Post on 06-Nov-2020
EDST 497FShelley Moore
@tweetsomemoore
QUESTIONS FROM YESTERDAY?
STRUCTURE OF THE DAY
➤ Guiding Question: What do I already do to support the range of diversity of my students?
➤ Opening Activity: Building Criteria - What makes a great reflection?
➤ Morning Activity #1 - Building a case - Who are my students?
➤ Break
➤ Morning Activity #2: Presentation/Processing the readings - Synectics: RTI is like…
➤ Closing Reflection: What have I learned about supporting the range of diversity of my students?
Today’s Guiding Question
! What do I already do to support the range of diversity of my students?
! Quick write ! 5 minutes
! Share with your neighbour
! Personalized Learning ! Can we answer any of our questions?
Questions of the Week!
! How can we navigate the barriers/ tensions we come across in striving to be more inclusive?
! How do we meet the needs of students when they all have individual needs?
! What are some strategies to help students express their learning/what they know in diverse ways?
Opening Activity
! Co-constructing Criteria ! Write a statement to finish this sentence:
! A great reflection is… ! Share with your neighbour and add to it…
! A great reflection.. ! looks like, sounds like…
ACTIVITY #1: BUILDING A CASE
➤ Determine your groups (1,2 or 3)
➤ Try to have diverse roles (e.g. content teacher, support, EA etc.)
➤ Choose your grade band (i.e. elementary/secondary)
➤ Choose Subject Area (e.g. Math, home ec etc.)
BUILDING A CASE
➤ Build your class
➤ 26-30 students
➤ tier 1- 1 case study + 20 of your own
➤ tier 2 - 2 case studies + 2 of your own
➤ tier 3 - 1 case study
➤ Discuss/build a class of learners
➤ interests/strengths/stretches
➤ class inventory
CLASS INVENTORY
BREAK- 15 MINUTES
How do we do it? First step…
!“Knowing your learners, is foundational to designing curriculum,” (Childre, 2009)
!Not prescriptive
!Not one size fits all !Planning for our class needs to represent their
unique ecology ! Figuring out all the ‘colours’ in the class!
Strength based vs. Deficit based
!Where should you be, why aren’t you here?
!Where are you now, what is the next step?
Should….
!Should =“Average”
!The “green” kids
The End of Average!
How do we make an adjustable curriculum?
!Build a curriculum plan that fits the kids vs. kids fitting the curriculum
Starting with STRENGTHS!
Self Report
CLASS PROFILE
Interests: -socializing, sports, performing arts (dance and drama), facebook, reading
Classroom Strengths -attentive -good listeners -ask for help-like real-life examples/applications-visual, hands-on learners-good with text features-positive towards each other
Classroom Stretches -generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge
Individual Concerns
Goals -Making connections -Determining Importance -Applying their learning across the curriculum -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills
Decisions -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons
Medical Nate: (ADHD)- difficulty with staying focused
Language Peter - ESL 2 Cory , Doug & Allie ESL 3 - 6 other students ESL 4 and 5.
Learning Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart
Socio-Emotional Nate: tunes out, seeks attention, few friends
Challenge Izzy, Keisha, Brittney, Glen
Class Review Recorder Form-good listeners -follows directions
-Kind -co-operative learners -visual and kinesthetic learners -creative -help + encourage each other Love stories
Classroom Strengths
Classroom Needs
DecisionsGoal
Mr. Marcus Math 9
-Increase confidence -learning multiple ways of problem solving
-Need help problem solving -Inclusion of all students in social activities -basic math facts
-not risk takers
-using math games and manipulatives to increase confidence, competence and math fluency
Medical Language Learning Social-Emotional Other
-Fred (OCD) -Erin (diabetic) -Derek (DHH)
-Carsten (LD + ELL) -Tom (ELL)
-Allen(Autism) -Marley(LD) -Derek (Cog Delays)
-Fred(Autism) -Allen (Autism) -Erin (shuts down)
-Lonnie (gifted) -Marley (gifted)
What are you thinking?
! How does this connect to what you already do?
Class Review Learning 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
Personal
SocialIntellectual- Communication - Social responsibility- Creative thinking
- Critical thinking
- Personal awareness & responsibility - Personal Identity & Culture
The Physical Place
Class: Interests:
Teacher: Strengths Stretches Individual Concerns
Physical Community - Self awareness & responsibility - Personal identity & culture
Social Emotional Community - Personal & social responsibility - communication
Learning Community - Creative thinking - Critical thinking
What CAN They do = strengths
Where do they still need support = stretches
What are they NEXT steps = Goals
Student self reports
Words that describe me
My favorite books/ stories
Things I like to do when I’m alone
Things I like to do with my friends
Things I like to do with my family
Things I’m very good at or interested in
Things I’d like (or need) you to know about me
My hopes and dreams for myself
The easiest way for me to show what I know is:
Things I would like to get better at in this class are:
THIS IS ME!
