2014-­‐15  L.I.F.  Focus  

Improving  Learning  For  All  

Crea%ng  Schools  and  Classrooms    Where  All  Students  Belong  

Secondary  

Faye  Brownlie  www.slideshare.net    

Learning Intentions: •  We  have  reviewed  and  journey  to  date.  •  We  have  grown  our  ways  of  collecDng  and  using  informaDon  on  our  students  to  make  class  learning  plans  from  class  reviews.  

•  We  have  polished  our  mental  models  of  learning  frameworks.  

•  We  have  new  ideas  of  HOW  to  collaborate  in  co-­‐teaching.  

•  We  are  leaving  with  a  revised  school  plan  of  acDon.  

Big Ideas…  As  a  school  community  we  want  to  work  together  to  meet  the  needs  of  all  students.  

Inclusion  is  not  a  special  educaDon  model;  it  is  a  school  model.  

As  professionals  we  want  to  constantly  examine  and  refine  our  pracDce.  

CollaboraDve  problem-­‐solving  and  teaching  results  in  new  ideas,  new  products  and  a  feeling  of  connecDon.    

Our  students  conDnue  to  change  and  learn  and  their  needs,  just  like  the  school’s,  will  change  over  the  course  of  the  year.  

Brownlie  &  Schnellert    It’s  All  About  Thinking

C  

Class  Review  -­‐gathering  

informaDon  

-­‐strengths-­‐based  

-­‐acDon  oriented  

Tom’s  grade  9  English  Class  

•  Strengths  – AUenDve,  peaceful  – Quite  academic  – 8  high  flyers,  3  really  high  flyers  – RecepDve  to  instrucDon  – Responsible  and  engaged  at  seatwork  – Care  about  each  other  

•  Needs  – Limited  parDcipaDon  from  many  

– LiUle  criDquing  of  me,  liUle  feedback  for  me  – Olivia  and  Rachelle  are  considerably  less  skilled  

•  Goals  – More  interesDng  texts  

– More  creaDve  acDviDes  – BeUer  parDcipaDon  – Warm-­‐up  that  catches  everyone  

•  Decisions  – Try  literature  circles  with  a  variety  of  texts  to  get  all  kids  reading    -­‐  no  limits  on  amount  of  reading  so  keen  readers  can  read  more  and  not  have  to  wait  

– Quadrants  of  a  thought  for  deep  understanding  – Warm-­‐up  with  quick  write  or  sketch  rather  than  grammar  and  vocabulary  

– Co-­‐teach  once  a  week  

Rationale for Collaboration:  

•  By  sharing  our  collec%ve  knowledge  about  the  whole  class  and  developing  a  plan  of  ac%on  based  on  this,  we  can  be?er  meet  the  needs  of  all  students.  

Goal:  

•  to  support  students  to  be  successful  learners  in  the  classroom  environment    

A Key Belief

•  When  interven%on  is  focused  on  classroom  support  it  improves  each  student’s  ability  and  opportunity  to  learn  effec%vely/successfully  in  the  classroom.  

No plan, No point

Co-teachers: When two teachers are in the room,

they can…  •  Work  from  a  plan  based  on  students’  strengths  and  

needs  •  Differen%ate  instruc%on  •  Use  AFL  strategies  to  assess  understanding    •  Increase  par%cipa%on  of  all  students  •  Decrease  behavioral  challenges  •  Focus  a?en%on  •  Increase  student  independence    •  Teach  self-­‐regula%on  •  Model  posi%ve,  strengths-­‐based  language  •  Talk  to  each  other  about  what  they  are  learning  about  

their  students  

Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson

& Blednick, 2011, ASCD)  

•  1  teach,  1  support  •  Parallel  groups  •  Sta%on  teaching  •  1  large  group;  1  small  group  

•  Teaming  

1  Teach,  1  Support  

•  most  frequently  done,  least  planning  •  advantage:  focus,  1:1  feedback,  if  alternate  roles,  no  one  has  the  advantage  or  looks  like  the  real  teacher,  can  capitalize  one  1’s  strengths  and  build  professional  capacity  

•  possible  piRall:  easiest  to  go  off  the  rails  and  have  one  teacher  feel  as  an  ‘extra  pair  of  hands’,  no  specific  task  (buzzing  radiator)  

1 Teach, 1 Support: Examples •  demonstra%ng  a  new  strategy  so  BOTH  teachers  can  use  it  the  next  day  –  e.g.,  ques%oning  from  pictures,  note-­‐taking,  think  aloud  

Note-taking in Food Studies •  Best  Secondary  with  Alexia  Baldwin  and  Denise  Nemblard,  grade  9  Food  Studies  

•  Previously  had  lesson  on  grains  and  rice  cooking  demo  

•  Challenge:    S  love  pracDcal,  not  the  theory;  text  is  1975,  present  by  lecture  

•  LO:  –  Rice  is  part  of  the  grain  group  – NutriDonal  values  of  different  grains  of  rice  –  Factors  influencing  choice  of  rice  – Wild  rice,  a  Canadian  component  

•  Whip  around  –  know  about  rice  (Alexia)  

