McKinsey Report, 2007 • Thetop-performingschoolsystemsrecognizethattheonlywaytoimproveoutcomesistoimproveinstrucEon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracEon.
How the world’s most improved school systems keep getting better�
McKinsey, 2010
ThreechangescollaboraEvepracEcebroughtabout:1. Teachersmovedfrombeingprivateemperorsto
makingtheirpracEcepublicandtheenEreteachingpopulaEonsharingresponsibilityforstudentlearning.
2. FocusshiJedfromwhatteachersteachtowhatstudentslearn.
3. Systemsdevelopedamodelof‘goodinstrucEon’andteachersbecamecustodiansofthemodel.(p.79-81)
Big Ideas…Asaschoolcommunitywewanttoworktogethertomeettheneedsofallstudents.
InclusionisnotaspecialeducaEonmodel;itisaschoolmodel.
AsprofessionalswewanttoconstantlyexamineandrefineourpracEce.
CollaboraEveproblem-solvingandteachingresultsinnewideas,newproductsandafeelingofconnecEon.
OurstudentsconEnuetochangeandlearnandtheirneeds,justliketheschool’s,willchangeoverthecourseoftheyear.
Brownlie&SchnellertIt’sAllAboutThinking
Ways to work together
CollaboraEveplanning
Redesigningcurriculumanddelivery
CollaboraEveinquiry/lessonstudy
Co-teaching
What are the new directions?
What will stay the same?
• IncreasedflexibilityandspaceforteacherinnovaEon,studentpassions,andgreaterdepthofstudy
• “BigIdeas”foreachgradeineachareaoflearning
• Explicitfocusoncompetencies
• Supportforinquiry,project-based,hands-on,andinterdisciplinaryapproaches
• AboriginalperspecEvesandcontentauthenEcallyintegratedintoallsubjects
• Acommonframeworkforallareasoflearning
• Rigorouslearningstandardsineachareaoflearning
• AstrongfocusonthefoundaEonsofreading,wriEngandmathemaEcs
• SubjectssuchasMath,Science,LanguageArts,andSocialStudiesremainattheheartofeverystudent’seducaEon
Curriculum Redesign Directions
• AttheheartofBriEshColumbia’sredesignedcurriculumare:– corecompetencies
– essenEallearning(bigideas/richcontent)– literacyandnumeracyfoundaEons
• ReflectsashiJtowardsaconcept-based,competency-drivencurriculum
BC’s Redesigned Curriculum
• Allcorecompetenciesarepostednow
• CreatedonaconEnuum(notbygradelevel)
• FeedbackwillbecollectedbetweenSept.–Dec.2015
• TeamswillcometogetherinJan.2016torevise
CoreCompetencies
BC CORE COMPETENCIES
• ReducetheprescripEvenatureofcurriculum
• Allowforflexibilityandchoiceforteachersandstudent
• EnableteacherstobecreaEveandinnovaEveintheirdesignoflearningexperiences
• AlignassessmentandevaluaEonwiththeredesignofthecurriculum
Guiding Principles
Professional Collaboration • InteracEveandon-goingprocess• Mutuallyagreeduponchallenges
• CapitalizesondifferentexperEse,knowledgeandexperience
• Rolesareblurred• Mutualtrustandrespect
• CreateanddelivertargetedinstrucEon• GOAL:begermeettheneedsofdiverselearners
Co-planning
What will we develop/ explore/change/ refine to better meet the needs of our learners?
Why are we choosing this focus?
Plan: How will we do this?
Goals
Rationale
Plan
Whatarethestrengthsoftheclass?
Whataretheneedsoftheclassasawhole?
Whatareyourmaingoalsfortheclassthisyear?
Whataretheindividualneedsinyourclass?
Tosetyourplan…
Co-teachers:�When two teachers are in the room,
they can…• Workfromaplanbasedonstudents’strengthsand
needs• Differen=ateinstruc=on• UseAFLstrategiestoassessunderstanding• Increasepar=cipa=onofallstudents• Decreasebehavioralchallenges• FocusaDen=on• Increasestudentindependence• Teachself-regula=on• Modelposi=ve,strengths-basedlanguage• Talktoeachotheraboutwhattheyarelearningabout
theirstudents
TasksofResourceTeachersPorter,etal.,2012
• Workingwithteachers• Workingwithstudents
• PlanningandorganizaEon• Professionaldevelopment
• MeeEngs
• other
8.30%
22.10%
26.40%
2.70%
16.90%
22.40%
Workingwithteachers
Workingwithstudents
PlanningandorganizaEon
Professionaldevelopment
MeeEngs Other
Timespentbyaresourceteacherinathree-dayperiodPorteretal.,2012
CooperaEveTeaching
CooperaEveInstrucEng
CooperaEveWorking
CooperaEveExisEng
LevelsofInvolvement
Elem
entsofC
oope
ra=veTeaching
HourcadeandBauwens.
