faye brownlie's powerpoint presentation

Beyond Inclusion: A Mindset, An Attitude, A Repertoire of Strategies

Randy Cranston, Feb. 26 Faye Brownlie, Apr. 25

Collaboration and Co-Teaching Inclusion: Possibili-es and Prac-ces

Inclusive classrooms are communi-es where all students belong, feel safe, and have ongoing opportuni-es to learn. How do we build strengths-‐based classes? What teaching strategies and structures best support student diversity? How can we create and maintain safe and engaging learning environments for all

students? What does this look like in a lesson sequence? In response to these ques-ons, we will consider the roles of in-‐class support, class reviews,

performance-‐based reading assessments, Universal Design for Learning and Backwards Design, and strategic sequences.

•  I have a beGer understanding of my beliefs, aHtudes and values about teaching and learning and inclusion.

•  I have a clearer understanding of co-‐teaching and different roles co-‐teachers play.

•  I have a classroom-‐based plan to try.

Learning Intentions

•  Jot down 3 beliefs you have about inclusion and co-‐teaching

•  Share with a partner •  Choose 1 powerful belief you have to share with the group

•  Consider what these beliefs look like and sound like in prac-ce

Big Ideas… As a school community we want to work together to meet the needs of all students.

Inclusion is not a special educa-on model; it is a school model.

As professionals we want to constantly examine and refine our prac-ce.

Collabora-ve problem-‐solving and teaching results in new ideas, new products and a feeling of connec-on.

Our students con-nue 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

Big Ideas

– Teaching counts! •  Our instruc-onal choices impact significantly on student learning

• We teach responsively

– All kids can learn and we know enough collec-vely to teach all kids! •  An unwavering belief that everyone has the right to be included socially, emo-onally, and intellectually

Improving Learningfor All

-

Philosophy of

Inclusion

Culture of Collective

ResponsibilityFrameworkof Quality Teaching

Process of

Collaboration

Growing & Circulating Professional

Capital

Jill Reid & Don Gordon

The teeter totter

kids

kids curriculum

Gathering Information about Your Students

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, 2011)

Interests:

Classroom Strengths Classroom Stretches

Other Socio-Emotional Learning Language Medical

Goals Decisions

Individual Concerns

Class Review Recording Form

Performance-Based Reading Assessment Summarizing Using a web, words, diagrams, and/or drawings, show that you can identify the key ideas and details from this passage (use the other side of this page).

Connections How does what you just read connect with what you already know?

Vocabulary Define each of the following words. Explain how you figured out what they meant.

Inferring Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning.

Reflecting Was this reading easy or hard to understand? How did you help yourself understand? (If this was easy, what do you do to help yourself understand something more difficult?)

Brownlie, Feniak & Schnellert, Student Diversity, 2006

C

Class Review -‐gathering

informa-on

-‐strengths-‐based

-‐ac-on oriented

Building a Mental Model for Teaching and Learning

“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)

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 Mul-ple means: -‐to tap into background knowledge, to ac-vate prior knowledge, to increase engagement and mo-va-on

-‐to acquire the informa-on and knowledge to process new ideas and informa-on

-‐to express what they know.

Rose & Meyer, 2002

Access

not accommodate or adapt

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 •  Coopera-ve learning •  Literature circles and informa-on circles •  Inquiry

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

“Every Child, Every Day” – Richard Allington and Rachael Gabriel

In Educa-onal Leadership, March 2012

6 elements of instruc-on for ALL students!

View more at hGp://youngreaders.ca

1.  Every child reads something he or she chooses. 2.  Every child reads accurately. 3.  Every child reads something he or she

understands. 4.  Every child writes about something personally

meaningful. 5.  Every child talks with peers about reading and

wri-ng. 6.  Every child listens to a fluent adult read aloud.

•  Based on the belief that collabora1ve planning, teaching and assessing be6er addresses the diverse needs of students by crea1ng ongoing effec1ve programming in the classroom

•  It allows more students to be reached

Learning in Safe Schools, page 102 Chapter 9

Collaboration and Co-Teaching: A Model of Providing Support

•  Based on the belief that collabora-ve planning, teaching and assessing beGer addresses the diverse needs of students by crea-ng ongoing effec-ve programming in the classroom

•  It allows more students to be reached •  It focuses on the ongoing context for learning for the

students, not just the specific remedia-on of skills removed from the learning context of the classroom

•  It builds a repertoire of strategies for teachers to support the range of students in classes

Learning in Safe Schools, page 102 Chapter 9


•  Based on the belief that collabora-ve planning, teaching and assessing beGer addresses the diverse needs of students by crea-ng ongoing effec-ve programming in the classroom

•  It allows more students to be reached •  It focuses on the ongoing context for learning for the

students, not just the specific remedia-on of skills removed from the learning context of the classroom

•  It builds a repertoire of strategies for teachers to support the range of students in classes

•  Impera-ve students with the highest needs have the most consistent program Learning in Safe Schools, page 102 Chapter 9


•  When interven1on is focused on classroom support it improves each student’s ability and opportunity to learn effec1vely/successfully in the classroom.

