Teaching in Inclusive Classrooms

Prince  Rupert    (middle/sec)  Nov.  9th,  2012,  PM  Faye  Brownlie  

www.slideshare.net  

Frameworks

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

Universal Design for Learning MulCple  means:  -­‐to  tap  into  background  knowledge,  to  acCvate  prior  knowledge,  to  increase  engagement  and  moCvaCon  

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

-­‐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  

1. Learning Intentions “Students  can  reach  any  target  as  long        as  it  holds  sCll  for  them.”    -­‐  SCggins  -­‐  

2. Criteria

 Work  with  learners  to  develop  criteria  so  they  know  what  quality  looks  like.  

3. Questions  Increase  quality  quesCons  to        show  evidence  of  learning  

4.  Descrip+ve  Feedback  Timely,  relevant    descripCve  feedback  contributes  most    powerfully  to  student  learning!  

5. Self & Peer Assessment Involve  learners  more  in  self  &  peer  assessment

6. Ownership Have  students  communicate    

their  learning  with  others

Features  of  High-­‐Engagement  Learning  Environments  

•  available  supply  of  appropriately  difficult  texts  •  opCons  that  allow  students  more  control  over  the  texts  to  be  read  and  the  work  to  be  accomplished  

•  the  collaboraCve  nature  of  much  of  the  work  •  the  opportunity  to  discuss  what  was  read  and  wriYen  

•  the  meaningfulness  of  the  acCviCes  

•  Allington  &  Johnston,  2002;  Presley,  2002;    Wigfield,  1997;  Almasi  &  McKeown,  1996;  Turner,  1995  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Teaching  Content  to  All  

Open-­‐ended          teaching  

adapted  

modified  

Essential Lesson Components

•  EssenCal  quesCon/learning  intenCon/a  big  idea  •  Open-­‐ended  strategies:    connect-­‐process-­‐transform  •  DifferenCaCon  –  choice,  choice,  choice  •  Assessment  for  learning  •  Gradual  release  of  responsibility  

Poetry Circles •  Present  a  poem  to  the  class  •  Model  how  to  surround  it  with  quesCons,  images,  feelings  •  Discuss  in  small  groups    •  Present  a  new  poem  –  surround  with  ?,  images,  feelings  •  Fishbowl  interpreCng  this  poem,  and  introduce  the  rubric  or  

build  criteria  for  what  makes  the  discussion  work  •  Introduce  a  new  poem  •  Students  individually  surround  with  ?,  images,  feelings  •  Discuss  in  small  groups  •  Students  write  a  response  to  the  poem  

As  I  traveled  from  the  city  

Toward  the  country  

Old  age  fell  off  my  shoulders  

As  I  traveled  from  the  city  toward  the  country  

old  age  fell  off  my  shoulders.  

Salah  Fa’iq  

As  I  traveled  from  the  city  to  the  country  old  age  fell  off  my  shoulders  

Salah  Fa’iq  

the  flag  of  childhood  poems  from  the  middle  east  selected  by  naomi  shihab  rye  

The  Wild  Wolves  of  Winter  –  Raymond  Souster  

The  wild  wolves  of  winter  swept  through  the  streets  last  night.    Hate  glared  in  their  eyes  like  unexploded  neon  the  wind  of  their  howling  a  thousand  moon-­‐curdling  moans  the  teeth  of  their  hunger  endless  fields  of  aching  snow.  

The  wild  wolves  of  winter  welcome  nowhere  scratched  at  doors  and  windows,  ripped  at  roofs,  tore  at  chimneys,  kept  us  awake,  nervous  in  our  warm,  sleep-­‐calling  beds.  The  wind  moan.    The  crazy  clawing.    The  shaken  doors.  

 Then,  as  suddenly  were  gone,  all  was  quiet.    We  turned  a  last  Cme  in  our  beds  and  slept.  

Grade 9 Science – Starleigh Grass & Mindy Casselman

Electricity

•  The  Challenge:  

•  Many  of  the  students  are  disengaged  and  dislike  ‘book  learning’.    They  acquire  more  knowledge,  concept  and  skill  when  they  are  acCve,  collaboraCve  and  reading  in  chunks.  

•  Starleigh  and  Mindy  in  It’s  All  about  Thinking  (Math  and  Science),  2011.  

Essential Question •  If  we  understand  how  materials  hold  and  transfer  electric  charge,  can  we  store  and  move  electric  charge  using  common  materials?    

•  Individually,  brainstorm  what  you  can  recall  about  the  characterisCcs  of  an  atom.  

•  Meet  in  groups  of  3  to  add  to  and  revise  your  list.  

•  Compare  this  list  to  the  master  list.  

•  …(word  derivaCons,  label  an  atom…)  

•  Exit  slip:    2  characterisCcs  you  want  to  remember  about  atoms.  

The  Atom  

•  All  maYer  is  made  of  atoms.    •  Atoms  have  electrons,  neutrons,  and  protons.    Electrons  

move,  protons  and  neutrons  do  not  move.  •  Atoms  have  negaCve  and  posiCve  charges.    •  Electrons  have  a  negaCve  charge;  protons  have  a  posiCve  

charge.  •  Protons  and  neutrons  are  located  at  the  centre  of  the  atom,  

in  the  nucleus.  •  Electrons  orbit  around  the  outside  of  the  nucleus,  in  energy  

“shells.”  •  An  object  can  be  negaCvely  or  posiCvely  charged,  

depending  on  the  raCo  of  protons  and  electrons.