FRAMEWORKS TO SUPPORT DIVERSITY - · PDF fileFRAMEWORKS TO SUPPORT DIVERSITY Day 1 Shelley Moore @tweetsomemoore #inclusionbootcamp

FRAMEWORKS TO SUPPORT DIVERSITY

Day 1

Shelley Moore www.blogsomemoore.com

@tweetsomemoore #inclusionbootcamp

THINKING ABOUT YESTERDAY?!What stood out to you?What are some questions you have?What is something you want to try?

OUR PLAN!

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

#INCLUSIONBOOTCAMP

➤ Day 1

➤ Getting to know our learners

➤ Planning for a range of goals

➤ Day 2

➤ Designing supports from the start

➤ Inclusive assessment

OUR PLAN!

WHO am I teaching?

OUR PLAN!

WHO am I teaching?

How do we do it? First step…

!“Knowing your learners, is foundational to designing curriculum,” (Childre, 2009)

!Not prescriptive

!Not one size fits all !Planning for our class needs to represent their

unique ecology ! Figuring out all the ‘colours’ in the class!

Strength based vs. Deficit based

!Where should you be, why aren’t you here?

!Where are you now, what is the next step?

Starting with STRENGTHS!

I am a genius at…

CLASS PROFILE

Interests: -socializing, sports, performing arts (dance and drama), facebook, reading

Classroom Strengths -attentive -good listeners -ask for help-like real-life examples/applications-visual, hands-on learners-good with text features-positive towards each other

Classroom Stretches -generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge

Individual Concerns

Goals -Making connections -Determining Importance -Applying their learning across the curriculum -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills

Decisions -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons

Medical Nate: (ADHD)- difficulty with staying focused

Language Peter - ESL 2 Cory , Doug & Allie ESL 3 - 6 other students ESL 4 and 5.

Learning Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart

Socio-Emotional Nate: tunes out, seeks attention, few friends

Challenge Izzy, Keisha, Brittney, Glen

Class Review Recorder Form-good listeners -follows directions

-Kind -co-operative learners -visual and kinesthetic learners -creative -help + encourage each other Love stories

Classroom Strengths

Classroom Needs

DecisionsGoal

Mr. Marcus Math 9

-Increase confidence -learning multiple ways of problem solving

-Need help problem solving -Inclusion of all students in social activities -basic math facts

-not risk takers

-using math games and manipulatives to increase confidence, competence and math fluency

Medical Language Learning Social-Emotional Other

-Fred (OCD) -Erin (diabetic) -Derek (DHH)

-Carsten (LD + ELL) -Tom (ELL)

-Allen(Autism) -Marley(LD) -Derek (Cog Delays)

-Fred(Autism) -Allen (Autism) -Erin (shuts down)

-Lonnie (gifted) -Marley (gifted)

What are you thinking?

! How does this connect to what you already do?

Class Review Learning in Safe Schools

Teacher: Class:

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

Personal

SocialIntellectual- Communication - Social responsibility- Creative thinking

- Critical thinking

- Personal awareness & responsibility - Personal Identity & Culture

The Physical Place

Class: Interests:

Teacher: Strengths Stretches Individual Concerns

Physical Community - Self awareness & responsibility - Personal identity & culture

Social Emotional Community - Personal & social responsibility - communication

Learning Community - Creative thinking - Critical thinking

CLASS INVENTORY

CLASS INVENTORY EXAMPLE

What CAN They do = strengths

Where do they still need support = stretches

What are they NEXT steps = Goals

Student self reports

Words that describe me

My favorite books/ stories

Things I like to do when I’m alone

Things I like to do with my friends

Things I like to do with my family

Things I’m very good at or interested in

Things I’d like (or need) you to know about me

My hopes and dreams for myself

The easiest way for me to show what I know is:

Things I would like to get better at in this class are:

THIS IS ME!