A Key Belief

A Remedial Model

(Deficit Model) ‘Fixing’ the student

Outside the classroom/ curriculum

The Vision A Shim from….. to

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

Outside the classroom/within curriculum

to

Transforma1ons within the Inclusive Model

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

Inclusion • Classroom Teacher as central support • Learning Support Teacher – working together in a co-‐teaching model

So, what do you believe?

• Consulta-ve

• In class

• Instruc-on outside the class, based on IEP goals

Models of Providing Support

No plan, No point

Consultative

• regarding specific issues that arise • sugges-ons for suppor-ng ongoing progress of students in mee-ng IEP goals • key aspect is co-‐planning • program planning • strategy introduc-on • differen-a-on, adapta-ons, modifica-ons • co-‐instruc-on • responding to emergent issues


Instruction Outside the Classroom based on IEP goals

• pre-‐teaching and/or re-‐teaching (around classroom content) • reading strategies • wri-ng process • numeracy tools • organiza-on strategies • memory strategies • study skills • vocabulary

• Intensive literacy instruc-on that reinforces classroom instruc-on • literacy interven-on, e.g., second shot


In Class • Co-‐teaching (5 types)

Teaching in Tandem – Effec-ve Teaching in the Inclusive Classroom Wilson and Blednick, ASCD, 2011

• 1 teach, support

• parallel groups

• sta-on teaching

• 1 large group, 1 small group

• teaming


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 aGen-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

Questions to Guide Co-Teaching

•  Are all students ac-vely engaged in meaningful work?

•  Are all students par-cipa-ng by answering and asking ques-ons?

•  Are all students receiving individual feedback during the learning sequence?

•  How is evidence of learning from each day’s co-‐teaching fueling the plan for the next day?

A Co-teaching Question: Is this the best approach to maximize student learning:

• at this -me

• for this task

• for this student?

CR4YR Changing Results for Young Readers

a provincial initiative

•  One of the parameters of this project is collaboration: a focus on support (LA/resource, teacher-‐librarian, Aboriginal Support) teachers working in the classroom, with the teacher.

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., Grab Bag Wri-ng, strategies in grade 9 science

•  Working in a support role in a middle or secondary content class where the teacher leads the content of the lesson, the support teacher works with process and/or suppor-ng individuals toward the learning goals

A Primary Writing Prompt: the grab bag

•  4 items in a bag, kids with a paper with 4 boxes

•  Pull out 1 item at a -me, explore how it might be used in a story

•  Kids draw how the item might be used •  Repeat with each item with kids drawing both items in 2nd box, …

•  In 4th box, either draw all 4 items or begin to write their story

Both lessons: 75 minutes, amer lunch

•  Mundy Road with Kris-ne Wong – Focus on beginning, middle, end

•  9 EAL students •  1 very young student

•  Blakeburn with Lori Clerkson – Focus on story starters, moving beyond ‘I did, I did, I did…”

Increasing engagement and oral language

•  Heritage Woods Secondary with Lauren O’Leary in grade 11 physics

•  Groups of 4 •  Building background knowledge:

–  Ques-on –  Spring scale

•  Created defini-on together •  Think aloud with formula •  One/two class prac-ce problems with think aloud •  Try more prac-ce problems in pairs or independently •  Individual feedback •  Ticket out the door: Learning outcome for closure: I can

apply Fg = m*g and explain my thinking

•  What is mass? •  What is weight?

•  What is the difference between the two?

•  Mass – MaGer – how much stuff we are made up of –  Scalar (no direc-on) –  Constant – Measured in kg

•  Weight –  Vector (has direc-on) – Depends on where you are in the universe -‐ force of gravity

– Measured in Newtons

PLO: Solve a variety of problems involving the rela-onship between mass, gravita-onal field strength, and force due to gravity.

