crosscurrents, 2011, collaboration counts!
TRANSCRIPT
Collaboration Counts! Working Together to Create Powerful Learning Environments that
Include ALL Kids Crosscurrents Conference Friday, March 18th, 2011
Faye Brownlie www.slideshare.net
Big Ideas…
As a school community we want to work together to meet the needs of all students.
Inclusion is not a special educaBon model; it is a school model.
As professionals we want to constantly examine and refine our pracBce.
CollaboraBve problem-‐solving and teaching results in new ideas, new products and a feeling of connecBon.
Our students conBnue to change and learn and their needs, just like the school’s, will change over the course of the year.
Brownlie & Schnellert Suppor&ng Diversity: Working Together to Support All Learners ___
Goal:
to support students in working effecBvely in the classroom environment
RaBonale:
By sharing our collecBve knowledge about our classes of students and developing a plan of acBon based on this, we can beSer meet the needs of all students.
A Key Belief
IntervenBon is focused on classroom support. Classroom-‐based intervenBon does NOT mean that all specialists have to be in the classroom all the Bme. Instead, the RESULTS of their work have to show up in the classroom.
Teaching Content to All
Open-‐ended teaching, Ber 1; universal
Adapted, Ber 2;
Modified; Ber 3; L2, L3; M, I, E
Professional Collaboration • InteracBve and on-‐going process • Mutually agreed upon challenges
• Capitalizes on different experBse, knowledge and experience
• Roles are blurred • Mutual trust and respect
• Create and deliver targeted instrucBon • GOAL: beSer meet the needs of diverse learners
• How the world’s most improved school systems keep ge]ng beSer – Mourshed, Chijioke, Barber – McKinsey & Co. – Nov., 2010
How the world’s most improved school systems keep ge]ng beSer –
McKinsey, 2010
Three changes collaboraBve pracBce brought about: 1. Teachers moved from being private emperors to
making their pracBce public and the enBre teaching populaBon sharing responsibility for student learning.
2. Focus shi_ed from what teachers teach to what students learn.
3. Systems developed a model of ‘good instrucBon’ and teachers became custodians of the model. (p. 79-‐81)
How the world’s most improved school systems keep ge]ng beSer – Fullen,
as quoted in McKinsey, 2010
The power of collecBve capacity is that it enables ordinary people to accomplish extraordinary things – for two reasons. One is that knowledge about effecBve pracBce becomes more widely available and accessible on a daily basis. The second reason is more powerful sBll – working together generates commitment…The speed of effecBve change increases exponenBally… (p.74)
The Class Review Process
Learning in Safe Schools – Brownlie & King Pembroke Press
• Meet as a school-‐based team, with the administrator
• Each classroom teacher (CT) joins the team for 45 minutes to speak of her class
• TOC’s provide coverage for CTs • Follow the order of strengths, needs, goals, individuals
• The CT does not do the recording or the chairing
The Class Review
What are the strengths of the class?
What are your concerns about the class as a whole?
What are your main goals for the class this year?
What are the individual needs in your class?
Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Teacher: Class:
Classroom Strengths Classroom Needs
Other Socio-Emotional Learning Language Medical
Goals Decisions
Individual Concerns
Class Review Recording Form
Classroom Strengths -‐ gr.4/5
• Kind to each another • Like to write • High energy • Some models of responsibility
• Some will take risks in their learning
Classroom Needs -‐ gr. 4/5
• Self-‐control -‐ too loud! • Interdependence • Listen to group instrucBons • Wide academic range
• Very teacher dependent • Easily distracted
Classroom Goals -‐ gr. 4/5
• Help individuals within class to become more independent
• Help students write more powerfully, with criteria
• Help students learn to ask real research quesBons
• Help students choose appropriate reading materials
Medical
• Challis -‐ ritalin, see file • Karmvir -‐ severe diabetes
Language
• ESL 1 -‐ Sharon • ESL 2-‐4 Ammen, Karmjit, Janel, Amrit, Ekam, Tommy, Iris, Osama, Jasdeep, David
• IniBate oral language -‐ Jasdeep • Pose quesBons -‐ Challis, Dion, Ekam
Learning
• Focusing -‐ Jordan, Janel, Jasdeep, Challis, KriBes, Ekam, Sigman
• Comprehension -‐ Sigmund, Oscan, Ekam, Janel, Challis, David
• Limited wriSen output -‐ KrisBe, Challis, Tommy
Social-‐emoBonal
• Jordan -‐ severe behavior • Janel -‐ anger management
• Jasdeep -‐ withdrawn, silent
Other
• Extensions: Chloe, Taylor, Janelle, Josie, Emily, KrisBe, Andrew, Amanda
Decisions
Decisions
• RT/CT meet to plan unit on social responsibility
• Include in this unit comprehension strategies of think aloud and quadrants of a thought (use as intro to lit circles later)
• Begin Writers’ Workshop with CT/RT. Focus on co-‐creaBng criteria and using to self assess.
