EDST 498FShelley Moore

@tweetsomemoore

QUESTIONS?

OPENING ACTIVITY

➤ How does this support our understanding of inclusive education?

➤ How can I use this to support others’ understanding of inclusive education?

GUIDING REFLECTION OF THE DAY & QUESTION OF THE WEEK

➤ How do I already plan for and differentiate for students of various abilities in inclusive classes?

➤ Share with your neighbour

ACTIVITY #1: CO-CONSTRUCTING CRITERIA

➤ Individual - What makes a powerful reflection? (2 min)

➤ Share with your partner (come up with 4 themes)

➤ Share in a group pf 4 (come up with 4 themes)

➤ Share in a group of 8 (come up with 4 themes and describe each theme - looks like, sounds like, feels like)

➤ Share with large group

➤ Large group comes to consensus

BREAK 15 MIN

ACTIVITY #2: PROCESS READINGS

- Organize groups by Reading

-Planning Pyramid

-UDL

-Backwards Design

-Inquiry

-Culturally Responsive Teaching

-Multiple Intelligences

ACTIVITY #2: PROCESS READINGS - TOP 10

- In topic groups negotiate the TOP 10 reasons why you would design with a _______________________ lens/framework…

ACTIVITY #1: CO-CONSTRUCTING CRITERIA

➤ Individual - What makes a powerful RTI support triangle? (2 min)

➤ Share with your partner (come up with 4 themes)

➤ Share in a group pf 4 (come up with 4 themes)

➤ Share in a group of 8 (come up with 4 themes and describe each theme - looks like, sounds like, feels like)

➤ Share with large group

➤ Large group comes to consensus

LUNCH

ACTIVITY #3: PRESENTATION - UNIT DESIGN PART 1

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

The green kids…

Should….

!Should =“Average”

!The “green” kids

Strength based vs. Deficit based

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

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

The End of Average!

How do we make an adjustable curriculum?

!Build a curriculum plan that fits the kids vs. kids fitting the curriculum

!We need to find the RANGE?

!In curriculum

!In competencies

Who are we teaching?Who are we teaching?Teaching to the range…not the average

There is no should…

!What CAN you do? (strengths)

!What is your NEXT step? (goals)

Personal

SocialIntellectual- Communication - Social responsibility- Creative thinking

- Critical thinking

- Personal awareness & responsibility - Personal Identity & Culture

The Physical Place

EXAMPLE: GRADE 5/6 CLASS

Competency Lens:

Personal Awareness

& Responsibility

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Personal Awareness & Responsibility

Kenny

Kendra Alyssa Eric Cathy X. Cathy

Z Joanna Monica

Alexandria

Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida

Sam Maria Megan Jackson Siteah Max Michael

Rachel Annabel Johnathan Ethan

Students who need the most support

Students who need the most challenge

Start from access, build on challenge: Planning Pyramid

Goal for FEW (Challenge) - 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 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 ALL (Access) - I can celebrate my efforts and accomplishments (self

determination) - I can persevere through challenging tasks (self

regulation)

Making the plan!! 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

! 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

UDL works both ways…

When we universally design our planning, students have access to supports even if they aren't designed for them, but also…students have access to challenges even if they not designed for them - and then they can have the opportunity to exceed our expectations!

How do we make a range with curriculum?

! We need to know WHO are learners are?

! We need to plan for access and challenge? (outside pins)

! Build a map! ! All start together ! Multiple exit points

Responding to the RANGE!

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

Co-planning for All Shelley Moore 2013

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)

Co-planning for All Shelley Moore 2013

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

represented in many different forms.

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

Co-planning for All Shelley Moore 2013

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

represented in many different forms.

“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

correspondence - Quantity

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

represented in many different forms.

Medium Ideas/ key concepts

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

Play Senses ideas

Co-planning for All Shelley Moore 2013

Big Idea Numbers How many Many ways

Goals

number concepts to 10

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

correspondence - Quantity

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

represented in many different forms.

Medium Ideas/ key concepts

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

Comparing numbers

Play Senses ideas

Co-planning for All Shelley Moore 2013

Big Idea Numbers How many Many ways

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

Who were the Vikings?

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

Co-planning for All Shelley Moore 2013

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

Co-planning for All Shelley Moore 2013

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

Co-planning for All Shelley Moore 2013

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.

All/Most/Few

All

All

Some

Few

Co-planning for All Shelley Moore 2013

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

Co-planning for All Shelley Moore 2013

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

Co-planning for All Shelley Moore 2013

Content

Curricular Competency

Core Competency

Unit: Big Idea:

Key Concepts

Big Idea

Access Questions

Unit Question(s):

CREATE THE PYRAMID (RANGE OF GOALS)

BREAK 15 MIN

ACTIVITY #4: GROUP WORK TIME

➤ Class inventory

➤ RTI support triangles

➤ Case study readings

➤ Unit plan

GUIDING REFLECTION OF THE DAY & QUESTION OF THE WEEK

➤ What am I learning about how to plan for and differentiate for students of various abilities in inclusive classes?

➤ Share with your neighbour

➤ Can we answer any of our questions of the week?

FOR TOMORROW

READING PROCESSING ACTIVITY: 2 COLUMN NOTES

➤ While you are reading the articles…

Article Whats Important? Why?