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Favourite books/stories…genres

0%

10%

20%

30%

40%

Genre

books about moviesgraphic novelsmysteriesaction/adventure

Learn best/ what you need

How I learn/ what I need

0% 18% 35% 53% 70%

auditoryreflectrelevanttime to thinkgroup workvisualwritingtalking

Get the students involved!

Response to Intervention (RTI)

!Some core assumptions ! The educational system can effectively teach ALL

children ! Early Intervention is critical (catching kids BEFORE they

fall) ! A multi-tiered service delivery model is necessary

! Research based interventions implemented

No Child Left Behind

Sub group

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub groupSub group Sub groupSub group

Leve

ls of

supp

ort

PASS THE TEST


Sub group Sub group Sub group Sub group Sub group

RESPONSE TO INTERVENTION (RTI)

STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

Lens: Grade 9 – Social Studies Teacher: Bryce Miller

Regular Outcomes

Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,

Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia

Philip, Shaun Tudor, Alexa, Paris, Talha

Rahul Niccole

Modified Schmodifed. Shelley Moore, 2012

EA: Sharon Hovbrender Resource Teacher: Shelley Moore

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Grade 2 Literacy


Rocky Keelor

Keisha

Jordyn Jamie Johnny

Sarah Michael Raven Colten

Rae Josh H. Adam K.

Kaitlyn Blake Jared Josh N. Nick C.

Reece Joel Kyle

Isaiah

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Math 8 Shape & Space


Jodi

Kendra Alyssa Eric Cathy X. Cathy

Z Joanna Monica

Alexandria

Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida

Sam Maria Megan Jackson Siteah Caden Breanna

Rachel Annabel Johnathan Ethan

Students who need the most support

Students who need the most challenge

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Gym grade 10


-Annie - Kaen - Laural

- Danielle - Kory - Anna - - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas

- - Kristen - Sara - Donny - Denby - Sheldon - Keaston - Lauryn - Emily - Kayden - Sem - Lucas

What about smaller class sizes

! RTI can be used for any group size

! Even when working with a smaller group of students there will be students who need more or less support.

! Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well

Tier 1

Tier 2

Tier 3

RTI Triangle: Resource 8-12 Lens: Literacy


Brian

- Daniel - Kris

- Roxanne -Ashley

- Jonathan - Sal

It can work for ANY PURPOSE

! Personal

! Social

! Intellectual

Tier 1

Tier 2

Tier 3

RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings

Ayden

Matthew

Leland Kylee

Romell Olivia

Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra

Tier 1

Tier 2

Tier 3

RTI Planning Triangle Lens: Poetry

Curriculum for All 2015

Maria- G

Max - G Yuri - Q Parker - ELL

Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris

John - ELL Rose Cindy – ELL Polly - ELL

Tier 1

Tier 2

Tier 3

RTI Triangle: Math K Lens: number/creative thinking


Curric

ular C

ompe

tenc

ies

Core Competencies

Jade

Jade

Site Caden Breann Rache Annabel Johnathan Ethan

Kendra Alyssa Eric Cathy X. Cathy Z

Joanna Monica Alexandria

Kendra Alyssa Eric

Monica Alexandria

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam Maria

Megan Jackson

Site Caden Breann Rache Annabel Johnathan Ethan

Breanna Kim

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam Maria Megan

Jackson

Tier 1

Tier 2

Tier 3

RTI Triangle Lens:


OUR PLAN!

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

OUR PLAN!

WHAT am I teaching?

The Planning Pyramid

ALL

MOST

FEWEven more

goals

More goals

Goals

Even more goals

More goals

Goals

What are we teaching?

Tier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle Planning Pyramid

Curriculum RESPONDS and ADJUSTS to students

Tier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle Planning Pyramid

BUT FIRST!!!! WE NEED GOALS


Setting Goals

What is the range of goals?

!Backwards Design

!What is the Big Idea? (understand)

!What are the goals?