• Counsellor to begin ‘magic circle’ group with targeted students (behavior, withdrawn, overpowering)
• Individual behavior plans: Challis, Jordan Jasdeep, Janel -‐ RT check in on goals at 8:40, CT at 3:00
• EA with class for core subjects
Strengths -‐ HumaniBes 9
-‐outgoing -‐self-‐aware -‐friendly -‐sense of humor -‐co-‐operaBve -‐enjoy reading -‐a posiBve atmosphere in the class
Stretches -‐ HumaniBes 9
-‐risk-‐taking -‐digging deeper to infer, make personal connecBons -‐showing what they know -‐organizing for learning (materials, Bme, ideas) -‐focusing, sustaining aSenBon -‐wriBng
Interests -‐ HumaniBes 9
Socializing -‐sports -‐fine arts -‐performing arts -‐social issues/current events -‐reading
Goals -‐ HumaniBes 9
-‐ build environment in the classroom that supports risk-‐taking, sharing and self-‐advocacy -‐ use students’ interest in reading to build their higher level thinking skills -‐ build social skills, empathy -‐ help students develop planning and self-‐monitoring strategies
Medical Learning Kelly MaS Ryan
Kelly -‐ adapt pace, key ideas, modified outcomes Percilla -‐ highlight key ideas, show by drawing, modified out. Aisha -‐ adapt pace, key ideas Harry -‐ choice in showing Brendan -‐ pair talk with visuals
Social-‐emoBonal Language Taylor -‐ loud/dominant Ryan -‐ shy, challenging homelife Percilla -‐ opposiBonal May -‐ very shy, reluctant Megan -‐ impaBent with others Max -‐ confrontaBonal
Aisha -‐ recepBve/expressive Cici -‐ ESL 2 Ryan -‐ recepBve/expressive Kirby -‐ ESL 2
Challenge
Tessa Sarah Marija ChrisBan
Decisions
Decisions
Literature circles(guided reading) for Percilla, Kelly, Aisha Before, during, a_er lesson structure Porpolio assessment with choices Targeted, extended strategy instrucBon MulBmodal representaBon opportuniBes (differenBaBon) Planning acBviBes, metacogniBve steps in lessons Co-‐teach once a week -‐ introduce new approach to strategy Linda (CT) build text sets; Leyton (RT) adapt versions of strategies, different levels of complexity in acBvity choices
School-wide performance based reading assessment
• Standard Reading Assessment (see Student Diversity or It’s All about Thinking)
• DART • RAD • QCA
School-Based Pro D Bill Juhasz, Tait & Talmey Elementary
• Goal: improve reading comprehension • Performance-‐based reading assessments – 3-‐5 Bmes per year
• Assessments organized by Resource Team • Assessments coded, in teams, during school pro d days.
• Class goals chosen and shared out to all staff • Remainder of day focused on how to achieve these goals TOGETHER.
Bill’s Year at a Glance-‐Sept.
Bill’s Year at a Glance-‐Oct.
. "1-)<.;\ '_ 'Ucv
^ ,ilil J**",5 1e,'. v.',r;Q-e-v'\r-1.
Qw&ek $ww$e: Ga"ade fr Kead&mgIhis Quick Scale is o summory of the Rating Scale rhot follows.Both describe student ochievementin Morch-April ofthe school yeor.
Aspect Not Yet Within Expectations Meets Expectations(MinimalLevel)
Fully Meets Expectations Exceeds Expectations
SNAPSHOT The student moy engagein reo di ng-like behaviour,but relies on an adult orpeer to read stories orother selections.
The student reads short,simple illustratedselections (see chart onpage | 8), with somesupport; may be ableto rereadfotmiliarselections independently.
The student reods short,simple illustrotedselections (see chart onpage 18); rereodsfamiliqr selectionsindependently.
The student reods avariety of short,simple:materials ,independently; oftenchooses to reod; needslittle support.
