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

EDST 497F

Shelley Moore @tweetsomemoore

QUESTIONS FROM YESTERDAY?

STRUCTURE OF THE DAY - (9-11:15)

➤ Guiding Question: Personalized questions! ➤ Opening Activity: RED ➤ Morning Activity #1 - RTI presentation ➤ Break ➤ Morning Activity #2 - Building class review/ RTI triangles ➤ Closing Reflection: What have I learned about supporting

the range of diversity of my students?

RED

➤ How does this support our understanding of inclusive

education?

➤ How could we use this to support others’ understanding of

inclusive education?

Questions of the day!

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?

FRAMEWORKS TO SUPPORT DIVERSITY

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

How I learn/ what I need 0% 18% 35% 53% 70% auditory reflect relevant time to think 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

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

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

Personal

Following directions, arriving on time, doing homework…

Social

Social responsibility, helping others, working together, …

Intellectual

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

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 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

Class Review 


Learning in Safe Schools 


Teacher: Class:

Classroom Strengths Classroom Stretches Individual Concerns Class Review Recording Form

(Brownlie & King, 2000)

Goals - competency areas to focus on Decisions - supports

Medical Language Learning

Socio-Emotional

Other

BREAK- 15 MINUTES

ACTIVITY # 2: RTI TRIANGLES/ CLASS PROFILE

➤ Using your class inventory and case studies, create ➤ a class review ➤ use the case study readings to determine what supports will be

needed

➤ an RTI triangle from a curricular lens ➤ an RTI triangle from a competency lens ➤ Group presentation ➤ present your profiles ➤ choose one question of the week and present a learning (with

evidence) to help answer it

Today’s Guiding Question

What have I learned about supporting the diversity

• f ability of my students?

Quick write

5 minutes Share with your neighbour

REFLECTION CRITERIA

Reflection Criteria What this could look like Authentic honest, personal, shows your thinking/opinions, vulnerable, describes our own experiences Evidence/ examples links learnings to examples, from course, texts/ quotes, conversations, presentations, videos etc., at least 3 sources, Purposeful clear and concise, helps to clarify thinking, connects to daily practice, organized Shows personal growth demonstrates learning, how thinking has changed, how we have been challenged, hopeful, guides future directions/next steps

for tomorrow

Case Study Readings Finish up assignments

• first day
• final reflection

Presentations Group profile assignments

• RTI triangles (2)
• Class review/profile