Balancing Students and Curriculum: The Art and Science
of Teaching The Class Review Process, Session 2
Kamloops April 20, 2015 Faye Brownlie
www.slideshare.net/fayebrownlie/classreview2
Learning Intentions • I beFer understand how to conduct a strengths-‐based class review.
• I can use the informaJon from the class review to plan ‘what’s next?’
• I can use the ‘Checklist quesJons for inclusive classrooms’ in my planning
• I have a plan to integrate a new reading/wriJng strategy into my classroom
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?
Reviewing our reviews☺
• What worked? • What didn’t work as well? How did you make it beFer?
• What’s next? What do you wonder?
Checklist for the Teacher Who Values an Inclusive Classroom
• Read over the checklist • Which of these aspects are most easily integrated into your planning?
• Which of these are most challenging to you?
• Which one can you aim to integrate into your planning between now and June’s end?
Inclusion Triangle (RTI revisited)���(Thanks to Shelley Moore, Richmond)
• ALL students can access supports regardless of ability in the teaching and learning phase
• The job is to decide which supports will work for your group of students, and how you will scaffold them using the Class Profile
• Supports are designed for specific students, but during teaching, are accessible to whomever needs them
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 Jme, 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, a_er lunch☺
• Mundy Road with KrisJne 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…”
The Life Cycle of a Salmon���Jennifer Forbes & Cathy Van der Mark,
Gr. 3, Smithers
Learning IntenJon: -‐idenJfy powerful words to increase our vocabulary when describing the life cycle of a salmon
2 hours
• Partner talk – review life cycle • Introduce new vocabulary • Predict from book cover
• Thinking page to collect words, 3 chunks 1) Sumi feels, sees and hears 2) Sumi’s environment
3) choose: either or 1 or 2 or Sumi’s changes
• A_er each chunk, students share their words with their partner, then teacher collects as a class
• Write, using powerful words to show how Sumi: – Feels, sees, hears – Changes physically – Her environment ••Circle your powerful words
Interview Writing���with Sara Howard, Gr 4/5 Burnaby
• Have been working on story wriJng • Goal: increase quality of wriJng • Modeled 1 minute interview, 30 second response • Model wriJng and ediJng "criteria • Pairs: 1 minute, 30 seconds • Walk around to find your beginning • 8 minute write " 12 minutes • Circle your criteria • Share
McKinsey Report, 2007 • The top-‐performing school systems recognize that the only way to improve outcomes is to improve instrucJon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacJon.
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 shi_ed 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)
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