Download - Surrey Supporting Diversity ppt
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Supporting Diversity: Looking ahead to 2010-2011
A conversation facilitiated by Faye Brownlie Surrey
June 1st, 2010
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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.
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Building Bridges what makes a difference in student
learning? • Reading Next – Biancarosa and Snow
• It’s All about Thinking – Brownlie and Schnellert
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Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009
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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
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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
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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
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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
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Model Guided practice Independent practice Independent application
Pearson & Gallagher (1983)
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Our School Context
• What’s working?
• What’s not?
• What’s our evidence?
• What’s next
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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
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15-3=0 Without - • professional development • ongoing formative assessment of
students and • ongoing summative assessment of
students and programs
Reading Next - Biancarosa & Snow, 2004
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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)
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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
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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
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2010-2011 Where are we going?
• Deeper Still
• Inquiry into Student Learning Teams
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Essential Lesson Components
• Essential question/learning intention/a big idea • Open-ended strategies: connect-process-transform • Differentiation • Assessment for learning • Gradual release of responsibility
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Teach Content to All
"Surrey Special Education "
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…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
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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?”
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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?”
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Only through sharing ideas, materials, resources, and expertise do teachers develop, survive, and thrive.
Villa, Thousand and Nevin, 2004
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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.