•  Lecture:    background  info  on  rice,  S  fill  in  notes  (Denise)  

•  Matching:    S,  in  groups  use  the  words  provided  to  fill  in  the  blanks  on  their  note-­‐taking  sheet  (Faye)  – Working  in  groups  

–  Plenty  of  Dme  for  individual  and  small  group  feedback  

•  Tie  to  LO:    something  you  know  now  that  you  didn’t  know  before  

•  Japanese  •  Thailand  •  India  •  short  •  nuUy  

•  red  •  risoUo  •  chewy  •  sDcky  •  floral  

Specialty  Rices  5  important  types  

 Arborio  –  essenDal  for  making  ___________   BasmaD  –  extra  long  grain  widely  used  in  _________  with  a  unique,  _______  flavour  

 Jasmine  –  from  __________  with  a  delicate  and  ___________fragrance  

 Wehani  -­‐  _________  colour  with  a  rich  earthy  flavour  

 GluDnous  –  sweet-­‐tasDng  _______  grained  rice  that  becomes  _______  and  _________  when  cooked;  used  in  Chinese  and  ________  cuisines  

Parallel  Groups  

•  both  teachers  take  about  half  the  class  and  teach  the  same  thing.      

•  must  be  co-­‐planned,  requires  trust  in  each  other,    

•  must  each  know  the  content  and  the  strategies.  

•  advantage:    half  class  size  -­‐  more  personal  contact,  more  individual  a?en%on  

Parallel Groups: Examples •  Inside/outside  circle    

– Review  – Build  criteria  for  discussion  

•  Socra%c  circle  – 2  groups  running  simultaneously  

•  Math  concept  •  Each  teaches  one  group  

Art 9/10 with Sheri Tompkins, Heritage Woods

•  Working  together  

•  Student  chooses  one  piece  of  his  art  for  feedback  •  Student  self-­‐assesses,  presents  his  piece  to  his  group  (of  4  or  5),  others  observe  silently,  student  adds  his  comments.  

•  Student  turns  his  back.    Group  members  discuss  the  art  work,  using  the  criteria  sheet.    No  judgment,  likes  or  dislikes.    Student  records  the  remarks.  

Sta%on  Teaching  

•  mostly  small  groups,  more  individual  a?en%on,    

•  each  teacher  has  2  groups,  1  working  independently  at  a  sta%on  or  wri%ng,  1  working  directly  with  the  teacher.      

•  Requires  student  self  regula%on  (which  needs  to  be  taught)  and  planning  for  meaningful  engagement.  

Station Teaching: Examples •  Students  working  in  pairs  playing  games  from  calcula%onna%on.nctm.org  

•  Teachers  monitoring,  coaching  

•  Labs  as  sta%ons  

1  Large  Group,  1  Small  Group  

•  advantage:      either  teacher  can  work  with  either  group,  can  provide  tutorial,  intensive,  individual  

•  possible  piRall:    don’t  want  same  kids  always  in  the  ‘get  help’  group    

Large group, small group: Examples

•  One  presents  lesson  – Second  extends  or  reviews  or  build  background  knowledge  with  smaller  group  

•  Writers’  workshop  – One  teacher  leading  edi%ng  group,  other  with  whole  class  

Teaming  

•  most  seamless.      •  co-­‐planned    •  teachers  take  alternate  roles  and  lead-­‐taking  as  the  lesson  proceeds.  

•  advantages:  capitalizes  on  both  teachers’  strengths,  models  collabora%on  teaching/learning  to  students,  can  adjust  instruc%on  readily  based  on  student  need,  flexible  

•  possible  piRalls:    trust  and  skill  •  Most  oaen  in  whole  class  instruc%on  and  could  be  followed  up  with  any  of  the  other  four  co-­‐teaching  models    

Teaming: Examples

•  Graphic  organizer:  Teachers  model  how  to  use  a  mind  map  as  a  post  reading  vocabulary  building  ac%vity,  teacher  most  knowledgeable  about  mind  mapping  teaches  the  format  as  other  teacher  debriefs  with  students;  both  flow  back  and  forth  

Using Mindmaps to Organize and Demonstrate Understanding

•  Gleneagle  Secondary,  Coquitlam,  with  Andy  Albright,  grade  10  English  –  graphic  novels  – Opener:    hot  chocolate  invitaDon  and  3  +  from  yesterday  –  extended  1;  modeled  chains  A  

– Styles  Line-­‐Up:    visual,  verbal,  relaDonships/connecDons,  analyzing  F  

– Examined  mindmap  of  WW11  –  what  do  you  noDce?    Created  dram  design  criteria.  A  and  F  

– Reviewed  content  criteria  A  – 20  minute  for  individual  work  &  feedback  A  and  F  

•  What  can  you  try?  •  How  does  this  informaDon  match  with  your  school/team  goals?  

•  How  can  you  share  this  with  others  at  your  school?  

•  Trust  your  professional  experDse  •  Collaborate:    2  heads  are  beUer  than  1  

•  Respond  to  the  needs  of  your  students  •  NO  program  exists  that  can  replace  YOU!!!