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Collaboration Counts! Working Together to Create Powerful Learning Environments that Include ALL Kids Crosscurrents Conference Friday, March 2nd, 2012 Faye Brownlie www.slideshare.net
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A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.
Transcript of Collab.counts.wkg tog.crosscurrents.am.2012
Collaboration Counts! Working Together to Create Powerful Learning Environments that
Include ALL Kids Crosscurrents Conference Friday, March 2nd, 2012
Faye Brownlie www.slideshare.net
Professional Collaboration • Interac<ve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different exper<se, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instruc<on • GOAL: beLer meet the needs of diverse learners
Goal:
to support students in working effec<vely in the classroom environment
Rationale:
By sharing our collec<ve knowledge about our classes of students and developing a plan of ac<on based on this, we can beLer meet the needs of all students.
A Key Belief
Interven<on is focused on classroom support. Classroom-‐based interven<on does NOT mean that all specialists have to be in the classroom all the <me. Instead, the RESULTS of their work have to show up in the classroom.
Teaching Content to All
Open-‐ended teaching, <er 1; universal
Adapted, <er 2;
Modified; <er 3; L2, L3; M, I, E
Read-‐Aloud Novel:
• Tier 1: Quadrant response sheet – Surprises – Laws about slavery – Descrip<on of where slaves were almost caught – Types of food slaves ate
• Tier 2: Adapta<ons – 2 are drawing – 11 x 17 sheet (visually impaired) – Dicta<ng – hand-‐held recorder (physically challenged)
• Tier 3: Modifica<ons – Focusing on one area (listening) – Stamp when hear a food (mentally challenged)
Adapta<ons
1. Goals/expecta<ons 2. Environment
3. Presenta<on 4. Materials
5. Assistance 6. Evalua<on
• Adapta<ons – Same outcomes
• Modifica<ons – Different outcomes
• How the world’s most improved school systems keep gecng beLer – Mourshed, Chijioke, Barber – McKinsey & Co. – Nov., 2010
How the world’s most improved school systems keep gecng beLer –
McKinsey, 2010
Three changes collabora<ve prac<ce brought about: 1. Teachers moved from being private emperors to
making their prac<ce public and the en<re teaching popula<on sharing responsibility for student learning.
2. Focus shiged from what teachers teach to what students learn.
3. Systems developed a model of ‘good instruc<on’ and teachers became custodians of the model. (p. 79-‐81)
Dylan Wiliam, 2011
Pedagogy trumps curriculum
How you are taught is more important than what you are taught…greatest impact on learning
The teeter totter
kids
learners curriculum
The Class Review Process
Learning in Safe Schools – Brownlie & King, 2nd ed. Pembroke Press
• 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
A Non-categorical Resource Model
• Co-‐teach • Work with small groups/individuals
• Consult • Peer/parent tutors • Educa<onal assistant programming
Sample Elementary Day Learning in Safe Schools, 2nd ed.
8:15-‐8:45 School-‐based team mee4ng 8:45-‐9:30 Gr. 6/7 Literature Circles 9:30-‐10:15 Gr. 2/3 Guided Reading 10:15–10:30 Recess 10:30-‐11:15 Gr. 2/3 Math 11:15-‐12:00 Gr. 3/4 Wri<ng 12:00-‐12:50 Lunch 12:50-‐1:35 K Wri<ng – co-‐teaching 1:35-‐2:20 Gr. 6/7IIndividual support 2:20-‐3:00 DPA – or paperwork
Sample Middle/Secondary Day Learning in Safe School, 2nd ed.
8:40-‐9:45 Resource Room – scheduled and drop-‐in students
9:45-‐10:15 Break
10:15-‐11:35 Support Block: co-‐teaching
11:35-‐11:55 USSR
11:55-‐12:38 Lunch
12:38-‐1:53 Skills Block – scheduled, life skills
1:53-‐2:00 Break
2:00-‐3:15 Co-‐teaching Science 10 and Math 8, alternate days
Murdoch MacKay Secondary Resource team -all grade 9 core teachers
Week 1: Standard Reading Assessment, cold read, letter Week 2: Class Reviews *Resource Team: save blocks for co-teaching; move up grades with the students
Schedule includes Learning Resource in the Classroom block(s) -stay one month in each class -email stay re: these blocks -choose another class if not needed for
the entire block
*thanks to Barb McLaughlin, Qualicum/Parksville
School-wide performance based reading assessment
• Standard Reading Assessment (see Student Diversity or It’s All about Thinking)
• DART • RAD • QCA
AFL – K Writing Leanne Commons & Jeri Jakovac, Tait Elem.
