Third in a K-12 series focusing on quality teaching and assessment for learning. Classrooms scenarios, engagement, language choices.

1. Quality Teaching in Inclusive
Classrooms and Schools: A
Community of Professionals
Coquitlam/Burnaby
Performance
Network
Series
April
17,
2013
Faye
Brownlie
www.slideshare.net

2. • 8:30
–
10:00
keynote
• 10:10
–
10:55
session
1
• Snacks
• 11:15
–
12:00
session
2
• 12:10
–
1:30
keynote

4. What
are
the
narraKves
of
self
that
our
learners
are
developing?
What
is
the
story
they
tell
about
themselves
as
learners?
• Our
language
and
our
acKons
are
immensely
powerful
in
helping
to
narrate
the
‘self’
that
our
learners
are
becoming.

5. Do
your
students
receive
individual
feedback
from
you
in
every
class?

6. Powerful
feedback
to
build
a
sense
of
agency
• What
do
you
know
how
to
do?
• Where
are
you
geSng
stuck?
• How
does
that
connect
to
what
we
did
yesterday?
Or….?
• What
do
you
remember
about…?
• BriVany
Stockley,
Centennial

7. • 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?

8. 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?

9. “The
most
powerful
single
influence
enhancing
achievement
is
feedback”
• 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
effecKve
than
wriVen
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

10. K – Building Connections/Response
to Reading
• PracKce
making
connecKons
• Choose
a
symbol
• Talk
about
how
this
helps
our
reading
• Read
together
and
make
connecKons
• Students
show
their
connecKons
by
drawing
and
wriKng
• with
Jessica
Chan,
Inman,
Burnaby

17. Features of High-Engagement Learning
Environments
• available
supply
of
appropriately
difficult
texts
• opKons
that
allow
students
more
control
over
the
texts
to
be
read
and
the
work
to
be
accomplished
• the
collaboraKve
nature
of
much
of
the
work
• the
opportunity
to
discuss
what
was
read
and
wriVen
• the
meaningfulness
of
the
acKviKes
• Allington
&
Johnston,
2002;
Presley,
2002;
Wigfield,
1997;
Almasi
&
McKeown,
1996;
Turner,
1995

18. Hot Seat
The Outsiders – gr.8 with Brent Spence
The Glass Castle – gr.12 with Amy Stevenson
• Students
choose
a
role
• May
generate
quesKons
in
advance
that
‘could’
be
asked
of
them
• Begin
with
teacher
as
moderator
• Audience
of
the
class
poses
quesKons
to
the
panel;
can
interview
in
role
• Quick
write
between
groups

19. The Outsiders
• Three
quesKons
for
quick
writes:
– What
is
the
big
deal
about
the
Greasers?
– Do
the
Greasers
feel
more
than
the
Socs?
– What
will
your
character
be
doing
in
10
years
Kme?

22. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15
minutes
–
work
on
unit
review
quesKons
with
a
partner
• Inside/outside
circle
–
5
quesKons
• Partner
A
explains,
B
listens,
refines,
quesKons
• Outside
circle,
move
2
chairs,
then
Partner
A
explains,
etc.
• Teachers
listen/coach
for
class
confusion
• Model
process
for
soluKon
for
the
challenging
quesKon
for
the
class
• Students
reflect:
what
I
need
to
remember

26. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People
Search
–
12
boxes
• Students
made
notes
for
each
quesKon
• Coached
and
listened
to
see
if
there
were
any
challenging
areas
• 2
quesKons
were
most
challenging
• Melanie
explained
her
‘answer’
to
each,
using
a
Kmeline
and
associaKons
• 2
addiKonal
areas
to
study
– With
a
concept
map
– With
a
chart

27. Canada
in
the
1930’s
People
Search
Find
someone
who:
…can
describe
3
differences
between
life
in
the
city
and
life
in
rural
Canada
during
the
Great
Depression
…can
paint
a
vivid
picture
with
words
of
relief
camps
…can
tell
the
story
of
the
beginning
of
the
labour
movement
in
Canada
…understands
the
difference
between
totalitarism,
socialism,
communism,
and
fascism
in
the
1930’s

28. Power Paragraphs
• Choose
a
topic
• Choose
3
key
details
about
the
topic
• Under
each
key
detail,
choose
2
further
details,
examples,
support
• Write
one
introductory
sentence
(topic)
and
one
sentence
each
for
each
key
detail
and
its
supporKng
informaKon
• With
Ken
Porter
and
Kelly
Zimmer,
Mundy
Road
–
in
class
support
for
students
at
risk

31. Explorer Trading Cards – Ken Porter,
Mundy Road
• Built
from
power
paragraphs

38. Power Paragraphs
• Model:
build
together
• Same
topic
and
one
‘2nd’
power
• Students
choose
2
‘2nd’
powers
from
the
brainstormed
list
• Walk
and
talk
about
what
you
will
say
• Co-­‐construct
the
power
structure
• Write
together
• Share
• PracKce
in
similar
way
for
3
more
days
• With
Stephanie
Perko,
Mundy
Road,
gr.
2/3

45. Universal Design for Learning
MulKple
means:
-­‐to
tap
into
background
knowledge,
to
acKvate
prior
knowledge,
to
increase
engagement
and
moKvaKon
-­‐to
acquire
the
informaKon
and
knowledge
to
process
new
ideas
and
informaKon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

46. 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

47. 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
April.