Problem-solvingProcessingPresen=ngPlanningPresence
Presen=ngPlanningPresence
PlanningPresence
Presence
Co-Teaching Models�(Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson
& Blednick, 2011, ASCD)
• 1teach,1support• Parallelgroups• Sta=onteaching• 1largegroup;1smallgroup
• Teaming
1Teach,1Support
• mostfrequentlydone,leastplanning• advantage:focus,1:1feedback,ifalternateroles,noonehastheadvantageorlooksliketherealteacher,cancapitalizeone1’sstrengthsandbuildprofessionalcapacity
• possiblepiTall:easiesttogoofftherailsandhaveoneteacherfeelasan‘extrapairofhands’,nospecifictask(buzzingradiator)
1 Teach, 1 Support: Examples • demonstra=nganewstrategysoBOTHteacherscanuseitthenextday–e.g.,thinkaloud,writearound,ques=oningfrompictures
Building Deeper Connections • Grade2withKinderMann,Burnaby
• ExplainhowconnecEonshelpusdeepenourunderstandingofastory.
• MakeconnecEonswiththecover• Givekidsapost-itnotewiththeirname• Readthestoryaskidssilentlyplacetheirpost-itnoteswhen
theymakeaconnecEon.• Rereadthe‘improved’storynowthatitisricherwithallour
connecEons.• WriteaboutyourconnecEonwiththestory–onethat
reallyhelpedyouthinkmoredeeplyaboutthestory.
Note-taking in Food Studies • BestSecondarywithAlexiaBaldwinandDeniseNemblard,grade9FoodStudies
• Previouslyhadlessonongrainsandricecookingdemo
• Challenge:SlovepracEcal,notthetheory;textis1975,presentbylecture
• LO:– Riceispartofthegraingroup– NutriEonalvaluesofdifferentgrainsofrice– Factorsinfluencingchoiceofrice– Wildrice,aCanadiancomponent
SpecialtyRices5importanttypes
! Arborio–essenEalformaking___________! BasmaE–extralonggrainwidelyusedin_________withaunique,_______flavour
! Jasmine–from__________withadelicateand___________fragrance
! Wehani-_________colourwitharichearthyflavour
! GluEnous–sweet-tasEng_______grainedricethatbecomes_______and_________whencooked;usedinChineseand________cuisines
ParallelGroups
• bothteacherstakeabouthalftheclassandteachthesamething.
• mustbeco-planned,requirestrustineachother,
• musteachknowthecontentandthestrategies.
• advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on
ParallelGroups
• bothteacherstakeabouthalftheclassandteachthesamething.
• mustbeco-planned,requirestrustineachother,
• musteachknowthecontentandthestrategies.
• advantage:halfclasssize-morepersonalcontact,moreindividualaDen=on
Sta=onTeaching
• mostlysmallgroups,moreindividualaDen=on,
• eachteacherhas2groups,1workingindependentlyatasta=onorwri=ng,1workingdirectlywiththeteacher.
• Requiresstudentselfregula=on(whichneedstobetaught)andplanningformeaningfulengagement.
Station Teaching: Examples • Guidedreading:4groups;RThastwoandCThastwo
• mathgroups–Michelle’spaDerning(1directteaching,2guidedprac=ce,1guidedprac=cewithobserva=on)
• sciencesta=ons:CTandRTeachcreatedtwosta=ons;co-planningwhattheywouldlookliketoensuredifferen=a=on,teachersmovedbackandforthbetweengroupssuppor=ngself-monitoring,independenceontask
Station Teaching: Examples • Literaturecirclesorinforma=oncircles:eachteacherisworkingwithonegroupwhiletheothergroupsworkindependentlyorasindividuals.
1LargeGroup,1SmallGroup
• advantage:eitherteachercanworkwitheithergroup,canprovidetutorial,intensive,individual
• possiblepiTall:don’twantsamekidsalwaysinthe‘gethelp’group
1 large group, 1 small group: Examples
• Abertheintroduc=onofthemathlesson,onemonitorsandsupportsthelargergroup,whiletheothercon=nuestoteachasmallergroupwhoneedaddi=onalsupport.
• Onegroupininforma=oncirclesneedsmoresupportsoaberthewholegroupintro,oneteacherstayswiththisgroupwhiletheothermonitorsandsupportstheremaining4-5groups
Teaming
• mostseamless.• co-planned• teacherstakealternaterolesandlead-takingasthelessonproceeds.
