nwt day 2a - wordpress.com
TRANSCRIPT
Inclusive Education
¤What do you remember from the last time we were together?
¤What is important to know about inclusive education before we begin?
The evolution of inclusion
exclusion segregation integration inclusion teachingto diversity
How do we move?
Diversity is Strength!
How do our classrooms reflect our communities?
¤ Cultural Diversity
¤ Language Diversity
¤ Experience Diversity
¤ Age Diversity
¤ Interest Diversity
¤ Gender Diversity
¤ Sexual Diversity
¤ Religious Diversity
¤ Race Diversity
¤ Historical Diversity
How do we build an adjustable curriculum?
¤ Who are we teaching and what is their range? (the pilots and their dimensions)
¤ What is the curriculum that we teaching? (designing the plane)
¤ How does the curriculum represent the range of our learners? (designing the adjustments)
¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots make the adjustments they need to fly the plane)
Example: Grade 6/7 class
¤ Inclusive Learning Communities Project
¤ Classroom Teacher/ Resource Teacher/ Facilitator
¤ Inquiry question: How can we co plan to respond to the diversity of our students using the competencies
Tier 1
Tier 2
Tier 3
RTI TriangleLens: Personal Awareness &Responsibility
Kenny
Kendra AlyssaEric Cathy X.
Cathy ZJoanna
Monica
AlexandriaAiden SaraJennilyn Breanna Kim Kayla Kelly
Nadia Aida Sam Maria Megan JacksonSiteah
Max MichaelRachel Annabel JohnathanEthan
Students who need the most support
Students who need the most challenge
Making the plan! Backwards Design
¤ Essential Question: What does it mean to be personally aware and responsible and how can this help me in my life inside and outside of school?
¤ Key concepts: Self determination/ Self Regulation
¤ Key Vocabulary: goal, celebrate, effort, accomplishment, persevere, advocate, plan, initiative
¤ Performance tasks¤ 1. create a 3D model that represents your understanding of being personally
aware & responsible ¤ Choose to work individually or with a partner, choose level of challenge
¤ 2. Describe how being personally aware & responsible connects to and can help you in your own life¤ Choose from writing a letter, drawing a comic, having a meeting; choose
level of challenge
Goal for ALL- I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)
Start from access, build on challenge: Planning Pyramid
Goal for MOST-I can advocate for my myself and my ideas (self determination)I can implement a plan that I have made to meet a goal (self regulation)
Goal for FEW- I can take initiative and make change in
myself and the world (self determination)- I can adjust a plan that I have made to
meet a goal (self regulation)
Goal for ALL - I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)
Extend access and/or challenge
Goal for MOST-I can advocate for my myself and my ideas (self determination)I can implement a plan that I have made to meet a goal (self regulation)
Access Goal- I can accomplish a goal
that I set
Goal for FEW- I can take initiative and make change in
myself and the world (self determination)- I can adjust a plan that I have made to
meet a goal (self regulation)
Goal for ALL - I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)
Extend access and/or challenge
Goal for MOST-I can advocate for my myself and my ideas (self determination)I can implement a plan that I have made to meet a goal (self regulation)
Access Goal- I can accomplish a goal
that I set
Goal for FEW- I can take initiative and make change in
myself and the world (self determination)- I can adjust a plan that I have made to
meet a goal (self regulation)
How does this example connect to our big questions?
¤ Who are we teaching and what is their range? (the pilots and their dimensions)
¤ What is the curriculum that we teaching? (designing the plane)
¤ How does the curriculum represent the range of our learners? (designing the adjustments)
¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots make the adjustments they need to fly the plane)
Tier 1
Tier 2
Tier 3
Class ProfileLens: Math 8Shape & Space
Jodi
Kendra AlyssaEric Cathy X.
Cathy ZJoanna Monica
AlexandriaAiden Sara
Jennilyn Breanna Kim Kayla Kelly Nadia AidaSam Maria Megan JacksonSiteah
Cody BobRuth Andrew Jake Esther
The lesson goal…
Need to know Must know Can know Could know
What areshapes? (square,rectangle, triangle, circle)
What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?
What is triangularprism, face, surface area?
What is cylinder, base, net?
Start here
Add on complexity
Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions
rectangle circle triangle square
cube rectangular prism
cylinder triangular prism
Sort the pictures/words
Draw it!
¤ The words you know
¤Show what the words means in Pictures
¤ The words you don’t know¤ use text, internet, each other¤ show what the words mean in pictures
Assessment: Connect 2
¤Create 3 statements by:¤ Choosing 2 words and connect them to make
a statement that is true
¤ “A prism is a 3D object”
¤ “The volume of a rectangular prism is the areaof the base x height”
¤ “The faces of 3D prisms are 2D shapes”
The lesson goal…
Access All Some Few
What areshapes? (square,rectangle, triangle, circle)
What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?
What is triangularprism, face, surface area?
What is cylinder, base, net?
Start here
Add on complexity
Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions
The lesson goal…
Access (NEED) All (MUST) Some (CAN) Few (COULD)
Build a 3D prism
Draw a line with a ruler
Build a 3D prism with a volume of 24 units3
Create a drawing of a 3D prism with a volume of 24 units 3
Build a net for a prism with the volume of 24 units 3
Determine the surface area for a 3D prism with the volume of 24 units 3
Start here
Add on complexity
Content goal: I know surface area and volume of regular solids
¤ You NEED to:¤ Discuss with a partner: What is a prism?¤ Build a 3D prism
¤ You MUST:¤ Build a 3D prism with a volume of 24 units 3¤ Show your thinking in another way
¤ You CAN:¤ Build a net for your 3D prism¤ Show your thinking in another way
¤ You COULD:¤ Figure out the surface area of your 3D prism¤ Show your thinking in another way
Start here
Content goal: I know surface area and volume of regular solids
Process goal:I can communicate thinking in many ways
The Learning Tasks
How does this example connect to our 4 big questions?
¤ Who are we teaching and what is their range? (the pilots)
¤ What is the curriculum that we teaching? (the plane)
¤ How does the curriculum represent the range of our learners? (the adjustments)
¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots to fly the plane)
Think & Reflect
¤What is useful for you today?
¤How could this connect to your own context?
¤What questions do you still have?