Quality Teaching in Inclusive Classrooms and Schools

Kamloops  Performance  Network  Series  

May  16,  2014  Faye  Brownlie  

www.slideshare.net  

Learning Intentions •  I  can  explain  UDL  and  BD.  •  I  can  idenGfy  powerful  feedback  in  my  pracGce  and  can  see  how  to  provide  it  to  all  students  in  each  class.  

•  I  can  plan  with  ALL  in  mind.  

•  I  have  a  plan  to  try  something  new  to  me  in  my  classroom.      

The teeter totter

kids

kids curriculum

Universal Design for Learning MulGple  means:  -­‐to  tap  into  background  knowledge,  to  acGvate  prior  knowledge,  to  increase  engagement  and  moGvaGon  

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

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

Access

not accommodate or adapt

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  

Feedback •  Read  the  following  4  quotes  •  Choose  the  one  which  resonates  with  you  the  most  

•  Talk  to  a  partner  about  your  choice  and  why  you  chose  it  

•  Describe  what  this  looks  like  in  your  class  

Effec%ve  feedback  occurs  during  the  learning,  while  there  is  s%ll  %me  to  act  on  it.      

Jan  Chappuis  

Feedback  is  not  advice,  praise,  or  evalua%on.    Feedback  is  informa%on  about  how  we  are  doing  in  our  efforts  to  reach  a  goal.      

Grant  Wiggins  

The  most  powerful  single  influence  enhancing  achievement  is  feedback.  

Dylan  Wiliam  

The  primary  goal  of  feedback  is  to  improve  the  future  possibili%es  for  each  individual  learner  and  for  the  learning  community.      

Peter  Johnston  

•  Quality  feedback  is  needed,  not  just  more  feedback  •  Students  with  a  Growth  Mindset  welcome  feedback  

and  are  more  likely  to  use  it  to  improve  their  performance  

•  Oral  feedback  is  much  more  effecGve  than  wri[en  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

“Know thy impact.” Visible  Learning  for  Teachers    

Maximizing  Impact  on  Learning    John  Ha`e,  2012

Is what you are doing, getting you what you want?

Do your students receive individual feedback from you in

every class?

Powerful feedback to build a sense of agency

•  What  do  you  know  how  to  do?  •  Where  are  you  ge`ng  stuck?  

•  How  does  that  connect  to  what  we  did  yesterday?  Or….?  

•  What  do  you  remember  about…?  

•  Bri[any  Stockley,  gr.  11/12  math,  Centennial  Secondary  

•  What  angle  (between  0  and  360)  –  is  in  the  second  quadrant  and  a  sine  =  0.23?  

– Sketch  the  quadrants  and  tell  me  what  you  know.  – Which  is  the  second  quadrant?  

– What  do  you  know  about  the  second  quadrant?  – What  do  you  know  about  sine?  

Powerful feedback to build a sense of agency

•  I  see  you  know  how  to  write  the  beginning  of  that  word….  

•  Can  you  show  me  a  word  you  took  a  risk  at  spelling/using?  

•  Circle  your  2  most  powerful  words/phrases.  

•  I  bet  you’re  proud  of  yourself.  •  Which  part  are  you  sure  about,  and  which  part  are  you  not  sure  about?  

Increasing engagement and oral language

•  Heritage  Woods  Secondary  with  Lauren  O’Leary  in  grade  11  physics  

•  Groups  of  4  •  Building  background  knowledge:  

–  QuesGon  –  Spring  scale  

•  Created  definiGon  together  •  Think  aloud  with  formula  •  One/two  class  pracGce  problems  with  think  aloud  •  Try  more  pracGce  problems  in  pairs  or  independently  •  Individual  feedback  •  Ticket  out  the  door:    Learning  outcome  for  closure:    I  can  

apply  Fg  =  m*g  and  explain  my  thinking  

•  What  is  mass?  •  What  is  weight?  

•  What  is  the  difference  between  the  two?  

