richmond.differentiation
DESCRIPTION
Full day session, K-7, on differentiation in Language Arts. Focus on engaging ALL students in meaningful, purposeful reading, writing, speaking and listening, in such a way as to support their learning and their joy in learning.TRANSCRIPT
Differentiation in Language Arts: Teaching for ALL Can Learn
Richmond November 2013 Faye Brownlie
www.slideshare.net/fayebrownlie/richmond.differen?a?on
Learning Intentions • I am more confident in my ability to teach the full range of my learners.
• I can find evidence of current reading research in my prac?ce.
• I have a plan to incorporate a differen?ated prac?ce in Language Arts that is different to me.
• I have a plan to work with a colleague.
We CAN teach all our kids to read.
• Struggling readers need to read MORE than non-‐struggling readers to close the gap.
• Struggling readers need to form a mental model of what readers do when reading.
• Struggling readers need to read for meaning and joy
• Struggling readers do NOT need worksheets, scripted programs, or more skills prac?ce.
Differentiation -‐ongoing opportuni?es for students to engage in individually appropriate,
meaningful and purposeful
reading, wri?ng,
speaking and listening
Differentiated Instruction
The intent is to maximize each student’s growth and individual success by mee?ng each student where he or she is...rather than expec?ng students to modify themselves for the curriculum.” (Hall, 2002)
Differentiated Instruction
Content Process
Product
Learning environment
Differentiated Instruction
An approach to teaching and learning that gives students mul?ple op?ons:
-‐ for taking in informa?on
-‐ for making sense of ideas
-‐ for presen?ng ideas
-‐ for being evaluated on their learning
Some Key Understandings: • Access to the content • Present learning goals, learning inten?ons • Focus on concepts and principles • Use flexible groups • Use on-‐going assessment (assessment FOR learning)
The teeter totter
kids
kids curriculum
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 Mul?ple means: -‐to tap into background knowledge, to ac?vate prior knowledge, to increase engagement and mo?va?on
-‐to acquire the informa?on and knowledge to process new ideas and informa?on
-‐to express what they know.
Rose & Meyer, 2002
access not adapt
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
Teaching Approach that Differentiate
• Open-‐ended teaching • Strategies: connect, process, transform & personalize
• Workshop • Choice • Inquiry learning • Literature/informa?on circles/reading groups/literacy centres
According to teachers, what worked in CR4YR 2012-‐13?
For students who showed major gains, what worked was:
• 1:1 support (this didn’t necessarily mean pull out)
• feeling safe and supported; rela?onships
• choice/personaliza?on (kids who struggled the most oaen had the least amount of choice)
• A focus on purpose and meaning
Sharon Jeroski, August 2013 [email protected]
“The most powerful single influence enhancing achievement is feedback”-‐Dylan Wiliam
• Quality feedback is needed, not just more feedback • Students with a Growth Mindset welcome feedback
and are more likely to use it to improve their performance
• Oral feedback is much more effec?ve than wrihen • The most powerful feedback is provided from the
student to the teacher
“Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educa?onal Leadership, March 2012
6 elements of instruc?on for ALL students!
1. Every child reads something he or she chooses.
2. Every child reads accurately.
-‐intensity and volume count!
-‐98% accuracy
-‐less than 90% accuracy, doesn’t improve reading at all
Our key questions:
Did that make sense?
Our key questions:
How did you figure that out?
M – meaning
Does this make sense?
S – language structure Does this sound right?
V – visual informa?on Does this look right?
3. Every child reads something he or she understands. -‐at least 2/3 of ?me spent reading and rereading NOT doing isolated skill prac?ce or worksheets -‐build background knowledge before entering the text -‐read with ques?ons in mind
The Richmond Experience Lisa Schwartz
Lisa Schwartz
First Steps
• Collec?ng baseline data (forma?ve assessment)
• What do they know? What are their strengths? • What areas need further development? • How will we support this development?
• Looked at the results as coded on the performance standard
• Developed an inquiry ques?on • Made a plan
• Spent a term in each classroom. Two blocks each week.
Inquiry Ques?ons
• How does the implementa?on of literacy centres, that focus on reading rather than isolated skills, change the engagement and mo?va?on of the students and will they become more skilled readers?
• How does implemen?ng guided reading or small group reading instruc?on, with my support teacher, further our students’ reading development?
Literacy Centres in FI • Brooke Douglas at Bridge with Kara, Chantale and Wanda
• Focus on building a balanced and differen?ated literacy program
• Borrowing from others
• Things I no?ced
Think Aloud • Gradual release • Builds interest and background knowledge • Builds oral language • Introduces key concepts and vocabulary • Builds ques?ons • Models and prac?ces ‘close’ reading
1975: Year of the Cat
Today is Tet,
the first day
of the lunar calendar.
Every Tet we eat sugary lotus seeds
and lu?nous rice cakes.
We wear all new clothes,
even underneath.
Mother warns how we act today
foretells the whole year.
Everyone must smile No maher how we feel.
