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www.blogsomemoore.com
@tweetsomemoore
Think back!What have you tried/ remember from last time?
What have you notice?
What are your questions?
¤ Place Based¤ Where will we implement our plan?
¤ What is your curricular place/ community/location/land?¤ Teach skills in the context and transfer out vs. teach out of the
context and transfer in¤ Bring supports to the kids!
¤ Start with Strength ¤ What can we already do and what do we need to do next? vs. Where
should we be and why aren’t we there?
¤ Responsive¤ What competencies do we need to target?
¤ As an individual¤ As a group as a whole
¤ Continuums of Success¤ What is our range?
¤ Who needs the most support?¤ Who needs the most challenge?
BCs Renewed Curriculum
The End of Average!
How do we teach to the range?
1. Know your students
2. Teach to strengths
3. Start from access and build on challenge
4. Extend for those who need even more access or even more challenge
5. Support them!
Class ReviewLearning in Safe Schools
Teacher:Class:
Classroom Strengths Classroom Stretches
Individual Concerns
Class Review Recording Form
(Brownlie & King, 2000)
Goals Decisions
Medical Language Learning Socio-Emotional Other
RESPONSE TO INTERVENTION (RTI)
STUDENTS
S, MOORE ADAPTATIONS & MODIF ICATIONS- SDL 2012
Lens: Grade 9 – Social StudiesTeacher: Bryce Miller
Regular Outcomes
Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,
Amit, Zafar, Turner, Karm, Colin,Sarah, Ryan, Brian, Cynthia
Philip, ShaunTudor, Alexa,
Paris, Talha
RahulNiccole
Modified Schmodifed. Shelley Moore, 2012
EA: Sharon HovbrenderResource Teacher: Shelley Moore
MOORE, S . & WATSON, L . PR-ALL-GRAMMING- SESS ION 1, 2012
Tier 1
Tier 2
Tier 3
RTI TriangleLens: Literacy 1/2
Co-planning for All Shelley Moore 2013
RockyKeelor
Keisha
JordynJamieJohnny
SarahMichaelRavenColten
Rae Josh H. Adam K.
Kaitlyn Blake Jared Josh N. Nick C.
ReeceJoel Kyle
Isaiah
Tier 1
Tier 2
Tier 3
RTI TriangleLens: PE 10
Co-planning for All Shelley Moore 2013
-Annie- Kaen- Laural
- Danielle - Kory - Anna- - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas
- - Kristen - Sara- Donny - Denby - Sheldon -
Keaston- Lauryn - Emily - Kayden - Sem- Lucas
Tier 1
Tier 2
Tier 3
RTI Triangle: KindergartenLens: number/creative thinking
Co-planning for All Shelley Moore 2013
Jade
Jade
Site Caden BreannRache Annabel Johnathan
EthanKendra Alyssa
Eric Cathy X. Cathy ZJoanna Monica
Alexandria
Kendra AlyssaEric
MonicaAlexandria
Sara JennilynAiden BreannaKim Kayl Kelly
Nadia Aida Sam Maria Megan Jackson
Site CadenBreann
Rache Annabel Johnathan Ethan
BreannaKim
Sara JennilynAiden BreannaKim Kayl Kelly
Nadia Aida Sam Maria Megan Jackson
RTI TriangleGrade/Course/Subject (place)
_____________________________
Curricular Lens:
_____________________________
Competency Lens:
_____________________________
Tier 1
Tier 2
Tier 3
Students who need the most support
Students who need the most challenge
Curricular Competency
How do we teach to the range?
1. Know your students
2. Teach to strengths
3. Start from access and build on challenge
4. Extend for those who need even more access or even more challenge
5. Support them!
2. Strength based vs. Deficit based
¤ Where should you be, why aren’t you here?
¤ Where are you now, what is your next step?
Self Report
How do we teach to the range?
1. Know your students
2. Teach to strengths
3. Start from access and build on challenge
4. Extend for those who need even more access or even more challenge
5. Support them!
3. Start from access, build on challenge: Planning Pyramid
Even more goals
More goals
Goals
Even more goals
More goals
Goals
Access
Challenge
4. Planning for the RANGE: Extending for further access and challenge
Example: Math 8
Unit: Shape & Space
Goal for ALL: 2D/3D shapes, math vocabulary
Tier 1
Tier 2
Tier 3
Class ProfileLens: Math 8Shape & Space
Jodi
Kendra AlyssaEric Cathy X.
Cathy ZJoanna Monica
AlexandriaAiden Sara
Jennilyn Breanna Kim Kayla Kelly Nadia AidaSam Maria Megan JacksonSiteah
Cody BobRuth Andrew Jake Esther
The lesson goal…
Access All Some Few
What areshapes? (square,rectangle, triangle, circle)
What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?
What is triangularprism, face, surface area?
What is cylinder, base, net?
