COQUITLAM / PORT COQUITLAM / PORT MOODY Nov 15, 2013 Real Estate Weekly
LIF - Inclusion - Middle Schools, Coquitlam. Oct 2014
-
Upload
faye-brownlie -
Category
Education
-
view
54 -
download
1
description
Transcript of LIF - Inclusion - Middle Schools, Coquitlam. Oct 2014
2014-‐15 L.I.F. Focus
Improving Learning For All
Crea%ng Schools and Classrooms Where All Students Belong
MIddle
Faye Brownlie www.slideshare.net
Learning Intentions: • We have reviewed our journey to date. • We have grown our ways of collecDng and using informaDon on our students to make class learning plans from class reviews.
• 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 acDon.
Big Ideas… As a school community we want to work together to meet the needs of all students.
Inclusion is not a special educaDon model; it is a school model.
As professionals we want to constantly examine and refine our pracDce.
CollaboraDve problem-‐solving and teaching results in new ideas, new products and a feeling of connecDon.
Our students conDnue to change and learn and their needs, just like the school’s, will change over the course of the year.
Brownlie & Schnellert It’s All About Thinking
Your Plan
• Examine your plan from last year – What’s working?
– What’s not? – What’s next?
C
Class Review -‐gathering
informaDon
-‐strengths-‐based
-‐acDon oriented
Gr 8 core team – 4 teachers, 1 .5 RT
• Strengths – EnergeDc – Dynamic and strong – Self-‐moDvated, leadership potenDal – All hand in math assignments
– Work well as a group – no anger – Like to read
• Needs – Overly dynamic personaliDes that tend to squash others
– Few students constantly disrupt with their enthusiasm
– Significant lack of math basic skills (1/3)
– Need social Dme – Only want to work with friends – Don’t like science much
• Goals – Learn to work with all others – Risk taking rather than having to be safely right – Community building in English/Language Arts – 3 students with behavior challenges tend to hold the class hostage
– Thinking more deeply
– Independent quesDoning – rely on teacher quesDons
• Decisions – QuesDoning from pictures – in science and in social studies
– Building thoughbul responses in English/Language Arts – teacher model, build criteria, students write to criteria and get feedback
– Quick partners (speed daDng) in all classes – 2 minutes/3 minutes
– Build class code of conduct and have students self-‐assess and set goals
Rationale for Collaboration:
• By sharing our collec%ve knowledge about the whole class and developing a plan of ac%on based on this, we can beAer meet the needs of all students.
Goal:
• to support students to be successful learners in the classroom environment
A Key Belief
• When interven%on is focused on classroom support it improves each student’s ability and opportunity to learn effec%vely/successfully in the classroom.
No plan, No point
Co-teachers: When two teachers are in the room,
they can… • Work from a plan based on students’ strengths and
needs • Differen%ate instruc%on • Use AFL strategies to assess understanding • Increase par%cipa%on of all students • Decrease behavioral challenges • Focus aAen%on • Increase student independence • Teach self-‐regula%on • Model posi%ve, strengths-‐based language • Talk to each other about what they are learning about
their students
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
1 Teach, 1 Support
• most frequently done, least planning • advantage: focus, 1:1 feedback, if alternate roles, no one has the advantage or looks like the real teacher, can capitalize one 1’s strengths and build professional capacity
• possible piRall: easiest to go off the rails and have one teacher feel as an ‘extra pair of hands’, no specific task (buzzing radiator)
1 Teach, 1 Support: Examples • demonstra%ng a new strategy so BOTH teachers can use it the next day – e.g., think aloud, ques%oning from pictures
Close Reading/Building Background Knowledge
Armstrong – Cassandra Alexandra, gr. 7
Text: Square and Fair (Reading and Responding, 6) • Modeled think aloud F • Collected students ‘noDces’ F • In partners, read next chunk Both F and A • Collected strategies • Repeat • Write around together with one statement • Ticket out the door: one thing that struck you
Square and Fair
Discover how fair trade chocolate helps kids around the world.
The BiAer Truth about Chocolate It’s the world’s favourite sweet treat. We eat three million tonnes of it every year. But most farmers and their families who grow the cocoa beans to make our beloved chocolate are desperately poor.
Many, many people around the world grow cocoa, so farmers cannot demand a fair price for their crop. Big companies that buy cocoa can shop around unDl they find farmers who will sell their crop cheap.
Parallel Groups
• both teachers take about half the class and teach the same thing.
• must be co-‐planned, requires trust in each other,
• must each know the content and the strategies.
• advantage: half class size -‐ more personal contact, more individual aAen%on
Parallel group: Examples • Fishbowl: inside/outside circle
Inquiry Circles on Mesopotamia • Fishbowl of inquiry circles
– Read to find what’s important and/or interesDng and defend with 2 pieces of evidence -‐ “because”
• With Sue Jackson, Minnekhada
• Co-‐create criteria for effecDve group • Assign students to topic groups • Students read to choose ‘the best invenDon’ • In groups, each talks by supporDng his/her opinion with evidence
Sta%on Teaching
• mostly small groups, more individual aAen%on,
• each teacher has 2 groups, 1 working independently at a sta%on or wri%ng, 1 working directly with the teacher.
• Requires student self regula%on (which needs to be taught) and planning for meaningful engagement.
Station Teaching: Examples • Calcula%onna%on.nctm.org
– Both monitoring pairs of students
• Literature circles or informa%on circles: each teacher is working with one group while the other groups work independently or as individuals.
1 Large Group, 1 Small Group
• advantage: either teacher can work with either group, can provide tutorial, intensive, individual
• possible piRall: don’t want same kids always in the ‘get help’ group
Large group, small group: Examples • One runs the wri%ng workshop, while the second holds small group edi%ng conferences.
• A^er the introduc%on of the math lesson, one monitors and supports the larger group, while the other con%nues to teach a smaller group who need addi%onal support.
• One group in informa%on circles needs more support so a^er the whole group intro, one teacher stays with this group while the other monitors and supports the remaining 4-‐5 groups
Graphic Novels
Graphic Novels
Tales
Teaming
• most seamless. • co-‐planned • teachers take alternate roles and lead-‐taking as the lesson proceeds.
• advantages: capitalizes on both teachers’ strengths, models collabora%on teaching/learning to students, can adjust instruc%on readily based on student need, flexible
• possible piRalls: trust and skill • Most o^en in whole class instruc%on and could be followed up with any of the other four co-‐teaching models
• What can you try? • How does this informaDon match with your school/team goals?
• How can you share this with others at your school?
• Trust your professional experDse • Collaborate: 2 heads are bemer than 1
• Respond to the needs of your students • NO program exists that can replace YOU!!!