Richmond PLN Sept 23.16
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Transcript of Richmond PLN Sept 23.16
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The Redesigned Curriculum: a home for quality teaching and
learning in inclusive classrooms
PLNRichmond
Sept23,2016
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Shape of the Day
• 8:30-10–Keynote• 10:20-11:05-Breakout#1• 11:15-12:00-Breakout#2• 12:00-12:30-Lunch• 12:30-1:30Keynote
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Learning Intentions/Key Questions: Whoaremylearners? Whatcountsinthe
redesignedcurriculum?
Howdoesassessmentforlearningfitin?
WhatwillmyinstrucDonlooklike?
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Who are my learners?
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Findingout…
• ClassReview• PerformanceBasedReadingAssessment
• Sociogram
• PeopleSearch• ReadingwithEACHstudentinabookofchoice• ConversaDon• ObservaDon
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EPRA,grade1
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DART,grade8
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• Howisthisstreetcrossingametaphorforinclusion?
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• MovefromCONFUSIONandFEARtoPOSSIBLITIESandPOSITIVEEXPECTATIONS.
• InclusionrequiresTRUSTandCOLLABORATION.Youcan’tdoitalone!
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What counts in the redesigned curriculum?
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Big Ideas • Makethiscurriculum3dimensional• TranslateintoessenDalquesDons• Givemeaningtothepiecesofcurriculumcompetenciesandcontent
• Includeallstudents
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Core Competencies • CommunicaDon• Thinking– CreaDve– CriDcal
• Personal– PosiDvepersonal&culturalidenDty– Personalawareness&responsibility– Socialresponsibility
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• Embedded• Allkids,allsubjects,allgrades• AreNOTachecklistoraseriesofseparatelessons
• Allstudentsdeveloptobecomeengage,life-longlearners
• AreincludedintheJunereportcardasastudentself-assessment/reflecDon
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What do you see and why does it matter?
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Core Competencies • CommunicaDon• Thinking– CreaDve– CriDcal
• Personal– PosiDvepersonal&culturalidenDty– Personalawareness&responsibility– Socialresponsibility
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Authentic inclusion of Aboriginal texts, content and
perspectives
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The teeter totter
kids
kids curriculum
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What does instruction look like?
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VisibleLearning
…understandingtheimpactthatinstrucDonaleffortshaveonstudentlearning
JohnHade
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Frameworks
It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
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Universal Design for Learning MulDplemeans:-totapintobackgroundknowledge,toacDvatepriorknowledge,toincreaseengagementandmoDvaDon
-toacquiretheinformaDonandknowledgetoprocessnewideasandinformaDon
-toexpresswhattheyknow.
Rose&Meyer,2002
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Backwards Design • Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?
• Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?
McTighe&Wiggins,2001
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How does assessment for learning (AFL) fit in?
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“Themostpowerfulsingleinfluenceenhancingachievementisfeedback”-DylanWiliam
• Qualityfeedbackisneeded,notjustmorefeedback• StudentswithaGrowthMindsetwelcomefeedback
andaremorelikelytouseittoimprovetheirperformance
• OralfeedbackismuchmoreeffecDvethanwrijen• Themostpowerfulfeedbackisprovidedfromthe
studenttotheteacher
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1. Learning Intentions “StudentscanreachanytargetaslongasitholdssDllforthem.”-SDggins-
2. Criteria
Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.
3. Questions IncreasequalityquesDonstoshowevidenceoflearningWhosequesDons?Whoanswers?
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4.DescripGveFeedbackTimely,relevant,personal,descripDvefeedbackcontributesmostpowerfullytostudentlearning!
5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment
6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers
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Self-AssessmentofLearningVisibleLearningforLiteracy-Fisher,Frey,Hade,
p.31
IdonotYETunderstand.Ineedcoaching.
IamstarGngtounderstand.Ineedcoachingbutwanttotrysomeonmyown.
Iunderstand!Imadeafewmistakes,soI’mworkingthroughthose.
IunderstandVERYwell.Icanexplainthistootherswithouttellingthemtheanswers.
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Scenarios: �Putting it all together
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What is the relationship between humans and energy?
• AculminaDngacDvityinagrade3/4class
• LisaSchwartz,Richmond
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LearningIntenDons:gr.3/4
• Icanusedifferentmaterials(looseparts)toshowmythinking(criDcalcompetency)
• Usingthematerialshelpedmegetmyideas(creaDvecompetency)
• IwasabletomakeaconnecDontohumansandenergyandrepresentmyideas(communicaDoncompetency)
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Collaborative Inquiry–LorraineMinsosky
BIGIDEASExploringtextandstoryhelpsusunderstandourselvesandmakeconnecDonstoothersandtheworld.
Combiningdifferenttextsandideasallowsustocreatenewunderstandings.
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OverarchingquesGon(s):CanastorychangewhoIam?Whatisthepowerofstory?
TopicrelatedquesGon(s):Example:Reliance,HopeWhatquali?eshelppeopleprevailindesperatesitua?ons?Whatishope?Whatkeepshopealiveindifficult?mes?
•
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Studentswill:
• Gather&analyzeinformaDon– CollaboraDvelyread&respondtoresources
• Collectevidence– FromthetextrelatedtotheinquiryquesDon
• Synthesize&evaluate:drawconclusions• Share&presentlearning• Reflectontheirlearning
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Picturebooks NovelsGleamandGlow TheBreadwinnerTheBujerflyTheHarmonicaTheLotusSeed
Shortfilmclips(NFB)TheLadyinNumber6:MusicSavedMyLife
SongsWavingFlag
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NoteTaking
• 4books• Centre:theme• Themestatement• Supportfromtext• PersonalconnecDons• ConnecDonstotheworld• PersonalreflecDonsontheprocess–wriDngtolookatbooksinanewway
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I want to focus on …�
• Eachlearnerasanindividualandacommunitymember
• Tasksthatareworthwhileandmeaningful• Balanceintheprogramming:
– Wholeclass,smallgroup,individual– MulDplewaysoflearning
• TimeforcollaboraDon:– Co-planning– Co-teaching
• Maintainingafirm,research-based,pedagogicalfoundaDon
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• WhatissomethinginyourpracDcethataffirms?
• Whatissomethingthatyoucouldrefine?
• Whatissomethingthatyoucouldaspireto?
• WhatopportuniDesaretheretoletsomethinggo?
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