henderson.jan.the redesigned curriculum
TRANSCRIPT
The Redesigned Curriculum: a home for quality teaching and
learning in inclusive classrooms�Supporting ALL of Our Literacy
Learners HendersonandTrudeau
Jan30,2017FayeBrownlie
slideshare.net/fayebrownlie.henderson.jan
Learning Intentions • IcanbeBeruseBigIdeas,UniversalDesignforLearningandBackwardsDesigninmyplanningandteaching.
• IbeBerunderstandhowtoincorporateteachingthecorecompetenciesthroughoutmyteachingandhaveaplantoincorporatemoreKmeforthese.
• Ihaveanewstrategicsequencetotry.• IhaveidenKfiedandamconsideringreplacingalesseffecKveclassroompracKce:somethingIcandolessofwithsomethingIcandomoreof.
Your Class Profile • Whatarethestrengthsofyourclass?– Thinkof2or3!– WhatareyoucelebraKngthattheyhavelearned?
• WhataretheareasyouarewanKngtostretchorstrengthenthisterm?– Choosenomorethan2☺
• Whatisyourplan?
When planning in Language Arts, consider…
• BigIdeas– Storiesandtexts– PerspecKve– Languageanditsuse– Wondering
• CurricularCompetencies– Comprehendandconnect– Createandcommunicate
• Content– Story/text– Strategiesandprocesses– Languagefeatures,structuresandconvenKons
Big Ideas • Makethiscurriculum3dimensional• TranslateintoessenKalquesKons• Givemeaningtothepiecesofcurriculumcompetenciesandcontent
• Includeallstudents
Core Competencies • CommunicaKon• Thinking– CreaKve– CriKcal
• Personal– PosiKvepersonal&culturalidenKty– Personalawareness&responsibility– Socialresponsibility
What is my job? -K�Lauren Maclean and �
April Pikkarainen
CriKcalthinkingCommunicaKonPersonalawarenessandresponsibility
HowdoIknowI’mdoingagreenlightjob?seed–sprout-flower
Deeper Thinking with Visual Literacy�
- Joanna Fournier and Christy Rollo, 6/7
• Verydiverseclasses• Collaborateonalmosteverything
• Includein-classLAsupportasmuchaspossible,workingonin-classELL
• Openingthecurriculumtoembedthecorecompetenciesthroughouttheday
Why visual literacy? • Weinterpretourworldlargelythroughthesenseofsight.
• Providesanopportunitytointerpret,negoKate,makemeaningandshareinavisualformat.
• PairingorallanguageandvisualshelpsstudentsdeveloptheircommunicaKonandcomprehension.
• Providesalllearnerswithanentrypoint(accessestheirbackgroundknowledgeandgivesthemanopportunitytolistentoothers’ideasandshare).
• Developsdeeperthinking(makinginferences,metaphoricallanguage,usingsymbolism).
Loose Parts and Materials • Awayforstudentstoshowtheirthinking,andunderstanding;very
powerful.• Springboardfororalstories:picturebooks,abigidea,oratheme.• IntroduceanopenendedquesKontoprovokethinking(a
provocaKon).• Buildaseeng,apaBern,animage(2Dor3D),usingnaturalor
foundmaterials.• PartnerorgrouptalkKmeandreflecKonmakesthinkingvisible.• FormaKveandsummaKveassessmentofstudentunderstandingof
conceptsandbigideas.• PartnerwithdigitaltoolssuchasthecameraappandShadow
Puppet(screencasKng)torecordthinking.
JapaneseInternment❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the safety of all?
❖ How would you live and feel separated from your family? Your connection to home?
JapaneseInternment
FeedbackFrames
From Brooke Douglas
SelfReflecKon
What Doesn’t Work: Literacy Practices We Should Abandon �
–NellDuke,2016(Edutopia)
• ‘Lookupthelist’vocabularyinstrucKon• Givingstudentsprizesforreading• Weeklyspellingtests
• Unsupportedindependentreading• Takingawayrecessaspunishment
Belonging – grades 2/3�Michelle Hikida
• StructuredInquiry– AllteacherquesKons
• EssenKalquesKons– Whatisthebestpartofyou?– Whatareyourgiks?
– Whoisthepersonyouwanttobe?
• Eachdayreadanewbook,collectedcharacterisKcsofcharactersandmadelists.
• WatchedUtubevideos,readmusiclyrics–collectedcharacterisKcsofcharactersandaddedtothelists.
• Dailystudentschoseabookfromthebasketandread.• Sharingcircleatendofreading–connecKonstothecharacterisKcsofcharactersinthebook–– Whatisthebestpartofyou?– Whatareyourgiks?– Whoisthepersonyouwanttobe?
Core Competencies • CommunicaKon• Thinking– CreaKve– CriKcal
• Personal– PosiKvepersonal&culturalidenKty– Personalawareness&responsibility– Socialresponsibility
The Sequence • Goaltoday–stretchyourthinkingandworklikeadetecKveto
usecluestofigurethingsout
• EssenKalquesKon:Howdoeswhereyouliveeffecthowyoulive?
– Howcanyouanswerthisalready?– Partnertalk,thengroupshare
• Image:see–think–wonder• Quickwrite• Explodethesentence• Reflectwithcorecompetencies
Explode the Sentence • Onedaymanyyearsago,childrenwereplayinginthevillage,learningtobegoodwarriorsandhunters.
Critical Thinking Core Competency •IambecominganacKvelistener;IaskquesKonsandmakeconnecKons.
Evidence:
•WhenItalkandworkwithpeers,Iexpressmyideasandencourageotherstoexpresstheirs;IsharerolesandresponsibiliKes.
Evidence:
•Irecountandcommentoneventsandexperiences.
Evidence:
Unpacking the Lesson • Whatstruckyou?– Engagementofthekids– 1hour,40minutes– AllcouldparKcipate– Majorshiksinthinking– Contentwovenintomassivethinking– Allresponseswereaccepted– Yourlanguage:eachchildwashonouredandlikedup☺
– Icoulddothis!!
Next Steps • Nextday,beginwithanotherimageandanothersentence
toexplode(shouldtakehalftheKme)• Movetogroupsof2-3andhaveeachgroupofstudents
explodeadifferentsentence• SharethesentencesandaninterpretaKvecommentabout
each• Canthestudents,together,movetoreadtheirsentencesin
order?• Retypethesame10sentences–as10,7and5.Students
choosewhichtheywantandre-orderthemBME• Keeplisteningtothekidsread• Readthetext,andreflectonhowwhereyouliveaffects
howyoulive.• Repeatprocesswith2otherRoyHenryVickersbooks,
highlighKngcontent.