Start here
Add on complexity
The lesson – Start
rectangle circle triangle square
cube rectangular prism
cylinder triangular prism
Sort the pictures/words
face surface area base net
width height area volume
2D 3D prism length
Draw it!
¤ The words you know
¤Show what the words means in Pictures
¤ The words you don’t know¤ use text, internet, each other¤ show what the words mean in pictures
The lesson goal…
Access All Some Few
What areshapes? (square,rectangle, triangle, circle)
What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?
What is triangularprism, face, surface area?
What is cylinder, base, net?
Start here
Add on complexity
The lesson goal…
Access All Some Few
Start here
Add on complexity
The lesson goal…
Access All Some Few
Build a 3D prism
Draw a line with a ruler
Build a 3D prism with a volume of 24 units3
Create a drawing of a 3D prism with a volume of 24 units 3
Build a net for a prism with the volume of 24 units 3
Determine the surface area for a 3D prism with the volume of 24 units 3
Start here
Add on complexity
Combining Frameworks
Class Profile /RTI
Planning Pyramid
WHO am I teaching?
WHAT am I teaching?
Combining Frameworks
Class Profile/ RTI
WHO am I teaching?
WHAT am I teaching?
Planning Pyramid
You Try: Choose a goal (not an activity)
1.Content: What do I need to know?
2.Competency: What do I need to do?
How to stretch a goal
¤ Use pre-requisite skills or prior grade levels to help!
¤ Reduce and complexity of verb(e.g. match, choose…)
¤ Make it about them (the more personal the better)
¤ Use pre literacy goals (concepts of print)
How to make a goal accessible
¤ Elaborations
¤ Bloom’s Taxonomy
¤ Make it hands- on/ concrete
¤ Make it closer to home, relevant
Goals for ALL
Planning Pyramid: K: Recognizing Number concepts 1-10
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I can match numbers 1-10
I can find a number with the biggest value
I can recognize
numbers 1-10
I can match my age
Goals for ALL
Planning Pyramid: 1 Science: Properties of Matter
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I know colour, hardness, softness
I know objects with these properties
I know absorbency and lustre
I know texture and flexibility
I know my favourite colour
I know objects that are my
favourite colour
Goals for ALL
Planning Pyramid: 1 Science: Properties - measurement
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I can compare objects same/ different
I can compare and measure objects using descriptive words
I can compare objects more/less
I can match same/different
Goals for ALL
Planning Pyramid: 3/4 Science: Arctic - Questioning
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I can ask factual questions about the Arctic
I can make predictions about the Arctic using my prior knowledge
I can sustain my inquiry about the Arctic over time
I can ask question to further my thinking about the Arctic
I can make prediction based on new information I have learned about the Arctic
I can wonder about the
Arctic
Goals for ALL
Planning Pyramid: 3/4 Social Studies/ScienceCanada’s Diversity – Evaluating/Evidence
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I can find evidence to support my findings
I can include evidence from primary and secondary sources
I can corroborate my findings by collecting evidence from multiple sources reference the source
I can collect facts to help me
answer my question
Goals for ALL
Planning Pyramid: 6/7 Social Studies: Canada’s Diversity
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
How did Canada respond to First Nations People in the past?
What is another population in Canada or the world that has also been treated unfairly in the past?
How did Canada respond to Japanese people in the past?
What is the diversity of our
classroom?
Goals for ALL
Planning Pyramid: 6/7 Social Studies: Canada’s Diversity - Perspective
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
What is the tensionand the different perspectives in the historical example(s) you have chosen?
How have the perspectives in the historical example(s) changed over time?
What are the reasons for the different perspectives in the historical example(s) you have chosen? (Why did they think this way?)
What is a problem we have
had in our classroom?
What were the different sides to
the story?
Goals for ALL
Planning Pyramid: 6/7 Social Studies: Canada’s Diversity – Learning/application
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
What are 3-5 things you learned n the historical example(s) you have chosen?
How have I apply my learning to my own life?
How has what I have learned connect? What do they have/don’t have in common?
What have I learned about
Residential Schools?
Goals for ALL
Planning Pyramid: Math 8: Pythagorean Theory
Extended Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
I know where Pythagorean theorem is useful in the world
I know how to use the Pythagorean theorem formula to solve a problem
I know how to derive the formula for Pythagorean theorem
I know squares, rectangles and
triangles
I know the difference
between them
Goals for ALL
Planning Pyramid:
Extended Challenge Goal(s)
Access Goal
Goals for ALL
Goals for MOST
Goals for FEW
Curriculum for All Shelley Moore, 2017
MUS
TC
AN
CO
ULD
One thing…
¤What is one USEFUL thing so far from today?
¤What can you want to try in your context?
¤What can you let go of to make it happen?
¤What are your next steps?
¤Who can support you along the way?
You Try!
1.Content: What do I need to know?
2.Competency: What do I need to do?