The Redesigned Curriculum: a home for quality teaching and

learning in inclusive classrooms

PLNRichmond

Dec5,2016

What Doesn’t Work: Literacy Practices We Should Abandon �

–NellDuke,2016(Edutopia)•  ‘Lookupthelist’vocabularyinstrucFon•  Givingstudentsprizesforreading•  Weeklyspellingtests

•  Unsupportedindependentreading•  Takingawayrecessaspunishment

•  15-20minutesofcalendaracFviFes

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssFllforthem.”-SFggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesFonstoshowevidenceoflearningWhosequesFons?Whoanswers?

4.Descrip+veFeedbackTimely,relevant,personal,descripFvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

Effect Size – What makes a difference?�John Hattie in Visible Learning (> .4 effect size)

•  Studentself-assessment/self-grading•  ResponsetointervenFon•  Teachercredibility•  ProvidingformaFveassessments•  Classroomdiscussion•  Teacherclarity•  Feedback•  Reciprocalteaching•  Teacher-studentrelaFonshipsfostered•  Spacedvs.masspracFce

Do your students receive feedback from you every day?

Test Prep – Socials 11�Canada in the 1930’s with Melanie Mattson •  PeopleSearch–12boxes•  StudentsmadenotesforeachquesFon•  Coachedandlistenedtoseeiftherewereanychallengingareas

•  2quesFonsweremostchallenging•  Melanieexplainedher‘answer’toeach,usingaFmelineandassociaFons

•  2addiFonalareastostudy– Withaconceptmap– Withachart

Canadainthe1930’sPeopleSearchFindsomeonewho:

…candescribe3differencesbetweenlifeinthecityandlifeinruralCanadaduringtheGreatDepression

…canpaintavividpicturewithwordsofreliefcamps

…cantellthestoryofthebeginningofthelabourmovementinCanada

…understandsthedifferencebetweentotalitarism,socialism,communism,andfascisminthe1930’s

Test Prep – Pre-Calc, gr. 11 (trigonometry) with Brittany Stockley •  15minutes–workonunitreviewquesFonswithapartner

•  Inside/outsidecircle–5quesFons•  PartnerAexplains,Blistens,refines,quesFons•  Outsidecircle,move2chairs,thenPartnerAexplains,etc.

•  Teacherslisten/coachforclassconfusion•  ModelprocessforsoluFonforthechallengingquesFonfortheclass

•  Studentsreflect:whatIneedtoremember

Teaching that makes a difference •  UniversalDesignforLearning•  BackwardsDesign•  AssessmentforLearning•  GradualRelease•  OpenEndedStrategies•  CooperaFveLearning•  SmallGroupReading,LiteratureandInformaFonCircles

•  Inquiry

What’scounts?

•  Time•  Text•  Talk•  Teaching

Oral Storytelling – Bev Marisco, Campbell River

•  ReadclassaFNstoryaboutlocalanimalshidingintheforest.

•  Boyshidtheanimalsintheforestbecauseabigfloodwashappening.OneoftheboyshadrecentlyseenthefloodingoftheCampbellRiver.

•  ItlookedlikechaosbuttheywerereenacFngaflood!

•  Thechildrenusethedeerhide,rocks,sFcks,glassbeads,animalstotelltheirstoryatcentreFme.

•  Usethedocumentcameraforalargeraudience.

•  OientheAboriginalSupportTeacherreadsastorybeforecentreFme.

Gr1.Notetheorganizedsejng.

How can we support our learners in moving beyond the lines in their

written response to text?

•  LeslieLeitch,Nakusp•  Grade6/7•  InpreparaFonforon-lineresponseposts•  Text:AMonsterCalls–PatrickNess

• What’shappening?

• Whocares?

• Whydoesitmaler?

•  Bigideas•  DescripFve•  AdjecFves•  Wordchoice•  Supportedinferences•  EmoFons–felt•  Touchedhearts•  Clearexamplesof

(emoFons,happenings)•  PersonificaFon•  Metaphor–simile•  Comparison•  Thinkinglikesomeoneelse•  Imagine

TheSequence

•  Whiparound–catchuponthestory•  Explodethesentence•  Writetoshowyouunderstand–movebeyondaretelling,takearisk,godeep,explainwhywhathappensmalersandtowhom

•  Shareaphrase,aword,asentencethatispowerfulinyourwriFng

•  Makeaclasslistofwhatcounts–beginningcriteria•  Usethosephrasestomakeaclassfoundpoem•  Reorganizetwicetomakethepoemflow

Elias

•  Conorseemstohavebeendefeated.HehasbeenoverwhelmedwithnegaFveemoFons,fear,anger,sadness,andpain.HehideshisfeelingswithflatemoFons,andpushesawayallhelp.IthinkheisveryAnxious,becauseofallthepressureputonhimfromthebullies,hismom’ssicknessandpossiblyhismomanddad’sdevorce.HisposiFveemoFonsarebeingstoleneveryFmehehasthenightmare.Hisgrandmotherdoesn’thelpeither…

