EDST 497F Shelley Moore @tweetsomemoore QUESTIONS FROM YESTERDAY? - - PowerPoint PPT Presentation

EDST 497F

Shelley Moore @tweetsomemoore

QUESTIONS FROM YESTERDAY?

STRUCTURE OF THE DAY

➤ Guiding Question: What do I already do to support the range

• f diversity of my students?

➤ Opening Activity: Building Criteria - What makes a great

reflection?

➤ Morning Activity #1 - Building a case - Who are my students? ➤ Break ➤ Morning Activity #2: Presentation/Processing the readings -

Synectics: RTI is like…

➤ Closing Reflection: What have I learned about supporting the

range of diversity of my students?

Today’s Guiding Question

What do I already do to support the range of diversity of my students?

Quick write

5 minutes Share with your neighbour

Personalized Learning

Can we answer any of our questions?

Questions of the Week!

How can we navigate the barriers/ tensions we come across in striving to be more inclusive? How do we meet the needs of students when they all have individual needs? What are some strategies to help students express their learning/what they know in diverse ways?

Opening Activity Co-constructing Criteria

Write a statement to finish this sentence: A great reflection is… Share with your neighbour and add to it… A great reflection.. looks like, sounds like…

ACTIVITY #1: BUILDING A CASE

➤ Determine your groups (1,2 or 3) ➤ Try to have diverse roles (e.g. content teacher, support, EA

etc.)

➤ Choose your grade band (i.e. elementary/secondary) ➤ Choose Subject Area (e.g. Math, home ec etc.)

BUILDING A CASE

➤ Build your class ➤ 26-30 students ➤ tier 1- 1 case study + 20 of your own ➤ tier 2 - 2 case studies + 2 of your own ➤ tier 3 - 1 case study ➤ Discuss/build a class of learners ➤ interests/strengths/stretches ➤ class inventory

CLASS INVENTORY

BREAK- 15 MINUTES

How do we do it? First step…

“Knowing your learners, is foundational to designing curriculum,” (Childre, 2009)

Not prescriptive Not one size fits all Planning for our class needs to represent their unique ecology Figuring out all the ‘colours’ in the class!

Strength based vs. Deficit based

Where should you be, why aren’t you here? Where are you now, what is the next step?

Should….

Should =“Average” The “green” kids

The End of Average!

How do we make an adjustable curriculum? Build a curriculum plan that fits the kids vs. kids fitting the curriculum

Starting with STRENGTHS!

Self Report

CLASS PROFILE 


Interests: -socializing, sports, performing arts (dance and drama), facebook, reading

Classroom Strengths

• attentive
• good listeners
• ask for help

• like real-life examples/applications

• visual, hands-on learners

• good with text features

• positive towards each other

Classroom Stretches

• generating their own strategies
• determining importance
• discussion
• self-monitoring
• accessing prior knowledge

Individual Concerns

Goals

• Making connections
• Determining Importance
• Applying their learning across the curriculum
• Help students develop planning and self-monitoring strategies
• Be able to write a persuasive piece using research skills

Decisions

• Before, during, after lesson structure
• Targeted, extended strategy instruction
• Multimodal representation opportunities (differentiation)
• Planning activities, metacognitive steps in lessons

Medical

Nate: (ADHD)- difficulty with staying focused

Language

Peter - ESL 2 Cory , Doug & Allie ESL 3

• 6 other students ESL 4 and 5.

Learning

Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart

Socio-Emotional

Nate: tunes out, seeks attention, few friends

Challenge Izzy, Keisha, Brittney, Glen

Class Review Recorder Form

• good listeners
• follows directions
• Kind
• co-operative learners
• visual and kinesthetic learners
• creative
• help + encourage each other

Love stories

Classroom Strengths Classroom Needs Decisions Goal

• Mr. Marcus

Math 9

• Increase confidence
• learning multiple ways of

problem solving

• Need help problem

solving

• Inclusion of all students in

social activities

• basic math facts
• not risk takers
• using math games and manipulatives to increase

confidence, competence and math fluency

Medical Language Learning Social-Emotional Other

• Fred (OCD)
• Erin (diabetic)
• Derek (DHH)
• Carsten (LD + ELL)
• Tom (ELL)
• Allen(Autism)
• Marley(LD)
• Derek (Cog Delays)
• Fred(Autism)
• Allen (Autism)
• Erin (shuts down)
• Lonnie (gifted)
• Marley (gifted)

What are you thinking?

How does this connect to what you already do?

Class Review 


Learning in Safe Schools 


Teacher: Class:

Classroom Strengths Classroom Stretches Individual Concerns Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning

Socio-Emotional

Other

Personal Social Intellectual

• Communication
• Social responsibility
• Creative thinking
• Critical thinking
• Personal awareness

& responsibility

• Personal Identity & Culture

The Physical Place

Class: Interests: Teacher: Strengths Stretches Individual Concerns

Physical Community

• Self awareness &

responsibility

• Personal identity &

culture Social Emotional Community

• Personal & social

responsibility

• communication

Learning Community

• Creative thinking
• Critical thinking

What CAN They do = strengths Where do they still need support = stretches

What are they NEXT steps = Goals

Student self reports

Words that describe me My favorite books/ stories Things I like to do when I’m alone Things I like to do with my friends Things I like to do with my family Things I’m very good at or interested in Things I’d like (or need) you to know about me My hopes and dreams for myself The easiest way for me to show what I know is: Things I would like to get better at in this class are:

THIS IS ME!