!Content (know)

!Process (do)

!Competency (do)

STEPS

➤ 1. Grade/ Subject/ Topic

➤ 2. Find the Big (colossal) Idea

➤ 3. Choose goals for Assessment

➤ a. content

➤ b. curricular

➤ c. competency

➤ 4. Determine key concepts/ key vocabulary, key ideas (goals and big/colossal idea

➤ 5. Co - construct access questions


Unit: Number Concepts K Big Idea: Numbers tell how much and how many and can be

represented in many different forms.

STEPS



➤ 3. Choose goals for Assessment (25/75)

➤ a. content

➤ b. curricular

➤ c. competency



Goals Content (know) number concepts to 10

Process (do) - Sequencing - Familiar numbers - Arranging numbers - One to one

correspondence - Quantity

Competency: Creative thinking - I get ideas when I

play - I get ideas when I

use my senses


Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be


STEPS




➤ a. content

➤ b. curricular

➤ c. competency



“What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or irrelevant to the student”

Help them see what you see…

Goals

number concepts to 10

- Sequencing - Familiar numbers - Arranging numbers - One to one


Creative thinking - I get ideas when I


use my senses



Medium Ideas/ key concepts

Numbers Next More less Numbers in the world Order Counting Benchmarks How much? Comparing numbers

Play Senses ideas


Big Idea Numbers How many Many ways

STEPS




➤ a. content

➤ b. curricular

➤ c. competency



Goals






use my senses




Numbers Next More less Numbers in the world Order Counting Benchmarks How much?

Comparing numbers

Play Senses ideas



Access Questions

What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other?

How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers?

Unit Question: What are numbers? What do they mean? How can I show what I know in many ways?

VikingsCulture

Travel

GeographyCause

Effect

Chaos

Order

RolesResponsibility

Use the one or two of the words together to create questions that we could explore during this unit!

VikingsCulture

Travel

GeographyCause

Effect

Chaos

Order

RolesResponsibility

Who were the Vikings?

What was Viking culture like – How did they live?

Where are the Vikings from?

Where did they travel?

How did they travel?

What happened when they got to their destination?

What is chaos?

Can chaos and order exist together?

Why did the Vikings wear those hats?

When did they live?Are there still Vikings?

How were the Vikings orderly?

How were the Vikings chaotic?

Use the one or two of the words together to create questions that we could explore during this unit!

Even more questions

More questions

Questions

PLOs

Unit: Pioneers/Communities - Grade 3 Big Question: What is a community? Big Ideas: Communities have changed over time.

Ideas/ Concepts Questions

B1-changes in community over time

B2-Describe the importance of communities

B3-Identify cultural similarities and differences

D1-Compare ways in which needs and wants are met in communities

D2-Assess how technologies affects Individuals and communities

Communities

Culture

Living

Technology

1. What is a community?

2. What are the wants and needs of a community?

3. What is a pioneer?

4. What is a pioneer community?

5. How is a pioneer community the same or different than my community?

6. How has daily life changed over time?

Extended Goals

6. Explain how technology has changed over time.

7. Would you want to live in pioneer days or today ? Why?

Goal Planning Template

PLOs 1) Describe the major

physical regions of Canada

2) Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources

3) Explain why sustainability is important

4) Analyse environmental effects of settlement in early BC and Canada

Unit: Social Studies 5 Big Question: What are the regions and resources of Canada and how have humans impacted them? Big Ideas: The Physical Environment of Canada and Human Impact

Ideas/ Concepts - Regions

- Resources

- Location

- Sustainability

- Renewable vs Non renewable Resources

- Human Settlement

- Past, Present, future

Questions - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found? - Why is sustainability important? - What is the difference between renewable and non renewable resources? (With examples) - How has human settlement impacted the environment? - How can our past inform our future choices to protect the environment?

Environmental effects of human settlement

PLOs/goals

Design different rectangles with perimeter or area

Demonstrate an understand of length

Demonstrate an understand of volume

Demonstrate an understanding of capacity?

Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism

Ideas/ Concepts

Rectangle Measurement Perimeter Area

Length

Volume

Capacity

Questions

What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?