Name: Who Am I? Profile
Schnellert & Brownlie, 2011
Favourite books/stories…genres
0%
10%
20%
30%
40%
Genre
books about moviesgraphic novelsmysteriesaction/adventure
Learn best/ what you need
How I learn/ what I need
0% 18% 35% 53% 70%
auditoryreflectrelevanttime to thinkgroup workvisualwritingtalking
Get the students involved!
Response to Intervention (RTI)
!Some core assumptions ! The educational system can effectively teach ALL
children ! Early Intervention is critical (catching kids BEFORE they
fall) ! A multi-tiered service delivery model is necessary
! Research based interventions implemented
No Child Left Behind
Sub group
PASS THE TEST
Co-planning for All Shelley Moore 2013
Sub groupSub group Sub groupSub group
Leve
ls of
supp
ort
PASS THE TEST
Co-planning for All Shelley Moore 2013
Sub group Sub group Sub group Sub group Sub group
RESPONSE TO INTERVENTION (RTI)
STUDENTS
S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012
Lens: Grade 9 – Social Studies Teacher: Bryce Miller
Regular Outcomes
Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,
Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia
Philip, Shaun Tudor, Alexa, Paris, Talha
Rahul Niccole
Modified Schmodifed. Shelley Moore, 2012
EA: Sharon Hovbrender Resource Teacher: Shelley Moore
MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Grade 2 Literacy
Co-planning for All Shelley Moore 2013
Rocky Keelor
Keisha
Jordyn Jamie Johnny
Sarah Michael Raven Colten
Rae Josh H. Adam K.
Kaitlyn Blake Jared Josh N. Nick C.
Reece Joel Kyle
Isaiah
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Math 8 Shape & Space
Co-planning for All Shelley Moore 2013
Jodi
Kendra Alyssa Eric Cathy X. Cathy
Z Joanna Monica
Alexandria
Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida
Sam Maria Megan Jackson Siteah Caden Breanna
Rachel Annabel Johnathan Ethan
Students who need the most support
Students who need the most challenge
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Gym grade 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
What about smaller class sizes
! RTI can be used for any group size
! Even when working with a smaller group of students there will be students who need more or less support.
! Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well
Tier 1
Tier 2
Tier 3
RTI Triangle: Resource 8-12 Lens: Literacy
Co-planning for All Shelley Moore 2013
Brian
- Daniel - Kris
- Roxanne -Ashley
- Jonathan - Sal
It can work for ANY PURPOSE! Curricular
! Literacy, numeracy, social studies, Phys Ed, Sewing, critical thinking…
! Behavioural ! Following directions, arriving on time, doing homework…
! Social Emotional ! Social responsibility, helping others, working together, …
Tier 1
Tier 2
Tier 3
RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings
Ayden
Matthew
Leland Kylee
Romell Olivia
Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra
Tier 1
Tier 2
Tier 3
RTI Planning Triangle Lens: Poetry
Curriculum for All 2015
Maria- G
Max - G Yuri - Q Parker - ELL
Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris
John - ELL Rose Cindy – ELL Polly - ELL
Tier 1
Tier 2
Tier 3
RTI Triangle: Math K Lens: number/creative thinking
Co-planning for All Shelley Moore 2013
Curric
ular C
ompe
tenc
ies
Core Competencies
Jade
Jade
Site Caden Breann Rache Annabel Johnathan Ethan
Kendra Alyssa Eric Cathy X. Cathy Z
Joanna Monica Alexandria
Kendra Alyssa Eric
Monica Alexandria
Sara Jennilyn Aiden Breanna
Kim Kayl Kelly Nadia Aida Sam Maria
Megan Jackson
Site Caden Breann Rache Annabel Johnathan Ethan
Breanna Kim
Sara Jennilyn Aiden Breanna
Kim Kayl Kelly Nadia Aida Sam Maria Megan
Jackson
Tier 1
Tier 2
Tier 3
RTI Triangle Lens:
Co-planning for All Shelley Moore 2013
ACTIVITY #2 PROCESSING THE READINGS
➤ Planning frameworks to support diversity: RTI
➤ SYNECTICS
➤ talk to you neighbour about the BEST birthday you have ever had!
➤ DRAW a picture of an item or symbol that represents this event
➤ Share out…
Today’s Guiding Question
! What do I already do to support the range of diversity of my students?
! Quick write ! 5 minutes
! Share with your neighbour
! Personalized Learning ! Can we answer any of our questions?
Questions of the Week!
! How can we navigate the barriers/ tensions we come across in striving to be more inclusive?
! How do we meet the needs of students when they all have individual needs?
! What are some strategies to help students express their learning/what they know in diverse ways?
Readings - UPDATED!