2014-­‐15  L.I.F.  Focus  

Improving  Learning  For  All  

Crea%ng  Schools  and  Classrooms    Where  All  Students  Belong  

MIddle  

Faye  Brownlie  www.slideshare.net    

Learning Intentions: •  We  have  reviewed  our  journey  to  date.  •  We  have  grown  our  ways  of  collecDng  and  using  informaDon  on  our  students  to  make  class  learning  plans  from  class  reviews.  

•  We  have  polished  our  mental  models  of  learning  frameworks.  

•  We  have  new  ideas  of  HOW  to  collaborate  in  co-­‐teaching.  

•  We  are  leaving  with  a  revised  school  plan  of  acDon.  

C  

Class  Review  -­‐gathering  

informaDon  

-­‐strengths-­‐based  

-­‐acDon  oriented  

Your  Class  Review  

•  Examine  your  class  review  process  from  last  session:  – What  worked?  – What  did  not?  – What’s  next?  

“You  can  see  what  the  teachers,  teams,  and  schools  value  by  what  actually  goes  on  in  the  classrooms.”    (Brownlie,  Fullerton,  Schnellert,  2011,  p25)  

“Pedagogy  trumps  curriculum.”      (Dylan  Wiliam)  

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 MulDple  means:  -­‐to  tap  into  background  knowledge,  to  acDvate  prior  knowledge,  to  increase  engagement  and  moDvaDon  

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

-­‐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  

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

It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie, Fullerton, & Schnellert, 2011

The Vision

A  Remedial  Model  

(Deficit  Model)  ‘Fixing’  the  student  

Outside  the  classroom/  curriculum  

A  Shi`  from…..        to  

An  Inclusive  Model  (Strengths  Based)  ‘Fixing’  the  curriculum  

Within  the  classroom/  curriculum  

to  

Transforma%ons  within  the    Inclusive  Model  

Pull-­‐out  Support  /  Physical  Inclusion  •  sDll  a  remedial  model  –  to  make  kids  fit  •  In  the  class,  but  o`en  on  a  different  plan  

Inclusion  •  Classroom  Teacher  as  central  support  •  Resource  Teacher  –  working  together  in  a  

 co-­‐teaching  model  

“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  effecDve  than  wrigen  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

• Half  the  populaDon  of  the  world  has  the  same  amount  of  money  as  the  85  richest  people.  

Teaming: Examples

•  Grade  8  reading/wri%ng  with  Dawnn  and  Sheryl    

Goal: Reading and Writing with Fluency

•  Grade  8  English  •  Dawnn  Thorsen,  CT  and  Sheryl  Proskiw,  ELD,  Prince  Rupert  Middle  School  

•  Have  co-­‐taught  for  2  years  – TRUST  – All  we  need  is  a  GOAL  – Every  2nd  day  in  both  classes  

•  Both  classes  have  24  kids  •  Both  classes  have  3  kids  on  IEPs  •  Classroom  management  improved  with  daily  20  minutes  of  silent  reading  

•  Class  1  –  Lower  self-­‐esteem  –  18  have  had  ESD  support  at  some  point    

•  Class  2  –  4  students  have  challenged  grade  8  math  –  EA  – More  diversity  

Day 1: Mystery Writing •  Enter  class  to  see  the  scene  of  the  crime  •  5  minute  write  

–  Set  the  scene  –  What  happened?  –  Why?  –  Mood?  

•  Dawnn  modeled  a  start  on  the  board  •  Change  groups  according  to  your  coloured  name  tag  •  Character  (all  names  of  actual  people  in  the  school)  

–  One  reads  the  character’s  point  of  view  –  5  minutes,  add  on  

•  Change  groups  •  Piece  of  evidence  

–  Examine  the  evidence  together  –  5  minutes,  add  on  

•  WriDng  is  collected  as  kids  leave  •  Plenty  of  Dme  for  both  teachers  to  move  around  to  support  and  extend  all  learners  

•  Students  very  on  task  

•  Tomorrow:  –  Teachers  will  have  chosen  one  phrase/line  from  each  writer  

–  Display  for  all  to  see  –  Look  for  strengths  – Move  to  wriDng  own  detecDve  story