What is perimeter? What is area?

What is volume? What is capacity? What are standard units of measurements?

How do we measure length? How do we measure volume? How do we measure capacity?

How do you chose the right unit of measurement? What is the difference between volume and capacity?

Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.

PLOs Compare daily life, family structures and gender roles in a variety of civilizations

Describe the impact of technological innovation and science on political, social and economic structures

Describe how physical geography influenced patterns of settlement, trade and exploration

Assess the impact of contact, conflict and conquest on civilizations

Unit: Vikings Essential Question: Did the Vikings create order or chaos?

Ideas/ Concepts

Vikings Culture

Travel

Geography

Cause/Effect

Questions


How did Vikings live?

Where did the Vikings come from?

Where and how did the Viking travel?

How were the Vikings orderly? Chaotic?

Extended Goal Can order and chaos exist at the same time? Why?

All/Most/Few

All

All

All

Most

Most

Few

Course: Socials 8


PLOs Explain how human vision works

Explain the properties of visible light

Demonstrate knowledge of the behaviour of waves

Compare visible light to other types of electromagnetic radiation

Unit: Optics Essential Question: Why Can We See?

Ideas/ Concepts

The eye/ seeing

Light

Energy

Waves

Electromagnetic spectrum

Questions How do we see?

What is visible light?

How does visible light move?

How is visible light measured?

How is non visible light measured?

How are visible and non visible light the same/ different?

Extended Goal How do we see what we cant see?

All/Most/Few

All

All

All

Most

Most

Most

Few

Course: Science 8


PLOs

C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characteristics and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properties of matter

Unit: Chemistry 9

Big Question: “Why does matter matter?” Or “What are you made of?”

Ideas/ Concepts

Atoms & molecules

Atomic Theory

Elements

Periodic Table

Ionic compounds

Properties of matter

Questions • What is an atom? • What is a molecule? • How are atoms and molecules

different? • What is the structure of an atom? • How has our understanding of

atoms changed? • What is an element? • How is the periodic table

organized? • What is an ionic compound? • How do you write names and

formulae of ionic compounds? • What is matter? • How does matter change? Extended Goal: Why do chemical properties change as atoms form compounds?

All/ Most /Few

• All • All • All

• All

• Most

• All • Most

• All • Most

• All • Most

• Few


PLOs/goals






Ideas/ Concepts


Length

Volume

Capacity

Questions







All/Most/Few

All

All

Some

Few


PLOs

C2: Draw & Construct nets for 3D objects: - Rectangular prisms - Triangular prisms - Cylinders

C3: Determine the surface area of: - Rectangular prisms - Triangular prisms - Cylinders

Unit: Measurement of Shape & Space

Big Ideas: What do they need to know?

Prism, nets, base, length, width, height, rectangular, triangular, cylinder, 3D - 2D vs. 3D - Measurement/units - Build 3D shape

- Surface area, area, rectangle, circle, triangle, ratio of Pi, faces, circumference, right triangle, right angle

Access Questions

- What is a prism? (1b) - What is a net? (3) - What is the difference between

length, width, height?(2) - What is a cylinder? (1b) What is a

rectangular prism? (1b) What is a triangular prism? (1b)

- What is base?(2) - How do we use the base to

determine surface area (4) or volume? (2)

- What the difference 2D and 3D? (1)

- Where do we see prisms in the world? (1b)

- How do I make a net? (3a) - How do I measure?(1) - What is surface area? (4) - How do I find the surface area of:

(4) - Rectangular prism? - Triangular prism? - Cylinder?

- What is pi? (1) - How is pi related to the circle?

(1a) - What is area?(1a) - What is the difference between

area and surface area? (4) - What is circumference? (1a)

All/Most/Few

A A M

A A

A M

A A

M A

A

A M F

M F A M

A

Course: Math 8


PLOs

C4: Develop and apply formulas for determining the volume of: - right prisms - right cylinders

C5: Draw and interpret top, front and side views of 3D objects of: - right rectangular prisms

Unit: Shape & Space

Big Ideas: What do they need to know?

