MentorshipNovember 16, 2012

Essential Questions

How can I effectively communicate to parents?

How can parent-teacher-student conferences be facilitated effectively?

How can I support the multiple needs within my classroom?

Agenda

• Welcome and Energizer• Mentor/Protégé Conversation• Walking Together & Learning Through the Arts• Break• Energizer• Diverse Learners in the Classroom• Lunch Time

Extreme Christmas Nut Stacker

• Video• Each person on your team must take a turn

attempting the task.• If the task is not completed in 60 seconds, the

person’s turn is over. Move to the next person.1 point for every person that successfully completes

the task.

Catching Up1. With your mentor/protege team, discuss the

following questions:– Parent teacher student conferences:

have these occurred yet?– If so, how did they go?– What did you do that worked? That you would

change for next time?– If they haven’t occurred? How are you preparing for

them? Is there anything you are worried about?

Catching Up

2. Use the handout provided an your own background experiences

3. Enter your thoughts into the following document: - put ideas into at least 2 of the 4 boxes - when done, continue with the conversation posted below in Part B

Catch Up Conversation

• Something I have mastered, for the moment…• Planning – what is working? What are the

struggles? What help do I need?• Has Lee been in to observe? How did it go? What

questions do you have? What are your goals for his next visit?

• What is working with my students? What struggles am I having? What support do I need?

• One thing that has made me laugh ….

Walking Together & Learning Through the Arts

Before we break…

• What, for you, is the most important point about your conversations this morning?

(30 seconds each…turn and talk)

Break – 15 minutes

Christmas Cliffhanger

• Video• 6 minutes to “hang” as many cards as possible.

Count them.• Each person on your team must take a 60 second

turn attempting the task.1st Place = 3 points2nd Place = 2 points3rd Place = 1 Point

Understanding Our Students• How might I plan to meet the many needs of

my students?

Dawn NormoyleStudent Services Coordinator

The Starting Point of Inclusive Education…

DIVERSITY

What is an Inclusive Education system?

• An inclusive education system is one that takes responsibility for all students, focuses on their strengths, and emphasizes what they can do …

• It involves the sharing of a commitment to meet diverse student needs in all school settings so that all students experience a sense of belonging and acceptance in their learning environments.

Inspiring Action on Education, June 2010, page 12

In an Alberta school of 500 students,we might expect to see…*

*Please note that this information is taken from current prevalence rates and other Alberta Education data. Some students may be represented more than once.

• 25 students with learning disabilities

• 40 students

with AD/HD

• 45 students wholive below the poverty line

• 40 students whose

first language is not English or French

• 25 students who

are First Nations, Métis or Inuit (FNMI)

• 7 students withautism

• 5 students with FASD

• At least 1 student

with a physical disability

• 15 students with cognitive disabilities

• 8 students with severebehavioural/emotional disabilities

• 7 students requiring

support for mental health issues

• 100 studentswho will not finish high school within 5 years

• 20 students whomay require additional challenge

Diversity could also mean…

For more information, please see Alberta Education’s High School Completion website: http://ideas.education.alberta.ca/hsc/parent-info.aspx

Diversity could also mean …Differences in:– background

knowledge and experience

– learning preferences– learning strengths– personal interests

and motivation– levels of

engagement

When programming for our students it is important to remember…

• The Alberta programs of study are the starting point for instruction for all students.

• All students can learn and be successful. • All students can participate and contribute to school

life. • All educational decisions are made based on the

strengths and needs of students. • Individual students will require different levels of

support at different times, in different contexts and for different activities.

• Rather than trying to change students, we need to focus on changing teacher practice and changing learning environments.

Paper Airplane

http://www.paperairplanemovie.com

“The implementation of a truly inclusive education system will require each one of us to think and

work differently.”Inspiring Action on Education, June 2010

Q & A• What does this diversity mean for you in

terms of planning, instruction, and assessment?

• What barriers and challenges might you experience?

• What potential solutions may assist in overcoming or reducing these barriers and challenges?

• How can we think and work differently to ensure success for ALL students?

Resources• Your school’s special education liaison• Learning Services and Student Services• IEPT• Differentiated Instruction/ Learner profiles• Inclusive Education library, http://

www.learnalberta.ca/content/IEPT2/library/index.html

• Inclusive Education website, www.inclusiveeducationpdresources.com

How do we balance our instruction to support student needs in our classroom?

• How do we differentiate Instruction?

• How do we differentiate Student Expression?

• How do we differentiate Assessment?

Christmas Ball Conveyor

• Video• 6 minutes to “convey” as many ornaments as

possible. Count them.• Every time an ornament drops, switch the people

inside the conveyor. 1st Place = 3 points2nd Place = 2 points3rd Place = 1 Point

Prizes

Exit Slip

GOTSWANTS