Strategies for Inclusive Classrooms: across grades,

across curriculum  

Bulkley  Valley  Oct.  17,  2014  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  can  recall  the  big  ideas  of  quality  teaching  and  recognize  them  at  work  in  my  pracEce  

•  I  recognize  the  power  of  collaboraEon  and  have  a  plan  to  try  more  in  my  work  

•  I  have  something  new  to  try  to  support  ALL  my  students  and  to  develop  their  thinking  and  learning  

Big Ideas of our work together

–  Teaching  counts!  •  Our  instrucEonal  choices  impact  significantly  on  student  learning  

•  We  teach  responsively    –  Language  counts!  – All  kids  can  learn  and  we  know  enough  collecEvely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emoEonally,  and  intellectually  

•  We  need  to  be  opening  our  doors  to  each  other  and  learning  from  each  other’s  strengths  

The teeter totter

kids

kids curriculum

How  the  world’s  most  improved  school  systems  keep  geOng  bePer  –

McKinsey,  2010  

Three  changes  collaboraEve  pracEce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracEce  public  and  the  enEre  teaching  populaEon  sharing  responsibility  for  student  learning.  

2.  Focus  shiUed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucEon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

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 MulEple  means:  -­‐to  tap  into  background  knowledge,  to  acEvate  prior  knowledge,  to  increase  engagement  and  moEvaEon  

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

-­‐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  

feedback

AFL  

•  Using  informaEon  about  student  achievement/learning  to  adjust  the  subsequent  teaching  

•  Whole  class  adjustment  

•  Personalized/differenEated  adjustment  

“The  most  powerful  single  influence  enhancing  achievement  is  feedback”-­‐Dylan  Wiliam  

•  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  effecEve  than  wriPen  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

Note-taking in Food Studies •  Best  Secondary  with  Alexia  Baldwin  and  Denise  Nemblard,  grade  9  Food  Studies  

•  Previously  had  lesson  on  grains  and  rice  cooking  demo  

•  Challenge:    S  love  pracEcal,  not  the  theory;  text  is  1975,  present  by  lecture  

•  LO:  –  Rice  is  part  of  the  grain  group  – NutriEonal  values  of  different  grains  of  rice  –  Factors  influencing  choice  of  rice  – Wild  rice,  a  Canadian  component  

•  Whip  around  –  know  about  rice  (Alexia)  

•  Lecture:    background  info  on  rice,  S  fill  in  notes  (Denise)  

•  Matching:    S,  in  groups  use  the  words  provided  to  fill  in  the  blanks  on  their  note-­‐taking  sheet  (Faye)  – Working  in  groups  

–  Plenty  of  Eme  for  individual  and  small  group  feedback  

•  Tie  to  LO:    something  you  know  now  that  you  didn’t  know  before  

•  Japanese  •  Thailand  •  India  •  short  •  nuPy  

•  red  •  risoPo  •  chewy  •  sEcky  •  floral  

Specialty  Rices  5  important  types  

 Arborio  –  essenEal  for  making  ___________   BasmaE  –  extra  long  grain  widely  used  in  _________  with  a  unique,  _______  flavour  

 Jasmine  –  from  __________  with  a  delicate  and  ___________fragrance  

 Wehani  -­‐  _________  colour  with  a  rich  earthy  flavour  

 GluEnous  –  sweet-­‐tasEng  _______  grained  rice  that  becomes  _______  and  _________  when  cooked;  used  in  Chinese  and  ________  cuisines  

Literate Conversations •  Students  need  to  be  taught  the  skills  to  have  a  conversaEon  about  a  text.  

•  Allington  (EL,  Oct  2014).        – “Engaging  students  in  literate  conversaEons  with  their  peers  is  a  powerful  instrucEonal  strategy  for  fostering  reading  comprehension.”  (p.16)  

•  Readers  ask  quesEons  before,  during  and  aUer  reading  to  predict  what  might  happen,  understand  the  story  and  clarify  ideas.  

•  Asking  quesEons  while  reading  helps  us  keep  our  brain  focused.  

Focus  for  Discussion:  QuesEons  

Portage  and  Main  Press  978-­‐1-­‐55379-­‐392-­‐2  

Focus  for  Discussion:  reading  different  genres  

•  Building  background  knowledge  •  Making  inferences  

•  PredicEng  •  CollaboraEng  with  others  

Graphic Novels

Graphic Novels

Tales