•  Mass    – Ma[er  –  how  much  stuff  we  are  made  up  of  –  Scalar  (no  direcGon)  –  Constant  – Measured  in  kg  

•  Weight    –  Vector  (has  direcGon)  – Depends  on  where  you  are  in  the  universe  -­‐  force  of  gravity  

– Measured  in  Newtons  

PLO:  Solve  a  variety  of  problems  involving  the  relaGonship  between  mass,  gravitaGonal  field  strength,  and  force  due  to  gravity.  

Learning  Goal:  Understand  the  conceptual  side  and  apply  it.  

Teaching  Goal:    Make  lesson  accessible  and  interacGve.  

Fg  =  m*g  

Expand  the  sentence.  Think  aloud  with  your  reasoning.  

A Primary Writing Prompt: the grab bag

•  4  items  in  a  bag,  kids  with  a  paper  with  4  boxes  

•  Pull  out  1  item  at  a  Gme,  explore  how  it  might  be  used  in  a  story  

•  Kids  draw  how  the  item  might  be  used  •  Repeat  with  each  item  with  kids  drawing  both  items  in  2nd  box,  …  

•  In  4th  box,  either  draw  all  4  items  or  begin  to  write  their  story  

Both  lessons:    75  minutes,  aner  lunch  

•  Mundy  Road  with  KrisGne  Wong  – Focus  on  beginning,  middle,  end  

•  9  EAL  students  •  1  very  young  student  

•  Blakeburn  with  Lori  Clerkson  – Focus  on  story  starters,  moving  beyond  ‘I  did,  I  did,  I  did…”    

Using Mindmaps to Organize and Demonstrate Understanding

•  Gleneagle  Secondary  with  Andy  Albright,  grade  10  English  –  graphic  novels  – Opener:    hot  chocolate  invitaGon  and  3  +  from  yesterday  –  extended  1;  modeled  chains  

– Styles  Line-­‐Up:    visual,  verbal,  relaGonships/connecGons,  analyzing    

– Examined  mindmap  of  WW11  –  what  do  you  noGce?    Created  dran  design  criteria.  

– Reviewed  content  criteria  – 20  minute  for  individual  work  &  feedback  

Michelle Iacobucci Gr. 4/5

Walnut Grove, Smithers

Purpose:    math  review  informal  assessment  of  new  student  

People  Search  When  you  find  someone  to  work  with  you,  do  the  work  on  the  same  quesGon  together.      

(12  quesGons)  

Knows  24  divided  by  8  

Can  show  an  equivalent  frac%on  to  ½  

Will  count  by  6’s  to  100  

Can  draw  4  groups  of  3  

Can  explain  the  rule  of  this  pa[ern:        1,3,9,27  

Will  find  3  quesGons  to  this  answer:  A  =  36  

GraffiG  Wall  &  WriGng  with  Stone  Fox  

•  Goal:    sharing  what  we  learned  •  Theme:    opGmism  – Group,  partner,  individual  reading  &  partner  talk  – Double  entry  journal:    story  events  and  thinking  – SGcky  notes:    exquisite  language,  meaningful  quotes,  strong  emoGon  

– Class  whip  around  – Borrowing  1-­‐2  ideas  each  day  – Final  projects:    graffiG  wall  and  story  

Beginning with images…

Marco Cianfanelli, of Johannesburg, sculptor

50  ten  metre  high  laser  cut  steel  plates  set  into  the  landscape,  represen5ng  the  50  year  anniversary  of  when  and  where  Mandela  was  captured  and  arrested  in  1962  (prior  to  his  27  years  of  incarcera5on).  Standing  at  a  par5cular  point  (presumably  the  spot  where  the  people  are  standing  in  Photo  #2),  the  columns  come  into  focus  and  the  image  of  Mandela  can  be  seen.    At  Natal  Midlands  

Big Ideas of the PNS – Teaching  counts!    

•  Our  instrucGonal  choices  impact  significantly  on  student  learning  

• We  teach  responsively  

– All  kids  can  learn  and  we  know  enough  collecGvely  to  teach  all  kids!  •  An  unwavering  belief  that  everyone  has  the  right  to  be  included  socially,  emoGonally,  and  intellectually  

Your  Plan  –  20  minutes  team  planning  

•  What  will  you  try?  

•  Who  will  you  work  with?  

•  How  will  you  know  that  what  you  are  doing  is  making  a  difference?