Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals

Coquitlam/Burnaby  Performance  Network  Series  

January  28th,  2013  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  more  fully  understand  how  universal  design  for  learning  and  backwards  design  support  effecJve  teaching  for  all  students  

•  I  can  implement  more  integrated,  fluid  assessment  for  learning  pracJces  

•  I  have  a  plan  to  use  more  choice  or  more  diverse  texts  with  my  students  

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

PIRLS, 2011 Progress in International Reading Literacy Study

•  Grade  4,  every  5  years  •  2011  –  45  countries  •  2600  students  in  148  schools  in  BC  in  2011  •  BC  also  parJcipated  in  2006  

•  Measures  trends  in  reading  achievement  •  Examines  policies  and  pracJces  related  to  literacy  

hTp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm  

PIRLS, 2011 Progress in International Reading Literacy Study  

•  2  –  40  minute  sessions  •  MulJple-­‐choice  and  constructed  response  

•  4  passages  –  2  ficJon;  2  non-­‐ficJon  •  QuesJonnaire  for  students,  teachers,  principals,  parents  –  to  beTer  understand  the  pracJces  associated  with  reading  performance  

PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  

•  Mean  score  significantly  above  internaJonal  AND  Canadian  averages  

•  No  change  from  2006  to  2011,  but  other  countries  did  increase  from  2006  

•  15%  -­‐  Advanced  Benchmark;  55%  -­‐  High  Benchmark  (4  InternaJonal  Benchmarks)  

•  Performed  beTer  in  literary  reading  than  in  informaJonal  reading  

PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  

•  Reported  high  levels  of  enjoyment  of  reading  and  self-­‐confidence  

•  The  more  oden  students  read  stories  or  novels,  the  beTer  they  tended  to  perform  in  reading  

•  26%  of  students  reported  not  speaking  En/Fr  at  home.    No  difference  in  their  level  of  achievement!!!!  

PIRLS, 2011 – BC Results Progress in International Reading Literacy Study  

•  Comprehension  Processes  –  retrieving  and  straighforward  inferencing  –  interpreJng,  integraJng,  and  evaluaJng  

*Most  high  performing  countries,  including  BC,  did  beTer  on  the  laTer.    

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 MulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate  prior  knowledge,  to  increase  engagement  and  moJvaJon  

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

-­‐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  

The teeter totter

kids

kids curriculum

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaJve  learning  •  Literature  circles  and  informaJon  circles  •  Inquiry  

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

Open-ended Strategies

•  ConnecJng  

•  Processing  

•  Transforming  and  personalizing  

Lesson Sequences

Teacher Collaboration •  Mary  Neto,  Tina  Sikkes  and  Teresa  Monkman    •  English  teachers  and  librarian  •  Smithers  Secondary  School  

•  UDL,  Backwards  Design,  AFL  

•  What/so  what?  •  EssenJal  quesJon  

World  Religions  

hTp://thumbs.dreamsJme.com/thumb_364/12343866757iqVcG.jpg  

A/B  Partner  

My  partner,  __________,  and  I  decided  who  would  be  A  and  who  would  be  B  in  a  religious  kind  of  way  

by  ______________.  Therefore  _______  is  A  because  

__________________________  

EssenJal  QuesJon  -­‐    

How  might  religious  beliefs  nega7vely  impact    human  

behaviour?  

While  looking  at  the  image  think  about  this  EssenJal  QuesJon  –    

How  might  religious  beliefs  nega7vely  impact    human  behaviour?  

What?   So  What?  

1.  

2.  

3.  

4.  

5.  

6.  

What  do  you  noJce  about  these  images?  

Some  things  my  partner,  ____________,  and  I  no7ced  about  the  image  of  __________  are:  ______________________  ____________________________________  

Religion  and  Conflict  

•  Extremism  •  Terrorism  

•  Racism    

•  War  

•  Ethnic  cleansing  •  Genocide  •  Oppression  /  Control    

Something  to  think  about  –    

How  might  religious  beliefs  posi7vely  impact    human  

behaviour?  

How  might  religious  beliefs  posi7vely  impact    human  behaviour?  

Brainstormed  ideas  from  students  -­‐    •  Help  others  in  need  •  Find  peace  if  you’re  worried  •  Sin  go  to  hell  /  be  good  go  to  heaven  -­‐  InspiraJon  -­‐  Connects  people  -­‐  Encourages  peace,  love  and  unity  -­‐  Something  to  believe  in  –    -­‐  Places  that  offer  support  –  caring  for  others  -­‐  Forces  us  to  be  beTer  people  

Building Language, Practicing Reading Strategies: Paired Vocabulary Story Making

•  Partners  meet  to:  –  decode  a  phrase  –  create  a  story  that  uses  this  phrase  –  share  the  strategies  they  use  to  decode  the  phrase  

•  As  a  class,  share  phrases  and  stories,  encouraging  the  students  to  link  their  thinking  with  these  new  phrases  

•  Read  the  story  and  watch  for  how  the  author  uses  these  phrases  

•  With  Cathy  Lloyd,  Birchland  

deep  dark  cave      crumbly  tumbly  tower  

dense  forest        very  loud  roar  

clippety-­‐clop      shimmery,  glimmery  sword    

King’s  forest        stood  on  watch  

very  tall  wall        faraway  kingdom  

Good  Night,  Good  Knight  -­‐  

Shelly  Moore  Thomas  

Pictures  -­‐  Jennifer  Plecas  

DuTon  Children’s  Books  

Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about  DNA?  

•  QuesJoning  from  3  pictures  

•  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your  answer    

•  Sort  and  predict  –  groups  of  3  

•  With  Ken  Asano,  Centennial  

Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about  DNA?  

•  QuesJoning  from  3  pictures  

•  AnJcipaJon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your  answer    

•  Sort  and  predict  –  groups  of  3  

•  With  Ken  Asano,  Centennial  

Before                      Ader  

cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaJon      replace  spindle  fibres    funcJon  for  survival  separate  

Thermal Energy/Plate Tectonics •  Sort  and  predict  with  vocab  •  Utube  clip  –  resort  your  words  as  needed  •  Scan  the  text  for  what  else  you  need  to  know  •  Use  the  words  to  make  a  concept  map  

•  Exit  slip:    how  will  you  best  remember  

•  With  Curt  Dewolff,  Moody  Secondary  

Writing •  Build  criteria  for  powerful  story  •  Model  with  partner,  1  minute  to  tell  your  story,  30  seconds  to  respond;  switch;  pracJce  

•  Walk  and  talk  to  rehearse  story  

•  Write  

•  Code  your  wriJng  with  2-­‐3  aspects  of  the  criteria  

With  Craig  Sung,  Birchland