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Favourite books/stories…genres

0% 10% 20% 30% 40% Genre books about movies graphic novels mysteries action/adventure

Learn best/ what you need

what I need 0% 18% 35% 53% 70% auditory reflect relevan time to group work visual writing talking

Get the students involved!

Response to Intervention (RTI)

Some core assumptions

The educational system can effectively teach ALL children Early Intervention is critical (catching kids BEFORE they fall) A multi-tiered service delivery model is necessary Research based interventions implemented

No Child Left Behind

Sub group

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub groupSub group Sub group Sub group

Levels of support

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub group Sub group Sub group Sub group Sub group

RESPONSE TO INTERVENTION (RTI)
 STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

Lens: Grade 9 – Social Studies Teacher: Bryce Miller

Regular Outcomes

Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer, Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia Philip, Shaun Tudor, Alexa, Paris, Talha Rahul Niccole

Modified Schmodifed. Shelley Moore, 2012

EA: Sharon Hovbrender Resource Teacher: Shelley Moore

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

Tier 1 Tier 2 Tier 3

RTI Triangle

Lens: Grade 2 Literacy

Co-planning for All Shelley Moore 2013 Rocky Keelor Keisha Jordyn Jamie Johnny Sarah Michael Raven Colten Rae Josh H. Adam K. Kaitlyn Blake Jared Josh N. Nick C. Reece Joel Kyle Isaiah

Tier 1 Tier 2 Tier 3

RTI Triangle Lens: Math 8 Shape & Space

Co-planning for All Shelley Moore 2013 Jodi Kendra Alyssa Eric Cathy X. Cathy Z Joanna Monica Alexandria Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida Sam Maria Megan Jackson Siteah Caden Breanna Rachel Annabel Johnathan Ethan

Students who need the most support Students who need the most challenge

Tier 1 Tier 2 Tier 3

RTI Triangle Lens: Gym grade 10

Co-planning for All Shelley Moore 2013

• Annie
• Kaen
• Laural
• Danielle - Kory
• Anna
• Ryan S. - Brian B. - Josh
• Riley
• Kyle
• Tomas
• Kristen
• Sara
• Donny
• Denby
• Sheldon
• Keaston
• Lauryn
• Emily
• Kayden
• Sem
• Lucas

What about smaller class sizes

RTI can be used for any group size Even when working with a smaller group of students there will be students who need more or less support. Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well

Tier 1 Tier 2 Tier 3

RTI Triangle: Resource 8-12 Lens: Literacy

Co-planning for All Shelley Moore 2013 Brian

• Daniel - Kris
• Roxanne
• Ashley
• Jonathan
• Sal

It can work for ANY PURPOSE

Curricular

Literacy, numeracy, social studies, Phys Ed, Sewing, critical thinking…

Behavioural

Following directions, arriving on time, doing homework…

Social Emotional

Social responsibility, helping others, working together, …

Tier 1 Tier 2 Tier 3

RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings

Ayden Matthew Leland Kylee Romell Olivia Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra

Tier 1 Tier 2 Tier 3

RTI Planning Triangle Lens: Poetry

Curriculum for All 2015 Maria- G Max - G Yuri - Q Parker - ELL Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris John - ELL Rose Cindy – ELL Polly - ELL

Tier 1 Tier 2 Tier 3

RTI Triangle: Math K Lens: number/creative thinking

Co-planning for All Shelley Moore 2013 Curricular Competencies C

• r

e C

• m

p e t e n c i e s

Jade Jade Site Caden Breann Rache Annabel Johnathan Ethan Kendra Alyssa Eric Cathy X. Cathy Z Joanna Monica Alexandria Kendra Alyssa Eric Monica Alexandria Sara Jennilyn Aiden Breanna Kim Kayl Kelly Nadia Aida Sam Maria Megan Jackson

Site Caden Breann Rache Annabel Johnathan Ethan Breanna Kim

Sara Jennilyn Aiden Breanna Kim Kayl Kelly Nadia Aida Sam Maria Megan Jackson

Tier 1 Tier 2 Tier 3

RTI Triangle Lens:

Co-planning for All Shelley Moore 2013

ACTIVITY #2 PROCESSING THE READINGS

➤ Planning frameworks to support diversity: RTI ➤ SYNECTICS ➤ talk to you neighbour about the BEST birthday you have

ever had!

➤ DRAW a picture of an item or symbol that represents this

event

➤ Share out…

Today’s Guiding Question

What do I already do to support the range of diversity of my students?

Quick write

5 minutes Share with your neighbour

Personalized Learning

Can we answer any of our questions?

Questions of the Week!

How can we navigate the barriers/ tensions we come across in striving to be more inclusive? How do we meet the needs of students when they all have individual needs? What are some strategies to help students express their learning/what they know in diverse ways?

Readings - UPDATED!