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

Coquitlam/Burnaby  Performance  Network  Series  April  17,  2013  Faye  Brownlie  

www.slideshare.net  

•  8:30  –  10:00  keynote  •  10:10  –  10:55  session  1  •  Snacks  •  11:15  –  12:00  session  2  •  12:10  –  1:30  keynote  

What  are  the  narraKves  of  self  that  our  learners  are  developing?  What  is  the  story  they  tell  about  themselves  as  

learners?    

•  Our  language  and  our  acKons  are  immensely  powerful  in  helping  to  narrate  the  ‘self’  that  our  learners  are  becoming.  

Do  your  students  receive  individual  feedback  from  you  in  every  class?  

Powerful  feedback  to  build  a  sense  of  agency  

•  What  do  you  know  how  to  do?  •  Where  are  you  geSng  stuck?  

•  How  does  that  connect  to  what  we  did  yesterday?  Or….?  

•  What  do  you  remember  about…?  

•  BriVany  Stockley,  Centennial  

•  What  angle  (between  0  and  360)  –  is  in  the  second  quadrant  and  a  sine  =  0.23?  

– Sketch  the  quadrants  and  tell  me  what  you  know.  – Which  is  the  second  quadrant?  

– What  do  you  know  about  the  second  quadrant?  – What  do  you  know  about  sine?  

Powerful  feedback  to  build  a  sense  of  agency  

•  I  see  you  know  how  to  write  the  beginning  of  that  word….  

•  Can  you  show  me  a  word  you  took  a  risk  at  spelling/using?  

•  Circle  your  2  most  powerful  words/phrases.  

•  I  bet  you’re  proud  of  yourself.  •  Which  part  are  you  sure  about,  and  which  part  are  you  not  sure  about?  

“The  most  powerful  single  influence  enhancing  achievement  is  feedback”  

•  Quality  feedback  is  needed,  not  just  more  feedback  •  Students  with  a  Growth  Mindset  welcome  feedback  

and  are  more  likely  to  use  it  to  improve  their  performance  

•  Oral  feedback  is  much  more  effecKve  than  wriVen  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

K – Building Connections/Response to Reading

•  PracKce  making  connecKons  •  Choose  a  symbol  •  Talk  about  how  this  helps  our  reading  •  Read  together  and  make  connecKons  •  Students  show  their  connecKons  by  drawing  and  wriKng  

•  with  Jessica  Chan,  Inman,  Burnaby  

Features of High-Engagement Learning Environments  

•  available  supply  of  appropriately  difficult  texts  •  opKons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  

•  the  collaboraKve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wriVen  

•  the  meaningfulness  of  the  acKviKes  

•  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  

Hot Seat The Outsiders – gr.8 with Brent Spence

The Glass Castle – gr.12 with Amy Stevenson

•  Students  choose  a  role  •  May  generate  quesKons  in  advance  that  ‘could’  be  asked  of  them  

•  Begin  with  teacher  as  moderator  

•  Audience  of  the  class  poses  quesKons  to  the  panel;  can  interview  in  role  

•  Quick  write  between  groups  

The Outsiders •  Three  quesKons  for  quick  writes:  – What  is  the  big  deal  about  the  Greasers?  

– Do  the  Greasers  feel  more  than  the  Socs?  – What  will  your  character  be  doing  in  10  years  Kme?  

Test Prep – Pre-Calc, gr. 11 (trigonometry) with Brittany Stockley •  15  minutes  –  work  on  unit  review  quesKons  with  a  partner  

•  Inside/outside  circle  –  5  quesKons  •  Partner  A  explains,  B  listens,  refines,  quesKons  •  Outside  circle,  move  2  chairs,  then  Partner  A  explains,  etc.  

•  Teachers  listen/coach  for  class  confusion  •  Model  process  for  soluKon  for  the  challenging  quesKon  for  the  class  

•  Students  reflect:    what  I  need  to  remember  

Test Prep – Socials 11 Canada in the 1930’s with Melanie Mattson •  People  Search  –  12  boxes  •  Students  made  notes  for  each  quesKon  •  Coached  and  listened  to  see  if  there  were  any  challenging  areas  

•  2  quesKons  were  most  challenging  •  Melanie  explained  her  ‘answer’  to  each,  using  a  Kmeline  and  associaKons  

•  2  addiKonal  areas  to  study  – With  a  concept  map  – With  a  chart  

Canada  in  the  1930’s  People  Search  Find  someone  who:  

…can  describe  3  differences  between  life  in  the  city  and  life  in  rural  Canada  during  the  Great  Depression  

…can  paint  a  vivid  picture  with  words  of  relief  camps  

…can  tell  the  story  of  the  beginning  of  the  labour  movement  in  Canada  

…understands  the  difference  between  totalitarism,  socialism,  communism,  and  fascism  in  the  1930’s  

Power Paragraphs •  Choose  a  topic  •  Choose  3  key  details  about  the  topic  •  Under  each  key  detail,  choose  2  further  details,  examples,  support  

•  Write  one  introductory  sentence  (topic)  and  one  sentence  each  for  each  key  detail  and  its  supporKng  informaKon  

•  With  Ken  Porter  and  Kelly  Zimmer,  Mundy  Road  –  in  class  support  for  students  at  risk  

Explorer Trading Cards – Ken Porter, Mundy Road  

•  Built  from  power  paragraphs  

Power Paragraphs •  Model:  build  together  •  Same  topic  and  one  ‘2nd’  power  •  Students  choose  2  ‘2nd’  powers  from  the  brainstormed  list  

•  Walk  and  talk  about  what  you  will  say  •  Co-­‐construct  the  power  structure  •  Write  together  •  Share  •  PracKce  in  similar  way  for  3  more  days  

•  With  Stephanie  Perko,  Mundy  Road,  gr.  2/3  

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  

Planning

What  are  you  going  to  try  ASAP?  

Who  will  help  you?  

Be  prepared  to  talk  about  what  you  tried  when    we  meet  again  in  April.