2014-­‐15  L.I.F.  Focus  

Improving  Learning  For  All  

Crea%ng  Schools  and  Classrooms    Where  All  Students  Belong  

Secondary  

Faye  Brownlie  www.slideshare.net    

Learning Intentions: •  We  have  reviewed  our  class  profiles.  •  We  have  polished  our  mental  models  of  learning  frameworks.  

•  We  have  new  ideas  of  HOW  to  collaborate  in  co-­‐teaching.  

•  We  are  leaving  with  a  revised  school  plan  of  acHon.  

“You  can  see  what  the  teachers,  teams,  and  schools  value  by  what  actually  goes  on  in  the  classrooms.”    (Brownlie,  Fullerton,  Schnellert,  2011,  p25)  

“Pedagogy  trumps  curriculum.”      (Dylan  Wiliam)  

C  

Class  Review  -­‐gathering  

informaHon  

-­‐strengths-­‐based  

-­‐acHon  oriented  

Your  Class  Review  

•  Examine  your  class  review  process  from  last  session:  – What  worked?  – What  did  not?  – What’s  next?  

Frameworks

It’s All about Thinking (English, Humanities, Social Studies) – Brownlie & Schnellert, 2009

It’s All about Thinking (Math, Science)– Brownlie, Fullerton, Schnellert, 2011

Universal Design for Learning MulHple  means:  -­‐to  tap  into  background  knowledge,  to  acHvate  prior  knowledge,  to  increase  engagement  and  moHvaHon  

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

-­‐to  express  what  they  know.  

                     Rose  &  Meyer,  2002  

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  

Approaches •  Assessment  for  learning  •  Open-­‐ended  strategies  •  Gradual  release  of  responsibility  •  CooperaHve  learning  •  Literature  circles  and  informaHon  circles  •  Inquiry  

It’s All about Thinking – Brownlie & Schnellert, 2009; Brownlie, Fullerton, & Schnellert, 2011

The Vision

A  Remedial  Model  

(Deficit  Model)  ‘Fixing’  the  student  

Outside  the  classroom/  curriculum  

A  Shi_  from…..        to  

An  Inclusive  Model  (Strengths  Based)  ‘Fixing’  the  curriculum  

Within  the  classroom/  curriculum  

to  

Transforma%ons  within  the    Inclusive  Model  

Pull-­‐out  Support  /  Physical  Inclusion  •  sHll  a  remedial  model  –  to  make  kids  fit  •  In  the  class,  but  o_en  on  a  different  plan  

Inclusion  •  Classroom  Teacher  as  central  support  •  Resource  Teacher  –  working  together  in  a  

 co-­‐teaching  model  

Co-Teaching Models (Teaching in Tandem – Effective Co-Teaching in the Inclusive Classroom – Wilson

& Blednick, 2011, ASCD)  

•  1  teach,  1  support  •  Parallel  groups  •  Sta%on  teaching  •  1  large  group;  1  small  group  

•  Teaming  

“The  most  powerful  single  influence  enhancing  achievement  is  feedback”-­‐Dylan  Wiliam  

•  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  effecHve  than  wrigen  •  The  most  powerful  feedback  is  provided  from  the  

student  to  the  teacher  

Introduction to Mitosis •  Whip  around  –  what  do  you  remember  about  DNA?  

•  QuesHoning  from  3  pictures  

•  AnHcipaHon  guide  –  with  partner  •  Read  to  find  out  and  provide  evidence  for  your  answer    

•  Sort  and  predict  –  groups  of  3  

•  With  Ken  Asano,  Centennial  

Before                      A_er  

cancer        duplicate  cell  cycle      daughter  cells  cytokinesis      nucleus  interphase      proteins  mitosis        divide  replicaHon      replace  spindle  fibres    funcHon  for  survival  separate  

What’s  The  QuesHon?  

If  this  is  the  answer,  then  what’s  the  quesHon  A:  Mr  T  

(Q:  Who  is  da’  man?)  

What’s  The  QuesHon?  

•  If  this  is  the  answer,  then  what’s  the  quesHon..  A.  For  5.0  s  

 Q.__________________________________    

What’s  The  QuesHon?  

•  If  this  is  the  answer,  then  what’s  the  quesHon..  A.  0m  

 Q.__________________________________    

What’s  The  QuesHon?  

•  If  this  is  the  answer,  then  what’s  the  quesHon..  A.  Jogger  A  

 Q.__________________________________