Teaching in Inclusive Classrooms Prince  Rupert  K-­‐5  Nov.  9th,  2012,  AM  Faye  Brownlie  

www.slideshare.net  

Frameworks

It’s All about Thinking – Brownlie & Schnellert, 2009

Universal Design for Learning MulCple  means:  -­‐to  tap  into  background  knowledge,  to  acCvate  prior  knowledge,  to  increase  engagement  and  moCvaCon  

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

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

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  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Teaching  Content  to  All  

Open-­‐ended          teaching  

adapted  

modified  

Essential Lesson Components

•  EssenCal  quesCon/learning  intenCon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenCaCon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

Gr. 3 Writing: Model – a small moment Establish criteria Kids write Descriptive feedback on

criteria  Pearson  &  Gallagher  (1983)  

Learning Intention: I can write and describe a small event from my morning.

•  Choose a topic •  Write in front of the students •  Students describe ‘what works’ in your writing •  Students choose a ‘morning’ topic •  Students write •  Students self-assess •  Students meet with peers to share and provide

feedback

All  alone,  I  stepped  into  my  car.    With  my  map  in  hand,  I  began  to  drive.    At  the  lights  I  turned  le^,  then  the  map  said  to  turn  right.    “Oh,  no!”      The  sign  said,  “Road  closed”.          “Help,”  I  thought.    “What  am  I  going  to  do?”  

Notices…criteria •  Mystery

•  Opening

•  Detailed

•  Sounds like you (Voice)

Common  Text-­‐Choice  Response  

•  K-­‐4  class  

•  Goal:  teach  how  to  ‘show  what  you  know’  –  a  form  of  response  –  to  a  mulC-­‐age  class  

•  Structure:    group  lesson,  differenCated  response  –  Cme  for  1:1  

The  Plan  

•  Background  knowledge:    what  do  you  know?  •  New  informaCon:    read  text  •  Response:    discuss  opCons  •  New  informaCon:    model  web  •  Meet  with  EACH  student      -­‐acknowledge  what  is  working      -­‐extend  the  thinking/response  •    Plan  for  ‘what’s  next’?  

Math  Centres  –  gr.  ½  -­‐  co-­‐teaching  Michelle  Hikada  

•  4  groups  •  1  with  Michelle,  working  on  graphing  (direct  teaching,  new  material)  

•  1  making  paherns  with  different  materials  (pracCce)  

•  1  making  paherns  with  sCckers  (pracCce)  

•  1  graphing  in  partners  (pracCce)  

•  With  your  partner,  choose  a  bucket  of  materials  and  make  a  bar  graph.  

•  Ask  (and  answer)  at  least  3  quesCons  about  your  graph.  

•  Make  another  graph  with  a  different  material.  

Reading is Thinking Read aloud Individual practice

Co-planning

Teresa Fayant K

Stzuminus First Nation