No one can sweep,
for why sweep away hope?
No one can splash water,
for why splash away joy?
• Inside Out and Back Again – Thanhha Lai
4. Every child writes about something personally meaningful. -‐connected to text -‐connected to themselves -‐real purpose, real audience
K/Grade 1 Wri?ng Commons & Jakovac
Samples from June 7th, 2012
Gallery Walk – writing lesson • In groups, 3 things that count in wri?ng • Made class list and categorized • Focus on meaning and thinking
– Descrip?on – Imagina?on – Detail – Knowledge – Focus – Ideas – Passion – Intriguing – Understandable
• Place a series of pictures around the room • Students in groups of 3 • 3 minutes per picture
• Chat – How could you use this image in your wri?ng?
• Build on one another’s thinking • View 4 pictures
• Eagle Dreams -‐ WriCen by Sheryl McFarlane ; IllustraKons by Ron Lightburn;
• ISBN: 1-‐55143-‐016-‐9
• Task: a piece of wri?ng, choose your genre, think about the criteria
• As you are moving to your desk, keep walking un?l you have your first line in your head
• 12 minutes to write
• As students are wri?ng, move about the room, underlining something powerful (criteria connected) in each person’s wri?ng
• Each student shares what was underlined • Listen to hear something you might want to borrow
• As a class, decide on why each was underlined • Create the criteria: – Words that are WOW – Details that showed emo?on or made a picture
– Hook – first line made me want to keep reading
Sample 1
One cool and breezy night, in a prairie, a boy sat on the rim of his open window, looking out at the moon, hoping for something to happen. Aaer a few minutes, he went back in and close his window. Robin sighed. “I wished my life has more excitement in it, “ he thought, before he turned off his light and went to bed, he took one quick look at his kite on top of his bed that’s shaped like an eagle, and went to sleep.
Sample 3 Once upon a ?me there was a boy that was facinated by eagles, he
asked his father to get one for him but he couldn’t. Then the boy thought about a way to catch an eagle and then a different gender one for more eagles. Delighted with his idea that he thought of last night, he con?nued his plan. He put 3 fishes in the open with a trap, and went to bed. Then he heard a noise that sounded like an eagle. When he had checked the trap, he found an eagle that was in his trap. Happily jumping around, the eagle made him inspired to make a home for the eagle. He created a bond with the eagle. He remembered how much his father despised eagles. He lead the eagle to a secret place in the forest where his father never went. He came downstairs and his father was in a rage. He threatened to ground his son if he didn’t kill the eagles. Shocked, the boy asked why he told him so. The father said they …
Sample 4
At Sunday, the Ximing and his father mother go travel. On, Ximing say “I’m see a eagle!” His father and his mother is going to his. And his mother say “Oh, Help it!” OK. It was heal. OK. We are go back home!
At home: Today is very funning. Because we are helpa eagle! I’m so happy now! Ximing is ?me to eat a dinner say mother say …
• Kids can add/edit/con?nue to work • Set up for next class – Work on same criteria – Hear again, pieces that work – Move to where kids can iden?fy criteria in their own work and ask for help with criteria that are struggling with
• Aaer repeated prac?ce, students choose one piece to work up, edit, revise, and hand in for marking
• Feedback is con?nuous, personal, ?mely, focused
5. Every child talks with peers about reading and wri?ng.
6. Every child listens to a fluent adult read aloud.
-‐different kinds of text
-‐with some commentary
Literature Circles: Residential Schools
• A unit co-‐developed by – Marla Gamble, gr. 6 Classroom Teacher, Prince Rupert, BC
– Marilyn Bryant, Aboriginal Educa?on Program Resource Teacher
– Raegan Sawka, LUCID Support Teacher (Learning for Understanding through Culturally Inclusive Imagina?ve Development) • Lesson 2: co-‐designed and co-‐taught: Marla & Faye
• 1st lesson – Slide presenta?on on First Na?ons background in the
geographic area with some reference to residen?al schools • 2nd lesson
– Whip around – Fishbowl on 1st paragraph of Fa4y Legs – C. Jordan-‐Fenton & M.
Poliak-‐Fenton (Annick Press) – Co-‐created criteria for effec?ve group – Envelopes of 5-‐6 pictures from Fa4y Legs – Make a story – Share some stories – Walk and talk – 4 minute write – story behind the pictures
K – Building Connections/Response to Reading
• Prac?ce making connec?ons • Choose a symbol • Talk about how this helps our reading • Read together and make connec?ons • Students show their connec?ons by drawing and wri?ng
• with Jessica Chan, Burnaby
Strong Na?ons Publishing
Gr 3 JC, Richmond
• Building vocabulary from pictures • Establishing fic?on/non-‐fic?on • Predic?ng • Directed drawing • Wri?ng to retell and connect
The Swaps Who Give away Want
scarecrow hat walking s?ck
badger walking s?ck ribbon
crow
• What’s your plan? • Who will you work with?
• How will you know that what you have done is making a difference?