• advantages:capitalizesonbothteachers’strengths,modelscollabora=onteaching/learningtostudents,canadjustinstruc=onreadilybasedonstudentneed,flexible
• possiblepiTalls:trustandskill• Mostobeninwholeclassinstruc=onandcouldbefollowedupwithanyoftheotherfourco-teachingmodels
Personalinquirywithinaninquiryunit
• ProvidestudentswithminibookletstousetorecordanyquesEonsthattheyhaveduringaunit.
• Thishelpstobuildstudents’owninquiryquesEonsandsetsthestageformoregeneraEngtheirownthinkinglaterintheunit.
• Onceaweekorsotheclassengagesinadiscussionaboutwhattheywerewondering,whattheyhavelearnedsofaraboutthesequesEonsandwhatnewquesEonsareemerging.
SeeStudentDiversity(2006);It’sAllAboutThinkinginScienceandMath(2010)
Science6/7UnitOverviewDiversityofLife
BigIdeas
1. LivingthingshavesimilariEesanddifferences;
2. Classifyingthingshelpsusunderstandthediversityoflife;
3. Wearepartofecosystems
ThinkingStrategies
MainIdeas&Details,AccessingPriorKnowledge,Synthesizing,Persuading,QuesEoning
Figure10.4.DiversityofLifeUnitOverview
What I Wonder Where I Can Find the Information
What I’ve Learned and/or New Questions
that I Have
Figure10.8.WonderbookFormat
Not Quite Yet (2) Good Start (3) You did it! (4) Wow! (5)
Information *relevant *accurate *key/important
- Rarely uses microscopes and equipment Accurately
- Shares very few and/or inaccurate observations and/or questions in discussions or writing
- Records some data; may be inaccurate or missing key information
- Sometimes uses microscopes and equipment accurately
- Notices observations but may be vague or lack key details; asks yes/no questions
- Data is generally accurate; diagrams include labels and some details
- Uses microscope and equipment with accuracy
- Makes descriptive and accurate observations (spoken/and written) and asks relevant questions
- Records data accurately; diagrams include relevant labels and details
- Uses- microscopes and equipment with precision
- Makes descriptive and insightful observations (i.e.. notes relationships) and asks relevant questions that show an understanding of key ideas
- Records data accurately; diagrams include relevant labels and key details
Thinking Process *logical inferences *explanation *understands concept *clear
- Does not attempt to formulate a “law”
- Proposes a “law” that is not yet fully developed
- Formulates a “law” that is clear and logical
- Formulates a “law” that is clear and logical; uses evidence to justify it
Figure10.10.Classexample:Student-GeneratedCriteria
Figure10.15.Classopionions
OpinionLine
Governmentsshouldpasslawsprotec=nglivingthings.
Whattheysaid:Rebecca:(SA)“Livingthingshavearighttobefree.”Caterina:(SA)“Weshouldn’tkillanimalswhichmightkillaspecies.”Angela:(UD)“Ifyoudon’tcutdowntreeswewon’thavefurnitures.”Tony:(UD)ESL2“Somecountries,theykillalotbutsEllhavealotandsEllhavetoprotect.”Karina:(SA)“IfwechopdowntreestomakehousesandfurnitureitisaffecEngusbecausetreesproduceoxygenandwecan’tlivewithoutoxygen.Alan:(SA)“Weneedtoprotectallanimals,it’slikekillingallofus.”Betsy:(SA)“Weshouldn’thavezoosbecauseanimalsneedfreedomtoo.”Brian:(SA)“Gov’t.shouldprotectlivingthingsbecauselivingthingsarealreadydecreasing&iftheykeepdecreasingtherewon’tbeanymore.”Angelica:(A)“Ifwelosepartoflivingthings,youlosefood,solawsshouldbelimited.”Arian:(SWA/UD)“...wecutdownsomanytreesweshouldonlycut50%ofwhatweusuallydo.”Kushan:(SA)“Ifwekilltreesthenanimalsdon’thaveahabitat&theywillbehomeless.”Tiffany:(SA)“...becauseanimalsaregesnglesserandlesser.”Joshua:(SWA/UD)“LikethebaldeaglesarealmostexEnct&themorethetreesgetcutdownourcommunitywon’tbethesame.”
Wednesday,March12,2008
Figure10.16.QualiEesofPersuasiveWriEng
WhatDoesaGoodPieceofWri=ngLookLike?Looklike? Feellike? Soundlike?
