light rainbow ?
Co-planning for All Shelley Moore 2013
A modified goal….
! Is the NEW starting point for EVERYONE ! is background/prior knowledge ! is assumed knowledge
! Gives a student a role in the learning community ! Contributing to the learning of others
PLOs
C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characteristics and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properties of matter
Unit: Chemistry 9
Big Question: “Why does matter matter?” Or “What are you made of?”
Ideas/ Concepts
Atoms & molecules
Atomic Theory
Elements
Periodic Table
Ionic compounds
Properties of matter
Questions • What is an atom? • What is a molecule? • How are atoms and molecules
different? • What is the structure of an atom? • How has our understanding of
atoms changed? • What is an element? • How is the periodic table
organized? • What is an ionic compound? • How do you write names and
formulae of ionic compounds? • What is matter? • How does matter change? Extended Goal: Why do chemical properties change as atoms form compounds?
All/ Most /Few
• All • All • All
• All
• Most
• All • Most
• All • Most
• All • Most
• Few
Co-planning for All Shelley Moore 2013
PLOs C1: use modern atomic theory to describe the structure and components of atoms and molecules
Unit: Chemistry Essential Question: “Why does matter matter?” Or “What are you made of?”
Ideas/ Concepts
Atoms
Molecules
Questions What is the structure of an atom?
What is an atom?
What is a molecule?
How are atoms and molecules the same? different?
All/ Most/Few
All
All
All
Course: Science 9 modified goal
PLO(s) (grade 2) Compare atoms and molecules
Co-planning for All Shelley Moore 2013
UDL Planning Triangle
Extended Goal(s) • Why do chemical properties change
as atoms form compounds?
Modified Goal(s) • What is an
atom? • What is a
molecule? • How are atoms
and molecules different?
Goals for ALL
Goals for MOST
Goal for FEW
Co-planning for All Shelley Moore 2013
• What is the structure of an atom?
• What is an element? • What is an ionic
compound? • What is matter?
• How has our understanding of atoms changed?
• How is the periodic table organized? • How do you write names and formulae of
ionic compounds? • How does matter change?
PLOs
Unit: Pioneers/Communities - Grade 3 Big Question: What is a community? Big Ideas: Communities have changed over time.
Ideas/ Concepts Questions
All/Most/Few
Co-planning for All Shelley Moore 2013
B1-changes in community over time
B2-Describe the importance of communities
B3-Identify cultural similarities and differences
D1-Compare ways in which needs and wants are met in communities
D2-Assess how technologies affects Individuals and communities
Communities
Culture
Living
Technology
1. What is a community?
2. What are the wants and needs of a community?
3. What is a pioneer?
4. What is a pioneer community?
5. How is a pioneer community the same or different than my community?
6. How has daily life changed over time?
Extended Goals
6. Explain how technology has changed over time.
7. Would you want to live in pioneer days or today ? Why?
ALL
ALL
ALL ALL
MOST
MOST
FEW
FEW
Goal Planning Template
PLOs
Unit: Essential Question: What is a community?
Ideas/ Concepts
What is a pioneer community?
Questions
All/Most/Few
All
All
All
All
Course: Social Studies modified goal
PLO(s) (grade Pre K-emergent)
-Identify objects and pictures of a pioneer community.
Co-planning for All Shelley Moore 2013
B1-changes in community over time
1. -What is a community?
2. What are the wants and needs of a community?
3. What is a pioneer?
4. What is a pioneer community?
Question (grade Pre K-emergent)
- Identify 5 new words about pioneer community
- How is a pioneer community like my community?
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-planning for All Shelley Moore 2013
1. What is a community?
2. What are the wants and needs of a community?
3. What is a pioneer?
4. What is a pioneer community?
5. How is a pioneer community the same or different than my community?
6. How has daily life changed over time?
6. Explain how technology has changed over time.
7. Would you want to live in pioneer days or today ? Why?
Identify 5 new words about pioneer community
How is a pioneer community like my community?
PLOs 1) Describe the major
physical regions of Canada
2) Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources
3) Explain why sustainability is important
4) Analyse environmental effects of settlement in early BC and Canada
Unit: Social Studies 5 Big Question: What are the regions and resources of Canada and how have humans impacted them? Big Ideas: The Physical Environment of Canada and Human Impact
Ideas/ Concepts - Regions
- Resources
- Location
- Sustainability
- Renewable vs Non renewable Resources
- Human Settlement
- Past, Present, future
Questions - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found? - Why is sustainability important? - What is the difference between renewable and non renewable resources? (With examples) - How has human settlement impacted the environment? - How can our past inform our future choices to protect the environment?
Environmental effects of
All/Most/Few
All
All
All
Most
Most
Few
Few
Co-planning for All Shelley Moore 2013
PLOs Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources
Unit: Essential Question: What are the resources are found in your local environment?
Ideas/ Concepts
- Local Environment
- Resources
Questions
- Where do you live?
- What is your local environment?
- What resources are found in your local environment?
All/Most/Few
All
All
All
Course: Social Studies 5
Modified goal
PLO(s) (grade __K___) Identify characteristics of different local environments
Co-planning for All Shelley Moore 2013
PLO(s) (grade __K___) What does my environment look like? What are mountains? Oceans? Rivers? Forests?
What does my environment look like? What are mountains? Oceans? Rivers? Forests?
UDL Planning Triangle
Extended Goal: How can our past inform our future choices to protect the environment?
Modified Goal(s)
Goals for ALL - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found?
- Why is sustainability important? - What is the difference
between renewable and non renewable resources? (With examples)and non renewable resources? (With examples)
Goal for FEW - How has human settlement impacted the environment?s
Co-planning for All Shelley Moore 2013
PLOs/goals
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism
Ideas/ Concepts
Rectangle Measurement Perimeter Area
Length
Volume
Capacity
Questions
What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?
What is perimeter? What is area?
What is volume? What is capacity? What are standard units of measurements?
How do we measure length? How do we measure volume? How do we measure capacity?
How do you chose the right unit of measurement? What is the difference between volume and capacity?
Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.
All/Most/Few
All
All
Some
Few
Co-planning for All Shelley Moore 2013
PLOs
Design different rectangles with perimeter or area
Demonstrate an understand of length
Unit: Measurement
For Damien and CJ
Ideas/ Concepts
Rectangle
Measurement of Length
Questions
What is rectangle?
What makes a rectangle?
What is length?
All/Most/Few
All
All
All
Course: Math grade 2
PLO(s) (K)
Measure length to the nearest non standard unit
Co-planning for All Shelley Moore 2013
Questions
What is long? What is short?
How can I measure length?
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-planning for All Shelley Moore 2013
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
What is long? What is short?
How can I measure length?
Able to pick appropriate units for: length, area, volume, capacity from a list
Is able to measure length, perimeter, area, volume and capacity of an object