Formula, volume, cm3, cubed, squared, cm2

3D to 2D, faces, perspective, pairs

Access Questions

What is formula? (2/4) How do formulas help me? (2/4) What is volume? (2) What is the formula for finding volume? (2) Area? (1) How can I find the formula for volume of a: - Cube (2) - Rectangular prism? (2) - Cylinder? (2) - Triangular prism? (2) What is the difference between squared and cubed? (1) What unit do we use to find volume? (2)Surface area? (4)

What the faces of a 3D object? (3b) What is perspective? (3b) What are faces? (1) How do pairs of faces help me? (4)

All/Most/Few

A M A

M M

A A M F A

A

A M A m

Course: Math 8


Content

Curricular Competency

Core Competency

Unit: Big Idea:

Key Concepts

Big Idea

Access Questions

Unit Question(s):

OUR PLAN!

WHAT am I teaching?

Even more goals

More goals

Goals

Extended Goal

Access Goal

Modifying the Goal for ALL

! Previous curricular goal in the same subject area

! A logical, more accessible step

! Another cognitive, literacy based goals decided on by the team

Social Studies 9 Teacher: Bryce Miller

Regular Outcomes

Adapted Outcomes

Modified Outcomes

Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,

Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia

Philip, Shaun Tudor, Alexa, Paris, Talha

Rahul Niccole


EA: Sharon Hovbrender Resource Teacher: Shelley Moore

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

Social studies 9- content goals


One goal

goals

-For ALL students


Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community

Unit: What is Culture? How is Culture Formed?

What is Enduring? What does EVERYONE need to know?

Content goals


goals - For SOME students


Student will be able to: - Assess how identity is shaped by a variety

of factors including: - nationality - ethnicity - Analyse roots of present day, regional, cultural, and social issues within Canada


What can we add? What does SOME need to know?

Content goals


goals - For Few students

Content


Student will be able to: - Assess how identity is shaped by a variety

of factors including: - gender - belief


What can we add? What does FEW need to know?

Content goals


goals - For INDIVIDUAL students

Content






Category: D

What is Culture? How is Culture Formed?

Modified outcomes To address appropriate content level

Niccole Rahul

Category: C Learning Needs

Class goal for all:

Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country



Nancy

Ryan

Identify similarities and differences among

families

Identify factors that influence who they are

Category: D



Niccole Rahul

Category: C

Learning Needs

Class goal for all: Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country

Niccole will:

Identify similarities and differences among families

Rahul will:

Identify factors that influence who they are


Yea But Shelley!

• What if the student’s cognitive level is still not meeting kindergarten outcomes?



Niccole (C)

Approximate cognitive level: 18 months

Learning Needs

Class goal for all:

Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community - country


Nicole will

Identify similarities and differences among families

KINDERGARTEN EXAMPLE

Goals






use my senses





Comparing numbers

Play Senses ideas


Access Questions








PLOs number concepts to 10

- Familiar numbers

Ideas/ Concepts

Numbers Numbers I know

Access Questions

How can I make numbers?

I can play with numbers

PLOs

Familiar numbers


Ideas/concepts

Age

Question

How old am I?

Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be represented in

many different forms.


Unit Question: What are numbers? What do they mean? How can I show what I know in many

Goals






use my senses





Comparing numbers

Play Senses ideas


Access Questions




UDL Planning Triangle

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

How can I make numbers?

What do numbers look like?

How can I talk about numbers to others?

What do numbers mean?

What does next mean?

How do I count?

How are numbers the same and different from each other?

How old am I?


SOCIAL STUDIES 8 EXAMPLE

PLOs Compare daily life, family structures and gender roles in a variety of civilizations

Describe the impact of technological innovation and science on political, social and economic structures

Describe how physical geography influenced patterns of settlement, trade and exploration

Assess the impact of contact, conflict and conquest on civilizations


Ideas/ Concepts

Vikings Culture

Travel

Geography

Cause/Effect

Questions






Extended Goal Can order and chaos exist at the same time? Why?