• Resource: What’s Next for This Beginning Writer? – Reid, Schwartz, Peterson
• Co-‐planned, co-‐taught, co-‐assessed
• Criteria
• Descrip<ve feedback
• Ownership
Math Centres – gr. 1/2 Michelle Hikada, Tait
co-assessing • 4 groups • 1 with Michelle, working on graphing (direct teaching, new material)
• 1 making paLerns with different materials (prac<ce)
• 1 making paLerns with s<ckers (prac<ce)
• 1 graphing in partners (prac<ce)
• With your partner, choose a bucket of materials and make a bar graph.
• Ask (and answer) at least 3 ques<ons about your graph.
• Make another graph with a different material.
Learning Intentions
•I can make a pattern on a bar graph with my partner •I can ask and answer questions about our graph
Grade 11 Math Logic Problems – Byrn Williams, Rae
Figursky
There are 3 boxes. One is labeled APPLES, one ORANGES and one APPLES AND ORANGES. All the boxes are labeled incorrectly. Pick one piece of fruit from one box and re-‐label all the labels correctly.
Grade 11 Math Logic Problems – Byrn Williams, Rae
Figursky
There are 20 socks in the drawer, 10 are blue, 10 are brown. What is the minimum number of socks you can pull out to make a pair?
Ques<on: Givens: Unknowns:
Work Space:
Answer: WriLen Answer:
Cinquain Poems – co-taught • Show a poem to the students and have them see if they can find the paLern – 5 lines with 2,4,6,8,2 syllables
• Create a cinquain poem together • No<ce literacy elements used • Brainstorm for a list of poten<al topics • Alone or in partners, students write several poems • Read each poem to 2 other students, check the syllables and the word choices, then check with a teacher
Learning Intentions
•I can write a cinquain poem, following the pattern •I can give and receive feedback on how to make a cinquain poem be effective
Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• Allitera<on • Assonance
Sun Run Jog together
Heaving pan<ng pushing
The cumbersome mass moves along
10 K
Vicky Shy and happy
The only child at home
Always have a smile on her face
my
cheerful
Candy Choclate bars
Tastes like a gummy drop
Lickrish hard like gummys
Eat
Thomas
Vampires Quenching the thirst
These bloodthirsty demons
Eyes shine, like a thousand stars
Midnight
Hannah
Majic Lafa<ng
Wacing throw wals fliing in air
Macking enment objec
Drec dans.
Henry
Double-‐Entry Response Journals
• 2 column response: ‘something that struck me’ and ‘my thinking’
• Model response • Have students iden<fy criteria for response • Students respond individually, ager reading • Conference with each student as they are wri<ng, and provide descrip<ve feedback – what’s working and extend the response
• Provide wriLen feedback together • Plan follow-‐up – what’s next for the class?
Reaching Readers – Pearson, GR Q-‐R, DRA – 38-‐40
In the Mountains -‐ Ethan
Something that Struck Me….
•You can grow rice in the mountains.
•People of the Andes grow coffee and corn on the lower slopes of the mountains
•People grow rice using terracing.
You raised some really good questions from this book. Now that I learned that your grandmother was a farmer on the plains, do you think she would ever use the method of terracing?!
My Thinking?
•How is the water power?
•Were does the water come from?
•How does it get in to the rocky mountains?
•How does all the wood get to the trees?
•Would all the food they grow freeze?
#My Grandma grew potatoes on the flat grounds. It was easer cuz on a mountain your on a slant. My Granny was on a flat ground.
In the Mountains -‐ Bluebell Something that struck me…
1. Villages live on mountain side.
2. Two plaWorms combine at the earth’s crust and it makes a mountain.
3. When you climb say Mount Everest the higher you go the colder it gets.
Living on a mountain – or in the mountains – is interesting. Many people might think that you live in the mountains. What!
My Thinking
1. I am confused. I thought no one can live on mountains only animals.
2. 2. I thought that mountains were just the remainings of old or even 1,000,000,000 years old and o]en erupted!
would you say to them? Do you do any mountain activities?
Resources • Grand Conversa?ons, ThoughAul Responses – a unique
approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert,
2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski,
2006 • It’s All about Thinking – collabora?ng to support all learners
(in English, Social Studies and Humani?es) – Brownlie & Schnellert, 2009
• It’s All about Thinking – collabora?ng to support all learners (in Math and Science) -‐ Brownlie, Fullerton & Schnellert, 2011
• Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011 • Assessment & Instruc?on of ESL Learners, 2nd ed – Brownlie,
Feniak, & McCarthy, in press
