Learning in Safe Schools, creating classrooms where all

students belong, 2nd ed –  Brownlie  and  King,  2011  Pembroke  Publishers  

Sea  to  Sky  November  2nd  ,  2012  

The teeter totter

kids

learners curriculum

How the world’s most improved school systems keep getting better –

McKinsey, 2010 1.  Focus  on  the  professionalism  of  teachers  2.  Recognize  the  values  and  behaviors  of  

educators  propel  the  system  forward  

3.  Develop  a  common  language  around  the  craG  of  teaching  

4.  UJlize  teachers  and  administrators  as  coaches  

How the world’s most improved school systems keep getting better –

McKinsey, 2010 Three  changes  collaboraJve  pracJce  brought  about:  1.  Teachers  moved  from  being  private  emperors  to  

making  their  pracJce  public  and  the  enJre  teaching  populaJon  sharing  responsibility  for  student  learning.  

2.  Focus  shiGed  from  what  teachers  teach  to  what  students  learn.  

3.  Systems  developed  a  model  of  ‘good  instrucJon’  and  teachers  became  custodians  of  the  model.  (p.  79-­‐81)  

The Right Drivers •  Capacity  building  •  Group  work  •  InstrucJon  •  Systemic  soluJons  

•  These  need  to  dominate  and  lead  the  reform!  •  Fullen,  2011  

Structures •  To  focus  on  instrucJon  •  To  enhance  collaboraJon  •  To  build  the  social  capital  of  the  building  •  To  refine  our  mental  models  of  learning  

•  To  build  trust  

Schools as communities where everyone ‘owns’ all students  

Chap.  1-­‐4  

Why Inclusion: BC Principles of Learning

•  Learning  requires  the  acJve  parJcipaJon  of  the  learner  

•   People  learning  in  a  variety  of  ways  and  at  different  rates    

•  Learning  is  both  an  individual  and  a  group  process    

•  BC  Ministry    of    EducaJon  at  the  beginning  of  every  IRP  (since  1994)  

Shifting or reaffirming resource/support models

Chap.  9  

Professional Collaboration •  InteracJve  and  on-­‐going  process  •  Mutually  agreed  upon  challenges  

•  Capitalizes  on  different  experJse,  knowledge  and  experience  

•  Roles  are  blurred  •  Mutual  trust  and  respect  

•  Create  and  deliver  targeted  instrucJon  •  GOAL:    beber  meet  the  needs  of  diverse  learners  

Collaboration… •  Takes  Jme  

•  Needs  a  framework  

•  In-­‐class  collaboraJon  without  preplanning  runs  the  risk  of  teachers  funcJoning  as  highly  paid  educaJon  assistants    

•  CollaboraJon  without  preplanning  can  place  focus  of  support  on  learning  acJviJes  (what  is  easily  observable  when  entering  a  classroom)  rather  than  learning  outcomes  and  evidence  of  thinking  and  learning    

No plan, no point

•  A structure to guide the conversation

•  Strengths-based perspective

Class Reviews

Chap.  10  

The Class Review  

What are the strengths of the class?

What are your concerns about the class as a whole?

What are your main goals for the class this year?

What are the individual needs in your class?

Planning for Learning

Frameworks

It’s All about Thinking (En/Hum/SS) – Brownlie & Schnellert, 2009 It’s All about Thinking (Ma/Sc) – Brownlie, Fullerton, Schnellert, 2011

Collaborating to support all learners

Universal Design for Learning MulJple  means:  -­‐to  tap  into  background  knowledge,  to  acJvate  prior  knowledge,  to  increase  engagement  and  moJvaJon  

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

-­‐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  

Model Guided practice Independent practice Independent application  

Pearson  &  Gallagher  (1983)  

Teaching Content to All

Open-­‐ended          teaching,  Jer  1;              universal  

 Adapted,  Jer  2;  

Modified;    Jer  3;  L2,  L3;  M,  I,  E  

•  A structure to guide the conversation

•  Strengths-based perspective

Performance Based Assessments

•  It’s  All  about  Thinking  –  CollaboraJng  to  Support  All  Learners  (English,  SS,  HumaniJes  OR  Math,  Science)  

•  Student  Diversity  

School-wide performance based reading assessment

•  Standard  Reading  Assessment  (see  Student  Diversity  or  It’s  All  about  Thinking)  

•  DART  •  RAD  •  QCA  

Lit 12: practice without penalty Naryn Searcy, Penticton

•  Goal:    learn  how  to  represent  your  understanding  of  a  poem  in  a  different  ways  

•  Poet:    Robert  Burns      – Auld  Lang  Syne  (read  aloud)  – To  a  Mouse  (teams)  

1.    Read  aloud  and  pracJce  stanza  with  partner  

2.    Connect  to  themes:  – Mankind  has  broken  its  union  with  nature  – Even  our  best  laid  plans  oGen  do  not  work  out  

3.    Microcosm  &  universal  truths  

Assignment  

1.  Mouse  Dance  –  all  8  stanzas  (2-­‐4  students)  

2.  Comic  (1-­‐2  students)  

3.  Reduced  poetry  (1-­‐2  students)  

Criteria  

•  Demonstrate  understanding  of  the  meaning  of  all  8  stanzas  of  the  poem  

•  Recognize  and  demonstrate  the  2  themes  

Feedback  

•  What  worked?  •  What’s  missing?  

•  What’s  next?  

Robert  Burns  (1759-­‐1796)To  a  Mouse  On  Turning  Up  Her  Nest  with  the  

Plough,  November,  1785      

       Wee,  sleeket,  cowrin,  Im'rous  beasIe,                            Oh,  what  a  panic's  in  thy  breasIe!                            Thou  need  na  start  awa  sae  hasty                              

       Wi'  bickerin  braNle!                              

       I  wad  be  laith  to  rin  an'  chase  thee                                        Wi'  murd'ring  paNle!  

Reduced Poem Poor  lible  mouse  petrified  Don’t  run  away  quickly!  Humans  break  nature’s  contract  –  theme  1  No  trust  well  deserved  You  don’t  request  much  Have  too  much  myself  Oh  your  house  gone!  December  approaches  uncomfortably  close  Security  beneath  the  chill  Soon  destroyed  with  cut  Home  lost  high  price  Not  alone  in  lesson:  Best  plans  oGen  fail  –  theme  2  Mouse  lucky  because  humans  Regret  past/fear  future  

Gr.  8  Science  “The  DigesJve  System”  Paul  Paling,  Prince  Rupert  

Learning  Inten/on:  Demonstrate  where  in  the  body  

digesJon  occurs  and  what  happens  to  the  food  

Connecting/processing Strategy: What’s In, What’s Out?

(Reading 44, adapted by Paul Paling) •  stomach      squeezing  •  abdomen      hungry  

•  saliva          ulcer  

•  bolus          tongue  

•  gastric  juices    mucus  

•  pepsin          carbohydrates  

•  muscles        mechanical  

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

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

Lesson Planning •  ConnecJng  

•  Processing  

•  Transforming  and  personalizing  

Language

…our  language  choices  have  serious  consequences  for  children’s  learning  and  for  who  they  become  as  individuals  and  as  a  community.  

…the  language  we  choose  in  our  teaching  changes  the  worlds  children  inhabit  now  and  those  they  will  build  in  the  future.            -­‐Peter  H.  Johnston,  2012