STRATEGlES. phonics. predict and
confirm meaning. letterand word
recognition. print conventions
often seeks supportmay identify mostletters; beginning tomatch init ial consonantsounds and letters infami l iar wordsknows how books work(e.9., front-to-backseq uence, left-to-rig htprint)beginning to matchprinted words withwords read orallyrecognizes that bookstell stories
often hesitant withnew selectionsidentif ies all letters;tries to use phonics tosound-out wordsuses illustrations andprior knowledge topredict and confirmmeaning i f promptedrecognizes somecommon sight words(e.9., in, on, the, ot)knows some basic printconventions (e.9.,quest ion marks)
usually confidenU usesvarious strategies tofigure out meaninguses phonics tosound-out new wordsuses i l lustrations andprior knowledge topredict and confirmmeaningrecognizes manycommon sight words(e.g.,family, they)uses basic printconventions (e.9.,question marks) tosupport meaning
' increasinglyconfident andself-reliant
' uses phonics andword families toidentify new words
' uses prior knowledgeand var ious c lues topredict and confirmmeaning
' recognizes anincreasing numberof sight words
' uses printconventionseffectively
COMPREHENSION. predict. retell. locate details. make inferences
predictions are oftenguessesmay use picture cluesto retell some eventsuses i l lustrations toprovide detailsafter supportedrereading, identifiessome characters andevents
makes reasonablepredict ions whenpromptedretells some key eventsor ideas; identif ies maincna racterSlocates some details;may need clues orsupportfocuses on literalmeaning
predicts story eventsretells most keyevents or ideas insequence; identif iesmain characterslocates some specific,relevant detailsmakes simpleinferences aboutcharacters
predicts story events;shows some insightcompletely retells aselectionindependent lylocates specific,relevant detailsmakes inferencesabout characters;may be able toidentify the messagein a story
RESPONSE. personal
connections. opinions
has diff iculty makingpersonal connectionsexpresses l ike or dislikefor a story
can make a s impleconnection to self afterteacher-led d iscussionexpresses l ike or dislikefor a story and tries totel lwhy
can compare a storyto own experiences ifgiven a simple frameto completeexpresses l ike ordislike for a story; cangive a reason
' makes obviousconnections to ownexperiences or toother selections
. offers simpleopinions;gives somereasons
ocus ffiee&wK< $ww€wx ffirmde ffi $&emd*aa6 €uxr €xa€epp"s,msm€$spxaIhis Quick Scale is o summary of the Rating 5cale rhot follows. Both describe student ochievement in Morch-April of the schoolyeor
Aspect Not Yet Within Expectations Meets Expectations(MinimalLevel)
Fully Meets Expectations Exceeds Expectations
SNAPSHOTNote: the snopshotcon be used oloneos o holistic scalein some situations.
The student needs one-to-one suppott to read short,simple materials ond toattempt comprehensionactivities,
The student is able to reada variety of short, simplematerials with under-standing if given somesu pport. Work is portialtyaccurate,
The student is able to reada voriety of short, simplem atefi al s i nd epe n de nt! yand with understo ndi ng.Work is generally accurate.
The student is oble toreod an increasingvariety of simplemate ri al s i n d e pe n d e ntlya n d with u n d e r sta n di n g,Work is cleor, accurate,and complete.
STRATEGIES. oral reading. comprehension
strateg ies. predictions. word skills. sight vocabulary. locating
information
uncomfortable readingoral ly; reads words ratherthan sentences; may losepraceoften needs intensive,sustained supportpredict ions are ofteng uesSesmay try to use phonics;often waits to be giventhe word or strategyrecognizes some commonsi ght words (e,9., the, at,want, they,little)unable to locate information
reads slowly, with l i t t leexpression; often stopsto self-correct or get helplooks for support withnew selectionsif prompted, uses priorknowledge and pictureclues to make simple,obvious predict ionsrel ies on phonics to f igureout new words; i f givensupport, can use word<frr rafr r ra annfaYf
recognizes common sightworoSfrequently guesses ratherthan rereading; uses simpletext features with support
confident in most oralreading activi t iesch.ecks to make sure theselection is making sense;(may need prompting)uses prior knowledge andpicture clues to makeobvious predictionscombines phonics,wordstructure, context clues;usually successful withsimple wordsrecognizes increasingvariety of sight wordsrcrFad<' I r (a< fpvt
features to locate specif icinformation i f prompted
oral reading is f luent,confident, andexpressivechecks to make sure theselection is making sense;self-corrects efficientlyuses prior knowledgeand picture clues to makelogical and sometimesinsi ghtful predict ionssuccessful ly combinesphonics, word structu re,and context cluesrecognizes a widerange of sight wordsindependently rereads;uses text features tolnrafe <npr i f i r
information; eff icient
COMPREHENSION. accuracy/
c0mpletenes5. main ideas. details. recording
information
' unable to attemptquestions or tasks alone;work is incomplete; maybe inaccurate or vague,even with help
' may identi fy the topic' recal ls few detai ls' needs ongoing, intensive
<l rnnn/f tn raadr. l
information
responses to questions ortasks include someaccurate information;parts are inaccurate orincompleteidenti f ies the topic; mayneed support to recal lmain ideasprovides a few accuratedetai ls; may invent somerecords some accurateinformation, oftenunsorted
responses to questionsor tasks are generallyaccurate and complete;parts may be vague,unclearaccurately identifiesmost main ideas; rel ieson words of the textincludes some detai l inanswers and explanationsrecoros some accurateinformation usingcategories teacherprovides
' responses to questionsor tasks are accurate,clear, and complete
' accurately restatesmost or al l main ideasin own words
' uses relevant detai ls inanswers and explanations
' organizes informationinto logical categorieswith some support(often able to createown categories)
RESPONSEANDANALYSIS. c0nnections t0
experiences andother selections
. opinions
unable to makeconnections to otherinformation andexperiences; l i t t le priorknowledge to draw onunable to dist inguishbetween fact and f ict ion
' with teacher support,makes simpleconcreteconnections to otherinformation andexperiences
' beginning to dist inguishbetween fact and f ict ion
' makes some concreteconnections to otherinformation andexperiences when asked
' general ly dist inguishesbetween fact and f ict ion
' makes severalconnections to otherinformation andexperiences, oftenspontaneously
' dist inguishes betvveenfact and f ict ion; mayquestion the information
GRADE 2 READING FOR INFORMATION 53
Literacy Assessment and Learner Profiles
Kevin Brandt, Principal
Burnaby Mountain Secondary
hSp://learn.sd41.bc.ca/QuickPlace/mountain_profiles/Main.nsf
BURNABY MOUNTAIN
Standard Reading Assessment developed by Faye Brownlie et al.
