Class review.kamloops.dec2014

Balancing Students and Curriculum: The Art and Science

of Teaching The Class Review Process

Kamloops Dec. 5, 2015 Faye Brownlie

www.slideshare.net/fayebrownlie/classreview

•  The class review process (as outlined in Learning in Safe Schools) is used by many schools as a vehicle to guide a strengths-‐based conversaKon profiling a teacher's class. Following this discussion, a plan is built to use this class informaKon in planning instrucKon. In this two part series, we will first learn how to conduct a class review. Staffs will be guided through the process as they profile their own classes and consider 'what's next?'. The remainder of the first day will be spent exploring effecKve teaching strategies (especially in literacy) to address the learning strengths and needs of the students.In session two, we will return to examine how the class review plan has worked, make refinements to the plan, and conKnue with teaching scenarios. These scenarios will include a focus on wriKng.In both days, teachers will have significant chunks of Kme to collaborate. School teams will parKcipate in the class review process and in planning for 'what's next?' Cross-‐school grade group teams will work with implementaKon of the teaching strategies. These small group discussions will be facilitated by Tricia, Lorraine, D, D, Jo and Faye.

Learning Intentions •  I understand how to conduct a strengths-‐based class review.

•  I have a plan to conduct a class review with my school-‐based team.

•  I know how to plan ‘what’s next?’ as a result of my class review.

The teeter totter

kids

kids curriculum

Goal

to support students in working effecKvely in the classroom environment

Goal

to work together to beVer meet the needs of all students

Response To Intervention: Literacy Framework

[Whole Class – Small Group – Individual]

[Small Group – Individual]

[One-‐to-‐One]

Rationale

By sharing our collecKve knowledge about our classes of students and developing a plan of acKon based on this, we can beVer meet the needs of all students.

A Key Belief

IntervenKon is focused on classroom support. Classroom-‐based intervenKon does NOT mean that all specialists have to be in the classroom all the Kme. Instead, the RESULTS of their work have to show up in the classroom.

The Class Review Process

•  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

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?

Class Review Learning in Safe Schools

(Brownlie & King, 2000)

Teacher: Class:

Classroom Strengths Classroom Needs

Other Socio-Emotional Learning Language Medical

Goals Decisions

Individual Concerns

Class Review Recording Form

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

Classroom Needs -‐ gr. 4/5

•  Self-‐control -‐ too loud! •  Interdependence •  Listen to group instrucKons •  Wide academic range

•  Very teacher dependent •  Easily distracted

Classroom Goals -‐ gr. 4/5

•  Help individuals within class to become more independent

•  Help students write more powerfully, with criteria

•  Help students learn to ask real research quesKons

•  Help students choose appropriate reading materials

Medical

•  Challis -‐ ritalin, see file •  Karmvir -‐ severe diabetes

Language

•  ESL 1 -‐ Sharon •  ESL 2-‐4 Ammen, Karmjit, Janel, Amrit, Ekam, Tommy, Iris, Osama, Jasdeep, David

•  IniKate oral language -‐ Jasdeep •  Pose quesKons -‐ Challis, Dion, Ekam

Learning

•  Focusing -‐ Jordan, Janel, Jasdeep, Challis, KriKes, Ekam, Sigman

•  Comprehension -‐ Sigmund, Oscan, Ekam, Janel, Challis, David

•  Limited wriVen output -‐ KrisKe, Challis, Tommy

Social-‐emoKonal

•  Jordan -‐ severe behavior •  Janel -‐ anger management

•  Jasdeep -‐ withdrawn, silent

Other

•  Extensions: Chloe, Taylor, Janelle, Josie, Emily, KrisKe, Andrew, Amanda

Decisions

Decisions

•  RT/CT meet to plan unit on social responsibility

•  Include in this unit comprehension strategies of think aloud and quadrants of a thought (use as intro to lit circles later)

•  Begin Writers’ Workshop with CT/RT. Focus on co-‐creaKng criteria and using to self assess.