• Textfeatures• Visuals(photos,graphics…)• Anopeningstatementtocapturethereader’sagenEon• Ahooktokeepthereader’sagenEon• Anopeningquote• AsksquesEonsandtheyareanswered• Researchhasbeendone• Facts/data• Previousknowledge• Wrigeninownwords• Incorporatedtextfeatures• Endingstatement/concludingthetopic• Givesexamples• Sentencevariety
• Convincing• Honest• Personalthoughts/experiences• ExciEngwriEng• QuesEonsthatmakeyouthink• Entertainingbutstaysontopic• Teamwork
• Wrigenin3rdperson• Usesspecificwords• Staysontopic• Convincing• Researchhasbeendone• Wrigeninownwords• Truefacts• Catchywords• AccurateinformaEon• Persuasive• SophisEcatedanddetailed• Honest• QuesEonswereanswered• Peoples’opinionsbasedonresearch/facts• ConnecEngwords(forexample,addiEonally,asyoucansee,however…)
StudentGeneratedResponses2008
ThinkingAboutLivingThings
Connect Takeaminutetothinkabouthowyoufeelaboutthestatementbelow.Thereisnowronganswer.Whatmakesyoufeelthisway?
GovernmentsShouldPassLawstoProtectLivingThings
I…
StronglyAgree Agree Undecided Disagree StronglyDisagree
Ifeelthiswaybecause…
Process Iknow… MyEvidence…WhatIneedto
know…HowdoIfind
out?
Exampleusedtoprovemypoint:
Evidence:What’s
Important(quotes,p.g.#’s,factsetc.)
Whyisthisimportant?ORHowdoesthissupportmy
point-of-view?
Sowhatdoesthismakemethinkoforwonder?
NextSteps…
Source#1
GovernmentsShouldPassLawstoProtectLivingThings.Connect StronglyAgree Agree Undecided Disagree StronglyDisagree
Guestspeaker:__________________________________
Process MainDetail SupporEngIdea
Transform/Personalize
Thinkaboutwhatwehavelearnedfromourguestspeakerandwriteapersuasiveparagraphtosomeonewhobelievessomethingdifferentabouttheissue.Youmightwanttothinkaboutthefollowing…
Whatrole(s)canweasindividualsmaketoaffectchange?
Wri=ngisThinking:Persuade‘Em
Whatisyourpointofviewontheissue?
WhydoIthinkthisisthemostimportantthingforpeopletoknow(thebigidea)?
WhatevidencewillIuse?
HOOKTHEREADER POWERFULENDING
HowwillIbegin?
☐Ques=on☐Quota=on☐Storyorexample☐Wake-upcall
HowwillIwrapthingsup?
☐Circlebacktothebeginning☐Possiblesolu=on☐Restateandemphasizethesis☐Furtherques=onstotalkabout
FLOW
Tightwri=ng:
☐Sophis=catedlanguage☐Sentencevariety☐Transi=onalphrases
Ideas
PersuasiveWri=ngReflec=ons
Howdidyoucontributetoyourpartnership?Didyoudoyourshareofthework?Whatwaseasyordifficult?
Howwelldoyouthinkyouandyourpartnerworkedtogether?Explain.
Whatdidyoulearnfromworkingwithapartner(s)?
Reflec=ons:WhatInoEcedwas…
WhatIdidbestwas…
Goals:WhatmightIdothesameordifferentlynextEme?
WonderbooksWhatIwonder WherecanIfind
informa=onWhatI’velearnedand/orwhatnewques=onsIhave
SeeStudentDiversity(2006)Chapter3;It’sAllAboutThinkinginScienceandMath(2010)
Goals
Plan
Rationale
Planning
Goals: What will we develop/ explore/change/ refine to better engage our learners?
Rationale: Why are we choosing this focus?
Plan: How will we do this?
Bennett, B. & Rolheiser, C. (2001). Beyond Monet: The artful science of instructional integration. Bookation.
Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How people learn: Brain, mind, experience, & school. National Academy Press.
Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in
Humanities, Social Studies and English., Pembroke Publishers. Brownlie, F. (2005) Grand Conversations, Portage & Main Press. Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.. Buehl, D. (2001). Classroom strategies for interactive learning, IRA. Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12
Pembroke Publishers. Gregory, K., Cameron, C. & and Davies, A. (2000). Setting and using criteria: For use in middle
and secondary classrooms, Connections Publishing, BC, Canada. Lenz, B.K., Deschler, D.D. & Kissam, B.R. (2004). Teaching content to all: Evidence-based
inclusive practices in middle and secondary schools. Boston: Allyn & Bacon. Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom instruction that works: Research-based
strategies for increasing student achievement ASCD. Schnellert, L., Datoo, M. Ediger, K. & Panas, J. (2009). Pulling together: Integrating inquiry,
assessment and instruction in today’s English classroom, Pembroke Publishers. Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by
Design. ASCD. Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.
Cambridge, MA: Harvard University Press. Wilhelm, J. (2007). Engaging readers and writers with inquiry. New York: Scholastic.
• Whatcanyoutry?• TrustyourprofessionalexperEse• Collaborate:2headsarebegerthan1☺
• Respondtotheneedsofyourstudents• NOprogramexiststhatcanreplaceYOU!!!