First assessment administered in 2004 and has since grown to involve the core academic
subjects.
BURNABY MOUNTAIN
• Students receive individual feedback on their assessments; staff receives informaKon regarding trends and individual students.
• School Literacy Team now has twelve members, each having taken ownership over
an aspect of the School Literacy Goal
• Fitness (Bootcamp and DPA) • Grade 8 math midterm
• Learner informaBon
• My learning style
• My literacy data (spring 08)
• My literacy data (fall 09)
Response to Intervention
Creating learning situations that work for all students
• Open-‐ended strategies • Choice
• Variety of texts • Assessment FOR learning
Triangulation: collecting evidence of learning from 3 sources
• Observations
• Conversations
• Products
Reference: Anne Davies, Caren Cameron, Kathleen Gregory, Marilyn Chapman, BC Primary Program
Literature Circle Conversations
• Modeling
• Co-‐creaBng criteria • Teacher observaBon and feedback • Student reflecBon
Taking turns Including others
iniKaKng Adding on/extending
Amrit
Percy
Nial
Tomas
CHOICE Erica Foote,
Princess Margaret Secondary, Penticton
• If students were given the opportunity (4 Bmes per semester) to show what they know in different ways, would it not only increase their interest and effort but also increase their understanding?
English 10
• 4 wriBng assignments, 4 choice assignments – PowerPoint presentaBons, drawing, poetry, collages, creaBng their own test with answer keys, presenBng their informaBon orally or using drama to represent their thinking
• 6 students • AFL strategies
– Ranked exemplars with the PS – Analyzed the exemplars to co-‐create criteria – Used the criteria for their work – Ownership – with choice
2 wriBng 2 choice assignments – demonstrate your knowledge &
understanding of various literature
Not yet %/#
Approaching MeeKng Exceeding
WriBng (essay/paragraph)
16/2 41/5 25/3 16/2
Choice 0/0 16/2 33/4 50/6
Erica’s ReflecBons
• 100% of students reported they liked the choice and wanted to do have choices again in another semester
• 91% of students felt they did beSer with choice • About 50% sBll chose some form of wriBng when given a choice, but liked the choice
• Fewer complained about the non-‐choice wriBng assignments
• Fewer assignments were handed in late
Gr. 8 Science “The Digestive System”
Paul Paling, Prince Rupert
Learning Inten&on: Demonstrate where in the body
digesBon occurs and what happens to the food
ConnecBng/processing Strategy: What’s In,
What’s Out? (Reading 44, adapted by PPaling)
• stomach squeezing • abdomen hungry
• saliva ulcer
• bolus tongue
• gastric juices mucus
• pepsin carbohydrates
• muscles mechanical
Goals
Plan
Rationale
Planning
Goals: What do we want to develop/ explore/change?
Rationale: Why are we choosing this focus?
Plan: How will we do this?
How will we work together to on these goals?
• Brownlie, Fullerton, Schnellert – It’s All about Thinking – Math & Science, 2011 (in press)
• Brownlie, Schnellert – It’s All about Thinking – English & HumaniKes, 2009
• Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006
• Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd ediBon, Nelson, 2006
• Brownlie -‐ Grand ConversaKons, Portage and Main Press, 2005 • Brownlie,Feniak, McCarthy -‐ InstrucKon and Assessment of ESL
Learners, Portage and Main Press, 2004 • Brownlie, King -‐ Learning in Safe Schools, Pembroke Publishers,
2000