surrey supporting diversity ppt

Supporting Diversity: Looking ahead to 2010-2011

A conversation facilitiated by Faye Brownlie Surrey

June 1st, 2010

Developing Readers 2010-2011

Goals: –  Teachers work together to create learning

experiences that: •  focus on student learning •  model thinking and coach students to become independent

readers, writers and thinkers –  Teachers understand the research behind and

interconnectedness of: •  assessment for learning •  differentiated instruction •  gradual release of responsibility model of instruction

and support one another to put these understandings into daily practice.

Building Bridges what makes a difference in student

learning? •  Reading Next – Biancarosa and Snow

•  It’s All about Thinking – Brownlie and Schnellert

Frameworks

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

Universal Design for Learning

Multiple means: -to tap into background knowledge, to

activate prior knowledge, to increase engagement and motivation

-to acquire the information and knowledge to process new ideas and information

-to express what they know.

Rose & Meyer, 2002

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 •  Cooperative learning •  Literature circles and information circles •  Inquiry

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

Reading Next - Biancarosa & Snow, 2004

•  Instructional Improvements 1.  Direct, explicit comprehension instruction 2.  Effective instructional principles embedded in

content 3.  Motivation and self-directed learning 4.  Text-based collaborative learning 5.  Strategic tutoring 6.  Diverse texts 7.  Intensive writing 8.  A technology component 9.  Ongoing formative assessment of students

Model Guided practice Independent practice Independent application

Pearson & Gallagher (1983)

Our School Context

•  What’s working?

•  What’s not?

•  What’s our evidence?

•  What’s next

www.all4ed.org

•  Infrastructure Improvements 1.  Extended time for literacy 2.  Professional development 3.  Ongoing summative assessment of

students and programs 4.  Teacher teams 5.  Leadership 6.  A comprehensive and coordinated literacy

program

15-3=0 Without - •  professional development •  ongoing formative assessment of

students and •  ongoing summative assessment of

students and programs

Reading Next - Biancarosa & Snow, 2004

Assessment FOR Learning •  Purpose: guide instruction •  Performance-based assessment

– Fall DART (Brownlie) –  Initial RAD (Pearson) – Smart Reading (Close, New West.) – QCA (Pearson) – SRA (Student Diversity, 2nd ed., Ministry

Webcast, 2004)

Assessment FOR Learning

•  Descriptive scoring •  Coding in teams •  Class/grade profile of strengths and areas

of need •  Action plans developed - what’s next? •  Individual students identified for further

assessment

Collaboration can come in the form of co-planning, co-assessing, or co-teaching. In all forms, teachers work together as equals, bringing their unique and complementary skills together to create a stronger whole.

Brownlie & Schnellert, It’s All about Thinking, 2009

2010-2011 Where are we going?

•  Deeper Still

•  Inquiry into Student Learning Teams

Essential Lesson Components

•  Essential question/learning intention/a big idea •  Open-ended strategies: connect-process-transform •  Differentiation •  Assessment for learning •  Gradual release of responsibility

Teach Content to All

  "Surrey Special Education "

…making a difference in one classroom in one academic year is only the beginning. Shared efforts among teachers and across years of schooling build the potential for making a more significant impact.

Brownlie & Schnellert, It’s All about Thinking, 2009

Deeper Still

Who? – Schools that joined DR in 2008-09 or 2009-10 – School teams that would like to experience

the process of “opening doors” where they collaboratively plan and observe student learning to uncover, “What’s working? What’s not? What’s next?”

Inquiry into Student Learning Teams

Who? –  any school in the district with a literacy goal –  teachers that are curious about what makes

a difference for student learning and are interested in inquiry-based learning

–  teachers interested in creating a structure to work together and uncover, “What’s working? What’s not? What’s next?”

Only through sharing ideas, materials, resources, and expertise do teachers develop, survive, and thrive.

Villa, Thousand and Nevin, 2004

Back at School… •  Consider opening the invitation to your entire

staff by sharing some of the key ideas from today’s session.

•  With those interested in participating, use the questions in your handout and the criteria for each module as a guide for discussion and decision-making;

•  Please submit your “Expression of Interest Form” by Wednesday, June 23rd.