Quality Teaching and Learning in Inclusive Classrooms and Schools

RichmondProfessionalLearningNetwork

April22,2016Slideshare.net/fayebrownlie/richmond/

pns/april

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: •  IhaveabeEerunderstandingoftheimpactmystrategiesandstructureshaveonstudentlearning.

•  Ihaveaplantodolessofanon-research-basedliteracypracHce.

•  Ihaveaplantotrysomethingthatisnewformeandthatwillincludeallmylearners.

Less of: •  Spellinglistsandspellingtests•  Worksheets–onewordanswers•  Wholeclassnovelsforlongerthan3weeks•  Roundrobinreading•  Copying•  ComprehensionquesHons•  Guidedreadingforeverandever…•  Compliance

•  ThefactthatteachershaveformorethanacenturyusedspellinglistsasthemethodofspellinginstrucHondoesnotnecessarilymeanthatitisthebestwaytoteachspelling.

•  MaryAbboE

Spelling Research •  YoungchildrenusinginventedspellingemployaconsiderablygreatervarietyofwordsintheirwriHngthanthoseencouragedtouseonlythewordstheyknowhowtospellcorrectly.

•  Bytheendofgrade1,childrenencouragedtouseinventedspellingtypicallyscoreaswellasorbeEeronstandardizedtestsofspellingthanchildrenallowedtouseonlycorrectspellinginfirstdraVs.

•  YoungchildrenencouragedtouseinventedspellingsseemtodevelopwordrecogniHonandphonicsskillssoonerthanthosenotencouragedtospellthesoundstheyhearinwords.

•  Atleastingrades3-6,itisnotclearthatspellinginstrucHonhasmuchofaneffectbeyondwhatislearnedthroughreadingalone,ifchildrenarereadingextensively.

•  Gunderson&Shapiro,1987,1988•  Clarke,1988•  SHce&Bertrand,1990•  Krashan,1991

Spelling: what to do •  Write,write,writeandtakeriskswithspelling.•  Encouragestretchingwordstowritethesoundsyouhear.

•  Read,read,read–repeatedreadingsandnewtext.

•  Developaspellingconscience.“Doesthatlookright?”

•  TeachspellingstrategiesandpaEerns.Ex.WordsTheirWay,G.Rosencranz,thinkalouds,wordpaEernsandwordsorts

•  Createindividualizedspellinglists,withwordsofinterestandfromchildren’swriHng.

More of: •  30minutesofeyesontextaday•  Choice•  Allvoicesbeingheard•  BIGthinkingwithreadingandwriHng•  FUN•  Complexityandchallenge•  Variedtext•  Individualfeedback•  Listeningtokidsread•  ConferencingduringreadingandwriHng•  Engaging,compellingwork☺

Grade 1/2, Sunshine Coast •  Thestrengths:– ChaEy,lovetoshareideas,takeriskswiththeirspelling

•  Thechallenge:– Verydiversegroup– SomeresistanttowriHng,otherswritepages

•  Thegoal:– TeachingwriHnginafunandinclusivewaytohelpeveryonegrow

Teaching Reading in a Diverse Class •  HeatherShantz–CedarGrove,gr.3/4

•  Focusonreadingstrategies– QuesHoningfrompictures–  Re-orderingsentencesfromthetext

•  Requiresclosereading•  Opportunitytoreadwithpartners•  Opportunitytoconferencewithreadingpartners•  TheChallenge:greatdiversityinreaders!

Suddenly,thedrumminganddancingstopped.Thechiefturnedtohimandsaid,“Wearegladthatthestormhasbroughtyoutoourvillage,butnowyouarethinkingofyourown.”

Hetookthestaffandsteppedbehindthechief.Closinghiseyes,hepicturedhisfatherandmother,hishouse,andthepeopleofhisvillage.

Achief’ssonwentfishingalone,andaterriblestormarose.

“Myson,”criedhismother,“wherehaveyoubeen?Wethoughtyouwerelostinastormayearago!”

Theboyandhishostsbegantodancearoundthefiretogethertothesteadybeatofthedrums.

Hesoonfoundhimselfwashedashoreunderastrangeskyhehadneverseenbefore.

Thatnightthewholevillagecelebratedhisreturnandmarveledattheboyashedancedwiththestaffandtoldofthelargeandmysteriouspeopleunderthestrangesky.

“Whenyouwishtoreturn,”heconHnued,“gripmystaffHghtlyandstandbehindme.”

AVertheyfinishedeaHng,thechiefsaidtotheothers,“Letussingawelcomesongandinviteourguesttojoininthedanceofourpeople.”

ThecelebraHonwentoninthiswayformanylonghours,theboyandhisnewfriendseachlearningfromtheother.

An intro to inquiry •  4numbersasprovocaHons•  Respondingroupstoastatement•  Introthebigidea•  ModelquesHoningfromapicture•  Inpartners,2post-itnotes–chooseanimageandposequesHons

•  ChooseyourbestquesHon•  Howcouldyoufindanswers?Whatdidyoulearntodaythatyouwanttoremember?

•  Nextday:categorizethequesHons

Cellphones •  35%•  51%•  79%•  270M

•  DigitalWorldIssues21•  AcHonMagazine,Cybersense

•  In2013,theUnitedNaHonsrevealedthatmorepeopleworldwideowncellphonesthanhaveaccesstotoilets!

•  What?Sowhat?Nowwhat?

Support for Vulnerable Students

•  Goodclassroomteaching•  Daily1:1orsmallgroupteaching– Wordwork–  ReadingofjustrightorinstrucHonaltext– WriHngaboutreading

Fountas&Pinnell

Do your students receive individual feedback from you in

every class?

WhilereadingandwriHng,noHcingwhatworksandextendingthethinkingandthenecessaryskills.

1. Learning Intentions “StudentscanreachanytargetaslongasitholdssHllforthem.”-SHggins-

2. Criteria

Workwithlearnerstodevelopcriteriasotheyknowwhatqualitylookslike.

3. Questions IncreasequalityquesHonstoshowevidenceoflearningWhosequesHons?Whoanswers?

4.Descrip@veFeedbackTimely,relevant,personal,descripHvefeedbackcontributesmostpowerfullytostudentlearning!

5. Self & Peer Assessment Involvelearnersmoreinself&peerassessment

6. Ownership HavestudentsunderstandtheirlearningandCommunicateItwithothers

Reading Assessment

•  ThegoalofaformaHvereadingassessmentistodeterminethestrengthsandareastostrengthenofastudent’sreadingwithunderstanding.

Resources•  Assessment&Instruc-onofESLLearners–Brownlie,Feniak,

&McCarthy,2004•  GrandConversa-ons,Though<ulResponses–aunique

approachtoliteraturecircles–Brownlie,2005•  StudentDiversity,2nded.–Brownlie,Feniak&Schnellert,

2006•  ReadingandResponding,gr.4,5,&6–Brownlie&Jeroski,

2006•  It’sAllaboutThinking–collabora-ngtosupportalllearners

(inEnglish,SocialStudiesandHumani-es)–Brownlie&Schnellert,2009

•  It’sAllaboutThinking–collabora-ngtosupportalllearners(inMathandScience)-Brownlie,Fullerton&Schnellert,2011

•  LearninginSafeSchools,2nded–Brownlie&King,Oct.,2011