Coquitlam.burnaby.sept2012
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This document summarizes a presentation about quality teaching in inclusive classrooms. The presentation focuses on frameworks like universal design for learning and backwards design that support effective teaching for all students. It discusses approaches like assessment for learning, open-ended strategies, gradual release of responsibility, cooperative learning, literature circles, and inquiry-based learning. Specific strategies are described, such as using learning intentions, descriptive feedback, and information circles. The presentation aims to help teachers implement more inclusive practices and plan ways to try new strategies.
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Coquitlam.burnaby.sept2012
- 1. Quality Teaching in Inclusive Classrooms and Schools: A Community of Professionals Coquitlam/Burnaby Performance Network Series September 21st, 2012 Faye Brownlie www.slideshare.net
- 2. Learning Intentions • I more fully understand how universal design for learning and backwards design support effecGve teaching for all students • I can implement more integrated, fluid assessment for learning pracGces • I have a plan to use more choice or more diverse texts with my students • I have a plan to implement a strategy that is new to me
- 3. Frameworks It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009 It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011
- 4. 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
- 5. How can you find the sum of: 6 + 8 36 + 48 3.6 + 4.8
- 6. 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
- 7. The teeter totter kids curriculum kids
- 8. Approaches • Assessment for learning • Open-‐ended strategies • Gradual release of responsibility • CooperaGve learning • Literature circles and informaGon circles • Inquiry It’s All about Thinking – Brownlie & Schnellert, 2009
- 9. Assessment for Learning • Learning intenGons • Criteria • DescripGve feedback • QuesGoning • Peer and self assessment • Ownership
- 10. Descriptive Feedback • What’s working? • What’s not? • What’s next?
- 11. Effec%ve feedback occurs Feedback is not advice, praise, or during the learning, while evalua%on. Feedback is informa%on about there is s%ll %me to act on it. how we are doing in our efforts to reach a Jan Chappuis goal. Grant Wiggins Focus on errors, not on The primary goal of feedback is to improve mistakes and search for the future possibiliGes for each individual pa`erns in student errors. learner and for the learning community. Douglas Fisher and Nancy Frey Peter Johnston
- 12. How do we use the world’s water? Literacy in AcGon 8 Pearson www.pearson.ca
- 14. Information Circles • Select 4-‐5 different arGcles, focused on central topic or theme. • Present arGcles and have students choose the one they wish to read. • Present note-‐taking page. • Student fill in all boxes EXCEPT ‘key ideas’ before meeGng in the group. • Students meet in ‘like’ groups and discuss their arGcle, deciding together on ‘key ideas’. • Students meet in non-‐alike groups and present their informaGon from their arGcle.
- 15. Vocabulary/terms Images Ques%ons Key ideas
- 16. Lit Circles – Gr 1/2 Spring Term Michelle Hikada, Richmond Learning IntenGons/Focus QuesGon What kind of thinking will we do when we are reading? •deep connecGons – no thin connecGons •I wonder •infer – What do you think? Why do you think?
- 17. • Our jobs in lit circles: – Think – Listen and look at the speaker – Pay a`enGon. They will make you smarter. – Be a good leader – Don’t interrupt – Don’t be silly – If you finish early, just read
- 18. 1. Read independently 15 minutes. 2. Join in lit circle group. 3. Teacher circulates and listens in on conversaGon. 4. 20-‐25 minutes. Stop. Put a sGcky note on your deep connecGon, your wonder or your inference. 5. Appoint a leader. 6. Discuss. 7. Review as a class. 8. Students write le`ers 1-‐2 /week to teacher.
- 19. Planning What are you going to try ASAP? Who will help you? Be prepared to talk about what you tried when we meet again in January.