Quality Teaching and Learning in Inclusive Classrooms and Schools

RichmondProfessionalLearningNetwork

Nov30,2015Slideshare.net/fayebrownlie/richmond/

pns/nov

Shape of the Day

•  8:30-10–Keynote•  10:20-11:05-Breakout#1•  11:15-12:00-Breakout#2•  12:00-12:30-Lunch•  12:30-1:30Keynote

Learning Intentions: •  IhaveabeEerunderstandingofthebigpiecesofteachingandlearningandcanrecognizetheminmyworkwithstudents.

•  IamfeelingbeEerequippedtodealwithdiversityinmyclass.

•  IhaveaquesIontoconInuethinkingabout.•  Ihaveaplantotrysomethingthatisdifferentformeandthatwillincludeallmylearners.

McKinseyReport,2007

•  Thetop-performingschoolsystemsrecognisethattheonlywaytoimproveoutcomesistoimproveinstrucIon:learningoccurswhenstudentsandteachersinteract,andthustoimprovelearningimpliesimprovingthequalityofthatinteracIon.

Howtheworld’smostimprovedschoolsystemskeepgeSngbeEer–

McKinsey,2010

ThreechangescollaboraIvepracIcebroughtabout:1.  Teachersmovedfrombeingprivateemperorsto

makingtheirpracIcepublicandtheenIreteachingpopulaIonsharingresponsibilityforstudentlearning.

2.  FocusshiVedfromwhatteachersteachtowhatstudentslearn.

3.  Systemsdevelopedamodelof‘goodinstrucIon’andteachersbecamecustodiansofthemodel.(p.79-81)

The teeter totter

kids

kids curriculum

Big Ideas – Teaching counts!

•  OurinstrucIonalchoicesimpactsignificantlyonstudentlearning

• Weteachresponsively

• Weneedamentalmodelof‘whatworks’toguideourteaching

– All kids can learn and we know enough collectively to teach all kids! •  Anunwaveringbeliefthateveryonehastherighttobeincludedsocially,emoIonally,andintellectually

Big Ideas – Reading and writing

•  ‘floatonaseaoftalk’–JamesBriEon•  AreapprenIceships–FrankSmith

–  Engage the learners! •  Ifyouarenotengaged,youcan’tbelearning•  Thinkingisthebasisofallourlearning

–  Provide access for all! •  Lowfloor,highceiling•  WorkIrelesslytokeepstudentswithinthecommunityoftheclassroom

Redesigned Curriculum •  CoreCompetencies–  CommunicaIon–  Thinking–  PersonalandSocial

•  BigIdeas•  LearningStandards–  Curricularcompetencies–  Content

A cultural perspective on inclusive education:

–  inclusiveeducaIonhasasoneofitscorephilosophicalunderpinningsasenseofcommunitybelongingandcelebraIonofindividualdifferences

–  Insteadofviewingdifferencesassomethingtobetoleratedandaccepted,aboriginalculturesseedifferencesasessenIaltothegroup’ssurvivalandassucharetobecelebrated

–  PhilpoEetal.(2004b)

Frameworks for Learning

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulIplemeans:-totapintobackgroundknowledge,toacIvatepriorknowledge,toincreaseengagementandmoIvaIon

-toacquiretheinformaIonandknowledgetoprocessnewideasandinformaIon

-toexpresswhattheyknow.

Rose&Meyer,2002

Backwards Design •  Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?

•  Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?

McTighe&Wiggins,2001

Approaches •  Assessmentforlearning•  Open-endedstrategies•  Gradualreleaseofresponsibility•  CooperaIvelearning•  LiteraturecirclesandinformaIoncircles•  Inquiry

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

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssIllforthem.”-SIggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesIonstoshowevidenceoflearningWhosequesIons?Whoanswers?

4.Descrip@veFeedbackTimely,relevant,personal,descripIvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

“Studentstaughtbyteacherswhousedassessmentforlearningachievedinsixorsevenmonthswhatwouldotherwisehavetakenayear.” Black&Wiliam(1998).

“Feedback[is]inthetopteninfluencesonachievement.Whereisthestudentgoing?Howisthestudentgoing?Wheretonext?” HaMe(2012).

Language Counts!…ourlanguagechoiceshaveseriousconsequencesforchildren’slearningandforwhotheybecomeasindividualsandasacommunity.

…thelanguagewechooseinourteachingchangestheworldschildreninhabitnowandthosetheywillbuildinthefuture. -PeterH.Johnston,2012

•  Myclassisa3-4readingleveltoa32.•  ThischildissIlla1.There’snochange.•  Thisismylowgroup.

•  Ihave14IEPsinmyclass.

•  Ihaveabehaviorclass.•  Howmanyspecialneedsdoyouhave?

•  I’veasplitclass.

Language Counts! •  Thankyou•  WhatareyoureadingthatisinteresIngtoyou?

•  Ithinkwehavecomeoffcourse.Whatcanwedotogetbackoncourse?

•  Weonlygettowritefor4minutes!•  Idon’tthinkIwasclearenoughwithmyinstrucIons.Canwestopforamomentandhaveyouhelpmebeclearer?

Creating an Inquiry Classroom�- increasing engagement and

thinking •  WithAngelaCurle,grade5/6•  LakeviewElementary,Quesnel

Goal: create curiosity and questioning, deepen thinking

•  Model‘noIce’,‘think’,‘quesIon’withapicture

•  Students,ingroupsof3,‘noIce’,‘think’,‘quesIon’withanotherpicture

•  Studentsmovetoaddontoa2ndpicture

•  Model‘explodethesentence’

•  Students,ingroupsof3,‘explodethesentence’•  Begintoreadthetext.NoIceengagementandthinking.

DearMrs.LaRue,

Howcouldyoudothistome?ThisisaPRISON,notaschool.Youshouldseetheotherdogs.TheyareBADDOGS,Mrs.LaRue!Idonotfitin.Eventhejourneyherewasahorror.

•  Mrs.LaRuedidn’thaveenoughImetotrainhim.

•  Mrs.LaRueisthedog’smaster.

•  Itisnotaschool.•  DidthedogwritetheleEer?

•  Mrs.LaRuesenthimthere.•  Whatdidthedogdo?

•  Howdidthedoggetatypewriter?•  Theotherdogsaremean.

•  Dogscan’tholdpencils.

Writing to Read – Gr 1/2�Catherine Feniak & Stacey Shaw,

Lord Kitchener, Vancouver

•  NarraIvewriIng•  Strengths:personalwriIng•  Stretches:depth,meaning,structure

•  NoIcethevocabularyandtherisk-taking☺

Writing Necklaces�First, Then, Finally

•  Day1:readthestory•  Day2:rereadthestory,thinkingabout‘first,thenandfinally’

•  Distribute3recipecards•  Titlethecards:first,then,finally•  UponcompleIonofthewriIng,threadthecardsintoastorynecklace

•  Sharewithapartner

Resources •  Assessment&Instruc-onofESLLearners–Brownlie,Feniak,

&McCarthy,2004•  GrandConversa-ons,Though<ulResponses–aunique

approachtoliteraturecircles–Brownlie,2005•  StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,

2006•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,

2006•  It’sAllaboutThinking–collabora-ngtosupportalllearners

(inEnglish,SocialStudiesandHumani-es)–Brownlie&Schnellert,2009

•  It’sAllaboutThinking–collabora-ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011

•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011