All/Most/Few

All

All

All

Most

Most

Few

Course: Socials 8


PLOs

Compare daily life, family structure and gender roles in a variety of civilizations


Ideas/ Concepts

Vikings

Access Questions


How did the Vikings live?

All/Most/Few

All

All

Course: Socials 8- Modified goal

PLOs


Ideas/concepts Question





Student who is modified

! Goal for All: Compare daily life, family structures and gender roles in a variety of civilizations

! Grades to help us: Grade 1/2

Distinguish roles, rights and

responsibilities within the classroom and

the school

PLOs

Compare daily life, family structure and gender roles in a variety of civilizations


Ideas/ Concepts

Vikings

Access Questions


How did the Vikings live?

All/Most/Few

All

All

Course: Socials 8- Modified goal

PLOs Describe roles and responsibilities of individuals within the classroom and the school


Ideas/concepts

Roles and responsibilities

Vikings

Question

What were the different roles and responsibilities of the Vikings?


Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW






Can order and chaos exist at the same time? Why?

What were the different role and responsibilities of the Vikings?


SCIENCE 8 EXAMPLE

PLOs Explain how human vision works


Demonstrate knowledge of the behaviour of waves

Compare visible light to other types of electromagnetic radiation

Unit: Optics

Ideas/ Concepts

The eye/ seeing

Light

Energy

Waves

Electromagnetic spectrum

Questions How do we see?






Extended Goal How do we see what we cant see?

All/Most/Few

All

All

All

Most

Most

Most

Few

Course: Science 8






Student who is modified

! Goal for All: Explain the properties of visible light

! Grades to help us: K

PLOs



Ideas/ Concepts

Light

Access Questions


All/Most/Few

All

All

Course: Science 8- modified goal

PLOs (grade K)


Ideas/Concepts Access Questions

Describe properties of materials including

colour, shape, texture, size and

weight

PLOs



Ideas/ Concepts

Light

Access Questions


All/Most/Few

All

All

Course: Science 8- modified goal

PLOs (grade K)

Describe properties of light using colour


Ideas/Concepts

Colour

light

Access Questions

What are the colours in light?

What is the order of colours in a light rainbow (electromagnetic spectrum)?


Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

How do we see?






How do we see what we cant see?

What are the colours in light?

What is the order of colours in a light rainbow ?


A modified goal….

! Is the NEW starting point for EVERYONE ! is background/prior knowledge ! is assumed knowledge

! Gives a student a role in the learning community ! Contributing to the learning of others

PLOs

C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characteristics and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properties of matter

Unit: Chemistry 9

Big Question: “Why does matter matter?” Or “What are you made of?”

Ideas/ Concepts

Atoms & molecules

Atomic Theory

Elements

Periodic Table

Ionic compounds

Properties of matter

Questions • What is an atom? • What is a molecule? • How are atoms and molecules

different? • What is the structure of an atom? • How has our understanding of

atoms changed? • What is an element? • How is the periodic table

organized? • What is an ionic compound? • How do you write names and

formulae of ionic compounds? • What is matter? • How does matter change? Extended Goal: Why do chemical properties change as atoms form compounds?

All/ Most /Few

• All • All • All

• All

• Most

• All • Most

• All • Most

• All • Most

• Few


PLOs C1: use modern atomic theory to describe the structure and components of atoms and molecules

Unit: Chemistry Essential Question: “Why does matter matter?” Or “What are you made of?”

Ideas/ Concepts

Atoms

Molecules

Questions What is the structure of an atom?

What is an atom?

What is a molecule?

How are atoms and molecules the same? different?

All/ Most/Few

All

All

All

Course: Science 9 modified goal

PLO(s) (grade 2) Compare atoms and molecules



Extended Goal(s) • Why do chemical properties change

as atoms form compounds?