Learning Goal: Understand the conceptual side and apply it.

Teaching Goal: Make lesson accessible and interac-ve.

Fg = m*g

Expand the sentence. Think aloud with your reasoning.

Parallel Groups •  both teachers take about half the class and teach the same thing.

•  Advantage: half class size -‐ more personal contact, more individual aGen-on

•  Possible piralls: more -me to co-‐plan, requires trust in each other, each must know the content and the strategies.

Parallel Groups: Examples • Inquiry Projects: Michelle Hikida, Librarian, LIF support & Rick Hikida, Gr 4/5

• Inside/Outside Circle • Divide half the class to teach a concept: finding the perimeter of a circle

Michelle Hikida, Librarian, LIF support Rick Hikida, Gr 4/5

Crea1ng a Plan Together the teachers choose an area of focus, create a plan and decide on the goals/PLO’s being addressed.

Assessment for Learning The last few minutes of each lesson is a quick check-‐in. What’s working? What’s not? What’s next?

Inquiry Projects, Gr. 4/5

Format Once a week, 45 minutes, for the en-re year

Purpose • To engage students in authen-c reading and wri-ng around topics of their choice. • To develop the students’ ability to ask ques-ons and be able to engage in mini-‐inquiries to answer these wonders/ques-ons. • To be able to document their learning in different ways.

September-‐ December

Developing a Sense of Wonder 1. Tes-ng Wonders (divide the class in ½ ) -‐magnets, bubbles 2. How to Wonders (whole class in the library, Lib lead) -‐origami, Lego, magic tricks, pom pom animals, science experiments, cat’s cradle, duct tape wallets -‐focus: how to read informa-on text to find out something you didn’t know 3. Research Wonders (divided the class in ½) -‐exploring inves-ga-ng, evalua-ng different online resources -‐alternate lead roles, CT & Lib, based on familiarity with website/app -‐introducing ways to document learning (30 Hands, Keynote, PicCollage, Power Point, Doceri, Haiku Deck) 4. Evalua-on Wonders -‐guided prac-ce as a whole class -‐individual wonder projects -‐begin with an “I wonder…”

January -‐ ??

We divided the class in half and we are responsible for assis-ng our group in developing their topic, checking in and suppor-ng their learning. 15 kids each. Easily able to support each individually.

The students engage in their own inquiry projects. At the end of each project, they share their learning with the class and then start again.

Why do we believe in collaboration?

•  smaller groups or 2 teachers circula-ng to meet the needs of all the students

•  shared learning •  sharing the planning and prepara-on •  collabora-ng with others creates a synergy

** Rick, the CT, is now working 2/week on the inquiry projects, the 2nd period with his RT

Literature Circles: Residential Schools

•  A unit co-‐developed by – Marla Gamble, gr. 6 Classroom Teacher, Prince Rupert, BC

– Marilyn Bryant, Aboriginal Educa-on Program Resource Teacher

– Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive Imagina-ve Development) •  Lesson 2: co-‐designed and co-‐taught: Marla & Faye

•  1st lesson –  Slide presenta-on on First Na-ons background in the geographic area with some reference to residen-al schools

•  2nd lesson – Whip around –  Fishbowl on 1st paragraph of Fa<y Legs – –  C. Jordan-‐Fenton & M. Poliak-‐Fenton (Annick Press) –  Co-‐created criteria for effec-ve group

•  My name is Olemaun Pokiak – that’s OO-‐lee-‐mawn -‐ but some of my classmates used to call me “FaGy Legs”. They called me that because a wicked nun forced me to wear a pair of red stockings that made my legs look enormous. But I put an end to it. How? Well, I am going to let you in on a secret that I have kept for more than 60 years: the secret of how I made those stockings disappear.

Station Teaching •  mostly small groups •  can be heterogeneous sta-ons or more homogeneous reading groups

•  each teacher has 2 groups, 1 working independently at a sta-on or wri-ng, 1 working directly with the teacher

•  Advantage: more individual aGen-on and personal feedback, increased focus on self regula-on

•  Possible pirall: self regula-on (needs to be taught), -me to plan for meaningful engagement

Station Teaching: Examples •  Guided reading: 4 groups; RT has two and CT has two

•  Science sta-ons: create 4-‐8 sta-ons; co-‐plan to ensure differen-a-on, teachers move back and forth between groups suppor-ng self-‐monitoring, independence, the learning goal

•  Art Assessment: students in groups of 4, providing feedback on a chosen piece of art. Teachers move from group to group, suppor-ng, guiding with ques-ons, monitoring as needed.

