Quality Teaching in Inclusive Classrooms and Schools

Kamloops  Performance  Network  Series  

December  2nd,  2013  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  am  beginning  to  understand  how  universal  design  for  learning  and  backwards  design  support  effecGve  teaching  for  all  students  

•  I  can  the  elements  of  quality  teaching  

•  I  can  idenGfy  elements  of  quality  teaching  in  my  work  

•  I  have  a  plan  to  implement  a  strategy  that  is  new  to  me  

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulGple  means:  -­‐to  tap  into  background  knowledge,  to  acGvate  prior  knowledge,  to  increase  engagement  and  moGvaGon  

-­‐to  acquire  the  informaGon  and  knowledge  to  process  new  ideas  and  informaGon  

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

access not adapt

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  

The teeter totter

kids

kids curriculum

Open-ended strategies:

connect process

personalize/transform (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

Tara  O’Reilly,  Burnaby  Mountain  Secondary  

A L

M X S O

F U

L J A C

T

_ _ _ _ _ _ _ _

_

I

_ _ _ _

L X

E V V N O A B

I C

_ _ _ _

T S

_ _ _ _

A I

E H H N

CO2    +    PO4      +    H2O        OUT

_ _ _ _ _

T

P

C I

D R S

_

I

E D V N

_ _ _

S L F C

E O

T

_ _ _ _

E

How  are  the  following  pictures  similar?  

How  are  the  following  pictures  different?  

Is  there  a  common  theme  among  these  pictures?  

Things  to  Think  about…  

H2SO4  

NaOH  

Will Barrow’s gr. 6 Math and Language Arts, Prince Rupert

•  Math  – Solving  problems  with  large  numbers.  

–  I  can  solve  problems  with  large  numbers  

•  Write  down  these  digits:  •  A/B  •  Jujube  problem  •  Work  to  solve  the  problem  •  Report  out  on  the  strategies  you  used  •  Share  •  Local  newspaper  arGcle  •  Circle  numbers  •  Design  a  problem  

•  Mr.  Barrow  gave  Ms  Brownlie  half  of  his  jujubes.    She  ate  ½  of  the  jujubes  and  gave  the  rest  to  Mr.  K.    He  kept  8  of  the  juubes  and  gave  the  last  10  to  Mrs  Jones.    How  many  jujubes  did  Mr  Barrow  have?  

Lit  12:    pracGce  without  penalty  Naryn  Searcy,  PenGcton  

•  Goal:    learn  how  to  represent  your  understanding  of  a  poem  in  a  different  ways  

•  Poet:    Robert  Burns      – Auld  Lang  Syne  (read  aloud)  – To  a  Mouse  (teams)  

1.    Read  aloud  and  pracGce  stanza  with  partner  

2.    Connect  to  themes:  – Mankind  has  broken  its  union  with  nature  – Even  our  best  laid  plans  oeen  do  not  work  out  

3.    Microcosm  &  universal  truths  

Assignment  

1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  

2.  Comic  (1-­‐2  students)  

3.  Reduced  poetry  (1-­‐2  students)  

Criteria  

•  Demonstrate  understanding  of  the  meaning  of  all  8  stanzas  of  the  poem  

•  Recognize  and  demonstrate  the  2  themes  

Feedback  

•  What  worked?  •  What’s  missing?  

•  What’s  next?  

Robert  Burns  (1759-­‐1796)To  a  Mouse  On  Turning  Up  Her  Nest  with  the  

Plough,  November,  1785      

       Wee,  sleeket,  cowrin,  Jm'rous  beasJe,                            Oh,  what  a  panic's  in  thy  breasJe!                            Thou  need  na  start  awa  sae  hasty                              

       Wi'  bickerin  braOle!                              

       I  wad  be  laith  to  rin  an'  chase  thee                                        Wi'  murd'ring  paOle!  

Reduced Poem Poor  ligle  mouse  petrified  Don’t  run  away  quickly!  Humans  break  nature’s  contract  –  theme  1  No  trust  well  deserved  You  don’t  request  much  Have  too  much  myself  Oh  your  house  gone!  December  approaches  uncomfortably  close  Security  beneath  the  chill  Soon  destroyed  with  cut  Home  lost  high  price  Not  alone  in  lesson:  Best  plans  oeen  fail  –  theme  2  Mouse  lucky  because  humans  Regret  past/fear  future  

Mouse Dance Notes 1.  Mouse  (Mag)  gathering  materials  for  winter,  builds  house  

(Boyd)  2.  Mouse  is  shivering  –  symbolizing  winter  3.  Famer  &  his  equipment  (Ethan  &  Corey)  destroy  mouse’s  

house  –  represents  theme  that  man  breaks  nature’s  fickle  bond  

4.  Farmer  feels  bad,  tries  to  apologize  to  mouse  (nature)  5.  Mouse  won’t  accept  forgiveness  –  nothing  lee  to  build  a  

house  6.  Mouse  comes  back  and  shoots  the  farmer  7.  Mouse  has  heart  agack  –  represents  the  theme  that  plans  

oeen  backfire  –  best  laid  plans  of  mouse  and  men  don’t  work!  

The Richmond Experience Lisa Schultz Lisa  Schwartz  

First  Steps  

•  CollecGng  baseline  data  (formaGve  assessment)  

•  What  do  they  know?    What  are  their  strengths?  •  What  areas  need  further  development?  •  How  will  we  support  this  development?  

•  Looked  at  the  results  as  coded  on  the  performance  standard  

•  Developed  an  inquiry  quesGon  •  Made  a  plan  

•  Spent  a  term  in  each  classroom.  Two  blocks  each  week.  

Inquiry  QuesGons  

•  How  does  the  implementaGon  of  literacy  centres,  that  focus  on  reading  rather  than  isolated  skills,  change  the  engagement  and  moGvaGon  of  the  students  and  will  they  become  more  skilled  readers?  

•  How  does  implemenGng  guided  reading  or  small  group  reading  instrucGon,  with  my  support  teacher,  further  our  students’  reading  development?  

Literacy Centres in FI •  Brooke  Douglas  at  Bridge  Elementary,  grade  1