Modified Goal(s) • What is an

atom? • What is a

molecule? • How are atoms

and molecules different?

Goals for ALL

Goals for MOST

Goal for FEW


• What is the structure of an atom?

• What is an element? • What is an ionic

compound? • What is matter?

• How has our understanding of atoms changed?

• How is the periodic table organized? • How do you write names and formulae of

ionic compounds? • How does matter change?

PLOs

Unit: Pioneers/Communities - Grade 3 Big Question: What is a community? Big Ideas: Communities have changed over time.

Ideas/ Concepts Questions

All/Most/Few



B2-Describe the importance of communities

B3-Identify cultural similarities and differences

D1-Compare ways in which needs and wants are met in communities

D2-Assess how technologies affects Individuals and communities

Communities

Culture

Living

Technology







Extended Goals



ALL

ALL

ALL ALL

MOST

MOST

FEW

FEW

Goal Planning Template

PLOs

Unit: Essential Question: What is a community?

Ideas/ Concepts

What is a pioneer community?

Questions

All/Most/Few

All

All

All

All

Course: Social Studies modified goal

PLO(s) (grade Pre K-emergent)

-Identify objects and pictures of a pioneer community.



1. -What is a community?




Question (grade Pre K-emergent)

- Identify 5 new words about pioneer community

- How is a pioneer community like my community?


Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW










Identify 5 new words about pioneer community

How is a pioneer community like my community?

PLOs 1) Describe the major

physical regions of Canada

2) Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources

3) Explain why sustainability is important

4) Analyse environmental effects of settlement in early BC and Canada

Unit: Social Studies 5 Big Question: What are the regions and resources of Canada and how have humans impacted them? Big Ideas: The Physical Environment of Canada and Human Impact

Ideas/ Concepts - Regions

- Resources

- Location

- Sustainability

- Renewable vs Non renewable Resources

- Human Settlement

- Past, Present, future

Questions - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found? - Why is sustainability important? - What is the difference between renewable and non renewable resources? (With examples) - How has human settlement impacted the environment? - How can our past inform our future choices to protect the environment?

Environmental effects of

All/Most/Few

All

All

All

Most

Most

Few

Few


PLOs Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources

Unit: Essential Question: What are the resources are found in your local environment?

Ideas/ Concepts

- Local Environment

- Resources

Questions

- Where do you live?

- What is your local environment?

- What resources are found in your local environment?

All/Most/Few

All

All

All

Course: Social Studies 5

Modified goal

PLO(s) (grade __K___) Identify characteristics of different local environments


PLO(s) (grade __K___) What does my environment look like? What are mountains? Oceans? Rivers? Forests?

What does my environment look like? What are mountains? Oceans? Rivers? Forests?


Extended Goal: How can our past inform our future choices to protect the environment?

Modified Goal(s)

Goals for ALL - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found?

- Why is sustainability important? - What is the difference

between renewable and non renewable resources? (With examples)and non renewable resources? (With examples)

Goal for FEW - How has human settlement impacted the environment?s


PLOs/goals






Ideas/ Concepts


Length

Volume

Capacity

Questions







All/Most/Few

All

All

Some

Few


PLOs



Unit: Measurement

For Damien and CJ

Ideas/ Concepts

Rectangle

Measurement of Length

Questions

What is rectangle?

What makes a rectangle?

What is length?

All/Most/Few

All

All

All

Course: Math grade 2

PLO(s) (K)

Measure length to the nearest non standard unit


Questions

What is long? What is short?

How can I measure length?


Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW






What is long? What is short?

How can I measure length?

Able to pick appropriate units for: length, area, volume, capacity from a list

Is able to measure length, perimeter, area, volume and capacity of an object

Documents

FRAMEWORKS TO SUPPORT DIVERSITY - · PDF fileFRAMEWORKS TO SUPPORT DIVERSITY Day 1 Shelley Moore @tweetsomemoore #inclusionbootcamp