The Richmond Experience Lisa Schultz, English Brooke Douglas, FI

Lisa Schwartz

First Steps •  Collec-ng baseline data (forma-ve assessment)

•  What do they know? What are their strengths? •  What areas need further development? •  How will we support this development?

•  Looked at the results as coded on the performance standard

•  Developed an inquiry ques-on •  Made a plan

•  Spent a term in each classroom. Two blocks each week.

Inquiry Questions •  How does the implementa-on of literacy centres, that focus on reading rather than isolated skills, change the engagement and mo-va-on of the students and will they become more skilled readers?

•  How does implemen-ng guided reading or small group reading instruc-on, with my support teacher, further our students’ reading development?

Gold Trail, Debbie Ralston Year 1: Guided Reading/ Lit Circles

Class Review •  3 -mes a year

•  LST, Aboriginal Support Teacher, STA, principal, current and last year’s teacher (fall), current and next year’s teacher (spring)

•  Become 90 minutes/teacher

•  GOAL: Moving students off the at-‐risk list


Assessment for Learning •  Primary Benchmarks/DRA

•  Intermediate: performance-‐based reading assessment

•  Class Profile: strengths and areas to strengthen


•  Teams of CT, STA, Admin, Ab.ST, LST •  Meet 5 -mes/week for 30 min. with each class •  STA doesn’t do running record •  Weekly or bi-‐weekly, team meets in CT’s room together to collaborate – Students work independently – Team reviews what they have been working on and how it is going

– Team shares strategies and ques-ons

Gold Trail, Debbie Ralston Year 2: Guided Reading/ Lit

Circles/Math 5/week, 30 min.

-‐K -‐ talking tables -‐gr 1 -‐ guided reading

3/week, 30 min. -‐gr 2-‐5 -‐ guided reading

3/week, 30 min. -‐gr 6/7 -‐ lit circles

Intermediate struggling students are ‘reading helpers’ during primary guided reading

*extra support daily in primary math *extra support 3/week in intermediate math

Diefenbaker Gr 1 Guided Reading •  2012-‐13

– 2 grade 1 teachers – 1 class, GR twice a week; 2nd class, GR once a week

– Spring Break: •  Group of students at promise

•  GR 4 -mes a week with LIF teacher

•  All reading on grade level at end of year!!!

Diefenbaker Gr 1 Guided Reading 2013-‐14

– 3 grade 1 teachers – Sept Assessment: GR twice a week in all 3 classes – Nov Assessment: cancelled GR in one class; 2/week in other two classes; added 2 extra GR classes for 8 at promise readers •1 reader – extra support: 2/week, 20 extra minutes at 8:40

– Feb Assessment: focus on fluency with all groups, only 5 need the extra support

Diefenbaker Gr 1 Guided Reading •  2013-‐14

– April Assessment: 3 con-nue to need extra support; individual 18 minutes, 2 -mes a week PLUS the 2/week guided reading as per the class

– Con-nuous adjustment to meet the goal: all students reading at grade level by the end of grade 1

–  ‘3 lem and 2 ½ months – all will be reading!’

No sight words in Nov.; the book he read today

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

1 large group, 1 small group: Examples

•  Wri-ng: 1 teacher works with whole class prewri-ng and draming, small groups of 3-‐4 students meet with 1 teacher to conference

•  Math, gr. 8: lesson has been introduced. If you think you can complete these prac-ce ques-ons with confidence, begin (1 teacher circulates); if not, come for more prac-ce (small group)

•  Reading Response: double-‐entry journal has been modeled for class. Large group begins, small group needs more support.

Teaming

•  Most seamless •  Co-‐planned •  Teachers take alternate roles and lead-‐taking as the lesson proceeds

•  Most omen in whole class instruc-on and could be followed up with any of the other four co-‐teaching models

•  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: requires trust and skill

Teaming: Examples

•  Grade 10 English with Andy Albright – introducing mindmaps

•  Grade 8 wri-ng with Dawnn Thorsen and Sheryl Proskiw

•  Tuesdays with Tracey at Horizons

Goal: Reading and Writing with Fluency

•  Grade 8 English •  Dawnn Thorsen, CT and Sheryl Proskiw, ELD, Prince Rupert Middle School

•  Have co-‐taught for 2 years – TRUST – All we need is a GOAL – Every 2nd day in both classes

•  Both classes have 24 kids •  Both classes have 3 kids on IEPs •  Classroom management improved with daily 20 minutes of silent reading

•  Class 1 –  Lower self-‐esteem –  18 have had ESD support at some point

•  Class 2 –  4 students have challenged grade 8 math –  EA – More diversity

Day 1: Mystery Writing •  Enter class to see the scene of the crime •  5 minute write

–  Set the scene –  What happened? –  Why? –  Mood?