Riley

•  Ithinkthemostimportantthinginthestoryrightknowisthewordsrissinganddarkness.Ithinkrissingmeansthatheisbeginningtofigureouthistruthandwhyitisimportant.Ithinkthetruthisthathismomwilldieandthatiswheretheworddarknesscomesin…

Lucas

•  WhatisgoingoninthelastthreechaptersisthatConor’smomisgejngworseandworseeverysingletreatment.ConorisgejngmoreeffectedandangerfromthescarystorytellingmonsterthatisgoingtotellConorthreedifferentstories,ConorisalsogejngbulliedbyagroupofkidsinschoolwhichiseffecFngConorthesamewayasthescarystorytellingmonsterandhismotherstreatments…

Phoenix

•  Ithinkconorsfeelingnothing.Hedosentseemtofeelverymuch.Howwouldyounowwhathewerefeeling…

Thenextday…•  Reviewthecriteriaandreorganizeintocategories•  Readthenextchapter•  Havestudentsmeetinsmallgroups•  Provideachoiceof2-3sentencesforstudentstoexplodeinsmallgroups

•  Studentswriteadraifortheiron-linepost•  StudentsidenFfy,alone,thenwithapartner,wheretheirwriFnghasachievedthecriteria•  Whatworks?What’snext?

•  Studentseditforsentences,grammar,andpost

How can we help our writers write more powerful leads?

CatherineFeniak,P,SarbSidhu,2/3,BrilanyShoemaker,2/3,Kate

Middleton,3,LordKitchener,Vancouver

•  WritersWorkshop•  Whatdowewant?•  Howcanwegetourkidsthere?

•  1hour/weekwithco-teachingwithCath,1hourteachingalone

•  Asaclass,examinedapowerfulleadanddecidedwhatmadeitwork.

•  Ingroupsof4,examinedanotherpowerfulleadanddecidedwhatmadeitwork.

•  Sharedtheleads•  Re-examinedthecriteriaforpowerfulleads,thenwrotethefirstdraioftheirlead.

•  ItwastheworstbirthdaypartythatLewishadeverbeento.Butthen,whatcouldyouexpectwhentheguestofhonorwasacorpse?

Demonstration Lesson: Grade 4/5�Goal: increased engagement &

thinking •  1of•  Preandpostschool-basedworkshop•  Emailplanning

•  4-6observers,3todebrieflesson•  Classroomteacher:documenFngandanalyzing

Strengthsofmyclass:-  CooperaFve-  Eagerandwanttolearn-  SupporFveofeachotherStretches-  CommunicaFonandCriFcalThinkingamongstmystudents

Somebigideasthattheother4/5teacherandIhavebeenworkingtowardsare:-Energycanbetransformed.Forsciencegrades4and5-NaturalresourcesconFnuetoshapetheeconomyandidenFtyofdifferentregionsof

Canada.Grade5Socials-InteracFonsbetweenFirstPeoplesandEuropeansleadtoconflictandcooperaFon,

whichconFnuestoshapeCanada’sidenFty.Grade4SocialsIwouldlikeyoutodemo.Iamhopingtobeabletomaketheteaching/learningmoreauthenFcandrealformy

studentsandtoincreasetheirengagement.

The Sequence •  Goaltoday–stretchyourthinkingandworklikeadetecFvetouse

cluestofigurethingsout

•  EssenFalquesFon:Howdoeswhereyouliveeffecthowyoulive?

–  Howcanyouanswerthisalready?–  Partnertalk,thengroupshare

•  Image:see–think–wonder•  Quickwrite•  Explodethesentence•  Reflectwithcorecompetencies

Explode the Sentence •  Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.

Critical Thinking Core Competency •IambecominganacFvelistener;IaskquesFonsandmakeconnecFons.

Evidence:

•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliFes.

Evidence:

•Irecountandcommentoneventsandexperiences.

Evidence:

Unpacking the Lesson •  Whatstruckyou?–  Engagementofthekids–  1hour,40minutes– AllcouldparFcipate– Majorshiisinthinking–  Contentwovenintomassivethinking– Allresponseswereaccepted–  Yourlanguage:eachchildwashonouredandliiedup☺

–  Icoulddothis!!

Next Steps •  Nextday,beginwithanotherimageandanothersentence

toexplode(shouldtakehalftheFme)•  Movetogroupsof2-3andhaveeachgroupofstudents

explodeadifferentsentence•  SharethesentencesandaninterpretaFvecommentabout

each•  Canthestudents,together,movetoreadtheirsentencesin

order?•  Retypethesame10sentences–as10,7and5.Students

choosewhichtheywantandre-orderthemBME•  Keeplisteningtothekidsread•  Readthetext,andreflectonhowwhereyouliveaffects

howyoulive.•  Repeatprocesswith2otherRoyHenryVickersbooks,

highlighFngcontent.

Story Wall – Animal Farm �– Emma Moray & Angel , Gr. 9, Campbell River

•  Ingroups,usingoverheadprojectors,studentsdrewtheanimals

•  Astheyread,characterisFcswereaddedtotheanimals

•  Createdanongoingstorywall,illustraFngthemajorevents,themesandallegoryofAnimalFarm