•  Counsellor to begin ‘magic circle’ group with targeted students (behavior, withdrawn, overpowering)

•  Individual behavior plans: Challis, Jordan Jasdeep, Janel -‐ RT check in on goals at 8:40, CT at 3:00

•  EA with class for core subjects

Classroom Strengths -‐ gr.1/2

•  Teacher is former librarian so extensive knowledge of school’s books

•  High energy, keen •  AccepKng, generally of Ray •  Strong parental support •  Students report they are readers/writers •  Students love to be read to and browse books

Classroom Needs -‐ gr. 1/2

•  Social responsibility: -‐how to treat each other fairly

-‐how to take turns

-‐how to not call out

-‐how to use an inside voice

• Wide academic range -‐ early learners to very able reader

Classroom Goals -‐ gr. 1/2

•  Make this class a team •  Write daily

•  Guided reading, as able •  Encourage independence

Medical gr. 1/2

Language-‐gr. 1/2

•  ESL 1&2 -‐ Elvira, Tom, Juno, Michelle,Tony, Ray, Annie, Jerad

•  Ray -‐ ojen incomprehensible

•  ESL 1-‐4 -‐ 13 students, including 8 different first languages

Learning -‐ gr. 1/2

•  BriVney -‐ very weak skills •  Dominic -‐ knows few, if any, sounds

•  Ray, Elvira, Annie, Juno, Tony, Darren -‐ help hearing sounds -‐ phonemic awareness

•  MaVhew -‐ won’t write

•  Ray -‐ is he reading for meaning?

Social-‐emoKonal -‐ gr. 1/2

•  BriVney -‐ inappropriate friendship skills •  Jared, Trevor, MaVhew -‐ demanding, liVle self control

•  Trevor -‐ low self esteem

•  Michelle -‐ inaudible speech, whisper

•  Ray -‐ wanders

Other -‐ gr. 1/2

•  Challenge -‐ Wilson, Catherine

Decisions

Decisions

•  RT/CT assess for guided reading using standard reading assessment paVerns and daily reading conferences

•  RT with class on RW strategy while CT works on leVer/sound matching, hearing sounds in words (elasKc,snap)

•  CT reinforce elasKc/snap during whole class reading & wriKng, small group and 1:1

•  CT read twice/week on friendship, gekng along with others •  RT/CT spend a week on ‘Lily Sequence’ •  RT/CT to write together for double block each week •  ConKnue Ray’s full-‐Kme EA and reassess ajer 1 month

Planning for What’s Next?

“You can see what the teachers, teams, and schools value by what actually goes on in the classrooms.” (Brownlie, Fullerton, Schnellert, 2011, p25)

“Pedagogy trumps curriculum.” (Dylan Wiliam)

Changing Results for Young Readers

•  BC teachers report what makes a difference for vulnerable readers: – Choice – 1:1 – RelaKonship with teacher – Focus on meaning

Background knowledge has a greater impact on being able to read a text than anything else.

-‐Doug Fisher, Richard Allington

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Strategy Sequence •  ConnecKng – Building moKvaKon, accessing and building background knowledge, asking quesKons, sekng a purpose for reading

•  Processing – Making sense of new text, linking old informaKon to new

•  Transforming and personalizing – Showing what you know

We CAN teach all our kids to read.

•  Struggling readers need to read MORE than non-‐struggling readers to close the gap.

•  Struggling readers need to form a mental model of what readers do when reading.

•  Struggling readers need to read for meaning and joy

•  Struggling readers do NOT need worksheets, scripted programs, or more skills pracKce.

Frameworks

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

Universal Design for Learning MulKple means: -‐to tap into background knowledge, to acKvate prior knowledge, to increase engagement and moKvaKon

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

-‐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

Response To Intervention: Literacy Framework

[Whole Class – Small Group – Individual]

[Small Group – Individual]

[One-‐to-‐One]

Building Deeper Connections •  Grade 2 with Kinder Mann, Burnaby

•  Explain how connecKons help us deepen our understanding of a story.

•  Make connecKons with the cover •  Give kids a post-‐it note with their name •  Read the story as kids silently place their post-‐it notes when

they make a connecKon. •  Reread the ‘improved’ story now that it is richer with all our

connecKons. •  Write about your connecKon with the story – one that

really helped you think more deeply about the story.

Ralph Tells a Story – Abby Hanlon

Questioning •  Gr 5/6 •  QuesKoning from pictures

•  Quick write x 2 (word count & powerful phrases)

•  Meet with a partner to gain ideas and quesKons.

•  Read some text.

•  Write: What are you wondering now? Why?

What’s Next? •  What is your plan to conduct a class review? •  Who will be involved?

•  Who will work with you to build a plan for your class?

•  What is something that you are adding on to your pracKce as a result of today?

•  What is something you are lekng go of?

Class review.kamloops.dec2014

Education

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