The Redesigned Curriculum: a home for quality teaching and

learning in inclusive classrooms

PLNRichmond

Sept23,2016

Shape of the Day

•  8:30-10–Keynote•  10:20-11:05-Breakout#1•  11:15-12:00-Breakout#2•  12:00-12:30-Lunch•  12:30-1:30Keynote

Learning Intentions/Key Questions: Whoaremylearners? Whatcountsinthe

redesignedcurriculum?

Howdoesassessmentforlearningfitin?

WhatwillmyinstrucDonlooklike?

Who are my learners?

Findingout…

•  ClassReview•  PerformanceBasedReadingAssessment

•  Sociogram

•  PeopleSearch•  ReadingwithEACHstudentinabookofchoice•  ConversaDon•  ObservaDon

EPRA,grade1

DART,grade8

•  Howisthisstreetcrossingametaphorforinclusion?

•  MovefromCONFUSIONandFEARtoPOSSIBLITIESandPOSITIVEEXPECTATIONS.

•  InclusionrequiresTRUSTandCOLLABORATION.Youcan’tdoitalone!

What counts in the redesigned curriculum?

Big Ideas •  Makethiscurriculum3dimensional•  TranslateintoessenDalquesDons•  Givemeaningtothepiecesofcurriculumcompetenciesandcontent

•  Includeallstudents

Core Competencies •  CommunicaDon•  Thinking– CreaDve– CriDcal

•  Personal– PosiDvepersonal&culturalidenDty– Personalawareness&responsibility– Socialresponsibility

•  Embedded•  Allkids,allsubjects,allgrades•  AreNOTachecklistoraseriesofseparatelessons

•  Allstudentsdeveloptobecomeengage,life-longlearners

•  AreincludedintheJunereportcardasastudentself-assessment/reflecDon

What do you see and why does it matter?

Core Competencies •  CommunicaDon•  Thinking– CreaDve– CriDcal

•  Personal– PosiDvepersonal&culturalidenDty– Personalawareness&responsibility– Socialresponsibility

Authentic inclusion of Aboriginal texts, content and

perspectives

The teeter totter

kids

kids curriculum

What does instruction look like?

VisibleLearning

…understandingtheimpactthatinstrucDonaleffortshaveonstudentlearning

JohnHade

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 MulDplemeans:-totapintobackgroundknowledge,toacDvatepriorknowledge,toincreaseengagementandmoDvaDon

-toacquiretheinformaDonandknowledgetoprocessnewideasandinformaDon

-toexpresswhattheyknow.

Rose&Meyer,2002

Backwards Design •  Whatimportantideasandenduringunderstandingsdoyouwantthestudentstoknow?

•  Whatthinkingstrategieswillstudentsneedtodemonstratetheseunderstandings?

McTighe&Wiggins,2001

How does assessment for learning (AFL) fit in?

“Themostpowerfulsingleinfluenceenhancingachievementisfeedback”-DylanWiliam

•  Qualityfeedbackisneeded,notjustmorefeedback•  StudentswithaGrowthMindsetwelcomefeedback

andaremorelikelytouseittoimprovetheirperformance

•  OralfeedbackismuchmoreeffecDvethanwrijen•  Themostpowerfulfeedbackisprovidedfromthe

studenttotheteacher

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssDllforthem.”-SDggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesDonstoshowevidenceoflearningWhosequesDons?Whoanswers?

4.DescripGveFeedbackTimely,relevant,personal,descripDvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

Self-AssessmentofLearningVisibleLearningforLiteracy-Fisher,Frey,Hade,

p.31

IdonotYETunderstand.Ineedcoaching.

IamstarGngtounderstand.Ineedcoachingbutwanttotrysomeonmyown.

Iunderstand!Imadeafewmistakes,soI’mworkingthroughthose.

IunderstandVERYwell.Icanexplainthistootherswithouttellingthemtheanswers.

Scenarios: �Putting it all together

What is the relationship between humans and energy?

•  AculminaDngacDvityinagrade3/4class

•  LisaSchwartz,Richmond

LearningIntenDons:gr.3/4

•  Icanusedifferentmaterials(looseparts)toshowmythinking(criDcalcompetency)

•  Usingthematerialshelpedmegetmyideas(creaDvecompetency)

•  IwasabletomakeaconnecDontohumansandenergyandrepresentmyideas(communicaDoncompetency)

Collaborative Inquiry–LorraineMinsosky

BIGIDEASExploringtextandstoryhelpsusunderstandourselvesandmakeconnecDonstoothersandtheworld.

Combiningdifferenttextsandideasallowsustocreatenewunderstandings.

OverarchingquesGon(s):CanastorychangewhoIam?Whatisthepowerofstory?

TopicrelatedquesGon(s):Example:Reliance,HopeWhatquali?eshelppeopleprevailindesperatesitua?ons?Whatishope?Whatkeepshopealiveindifficult?mes?

• 

Studentswill:

•  Gather&analyzeinformaDon– CollaboraDvelyread&respondtoresources

•  Collectevidence– FromthetextrelatedtotheinquiryquesDon

•  Synthesize&evaluate:drawconclusions•  Share&presentlearning•  Reflectontheirlearning

Picturebooks NovelsGleamandGlow TheBreadwinnerTheBujerflyTheHarmonicaTheLotusSeed

Shortfilmclips(NFB)TheLadyinNumber6:MusicSavedMyLife

SongsWavingFlag

NoteTaking

•  4books•  Centre:theme•  Themestatement•  Supportfromtext•  PersonalconnecDons•  ConnecDonstotheworld•  PersonalreflecDonsontheprocess–wriDngtolookatbooksinanewway

I want to focus on …�

•  Eachlearnerasanindividualandacommunitymember

•  Tasksthatareworthwhileandmeaningful•  Balanceintheprogramming:

– Wholeclass,smallgroup,individual– MulDplewaysoflearning

•  TimeforcollaboraDon:–  Co-planning–  Co-teaching

•  Maintainingafirm,research-based,pedagogicalfoundaDon

•  WhatissomethinginyourpracDcethataffirms?

•  Whatissomethingthatyoucouldrefine?

•  Whatissomethingthatyoucouldaspireto?

•  WhatopportuniDesaretheretoletsomethinggo?