•  Dawnn modeled a start on the board •  Change groups according to your coloured name tag •  Character (all names of actual people in the school)

–  One reads the character’s point of view –  5 minutes, add on

•  Change groups •  Piece of evidence

–  Examine the evidence together –  5 minutes, add on

•  Wri-ng is collected as kids leave •  Plenty of -me for both teachers to move around to support and extend all learners

•  Students very on task

•  Tomorrow: –  Teachers will have chosen one phrase/line from each writer

–  Display for all to see –  Look for strengths – Move to wri-ng own detec-ve story

2nd class, reflections and revisions

•  Start with characters, not seHng •  Set the scene more

– 10 years from now

– You are back for a middle school reunion – Write in role

•  Walk by the scene

•  Encourage more table talk about the characters

Tuesdays with Tracey •  Tracey Sullivan, Teacher Consultant, Secondary Literacy and Assessment, Richmond

•  Lisa Toffolo – CT, Laura Sutherland – RT, Noli Cole – Youth and Family Support Worker

•  Therapeu-c, social/emo-onal, and educa-onal interven-on is included in the educa-onal plan for each student (ages 13-‐18).

Goals: Social/emotional – belonging, safety, sense of ‘can do’, working with others

Academic – responding more deeply to a text by questioning

•  Meet at 8AM to co-‐prepare a meal. All kids have a role.

•  Eat together, then talk about what everyone is reading, siHng in a circle (teachers and students mixed together)

•  Teacher begins: – What I am reading, what I am wondering – Mini-‐lesson/focus: ex., ques-ons –  Students move to board to write their ques-ons – i.e., make public, record

–  Other teacher’s support 1:1 as necessary

Group Lesson: Questioning •  Text: Stories with Holes hGp://www.angelfire.com/amiga/gstroop631/holes.html

•  “A man was arrested in an airplane simply for gree-ng his friend 5 rows over.” – Why? –  I can only answer ‘yes’ or ‘no’

•  Debrief: –  Think/thin ques-ons – What helped?

What are we noticing? •  Kids are appearing to cook at 8 – and clean up

•  Increased sense of community

•  More eye contact

•  Increased talk about books •  Fewer needing 1:1 support as they are able to stay in the circle

•  Increased ease with the ‘outsider’ – i.e., Tracy •  Next: story elements, conversa-on, listening

•  Trust your professional exper-se •  Collaborate: 2 heads are beGer than 1

•  Follow the lead of your children –their interests, their needs

•  NO program exists that can replace YOU!!!

Reflections •  Stephanie Perko, Ken Porter, classroom teachers

•  Rob Wright, resource teacher, administrator – Mundy Park Elementary, Coquitlam

Reflections •  Charlene Gidora, Heritage Woods Secondary, Coquitlam

•  Gradua-on porrolio – 10 minute presenta-on on themselves – Feedback only! – Present to 3 adults – Led by Sue Kirby, Marilyn Nunn, Ingrid Gay

•  What is your plan? •  With whom will you work?

•  Who will you talk to about what you have thought about and tried today?

•  Good luck! Keep trying and sharing! Together we ARE beGer!

•  Brownlie, Fullerton, Schnellert – It’s All about Thinking – Collabora1ng to support all learners in Math & Science, 2011

•  Brownlie, King -‐ Learning in Safe Schools – Crea1ng classrooms where all students belong, 2nd ed, Pembroke Publishers, 2011

•  Brownlie, Schnellert – It’s All about Thinking – Collabora1ng to support all learners in English & Humani1es, 2009

•  Brownlie, Feniak, Schnellert -‐ Student Diversity, 2nd ed., Pembroke Pub., 2006

•  Brownlie, Jeroski – Reading and Responding, grades 4-‐6, 2nd edi-on, Nelson, 2006

•  Brownlie -‐ Grand Conversa1ons, Portage and Main Press, 2005

•  Brownlie,Feniak, McCarthy -‐ Instruc1on and Assessment of ESL Learners, Portage and Main Press, 2004

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