@tweetsomemoore www.blogsomemoore.com DIVERSITY & INCLUSION Th - - PowerPoint PPT Presentation

@tweetsomemoore www.blogsomemoore.com

DIVERSITY & INCLUSION

Th The question is s changing…

Why aren’t you green? To What is your colour?

It Its no s not ea easy bei being ng g green… een…

The “green” kids

Chat with your neighbour

What can we do to support the shift of literacy practices to respond to 21st century learning?

It Its no s not ea easy bei being ng g green… een…

The “green” kids

Whe Where di did d thi his s “sho shoul uld” d” come fr from?

Ho How do we e mak ake e an an adjus adjustable able cur urric iculum ulum?

Build a curriculum plan that fits the kids vs. kids fitting the curriculum We need to find the RANGE!

Cr Crea eati ting a g a r range o e of s succes ess: : St Start from access, ccess, build on ch challen enge

Even more goals More goals Goals

The Planning Pyramid

Even more goals More goals Goals

The Planning Pyramid

Even more goals More goals Goals

Access Goal

Extend for access and/or challenge

Challenge Goal

Do this….

1 of 3 things happen

Did you try your best Did try your best and give up Did you not try at all

Let’s try again…

Belly Dancing!!!

Se Segr gregated E Education ion

Beginner Intermediate Advanced

Integrated Education

Beginner Intermediate Advanced

Inclusive Education

Beginner Intermediate Advanced

You CAN be a belly dancer!!!

Travelling Twist Walking shimmy Shimmy

Start: Shimmy

Now try: Walking Shimmy

Now do: Travelling Twist

1 of 3 things happen

Did you try your best Did try your best and give up Did you not try at all

Chat with your neighbour

What are you already doing to support practices that respond to the diversity and range of student need?

Classroom Example

How does this example weave together:

• 21st century learning
• Responding to diversity
• Teaching to a range
• Formative Assessment
• Literacy instruction
• Collaboration

Lesson Example

Grade 1/2 Literacy centers Diverse abilities including

• Language
• Physical disability
• Non verbal
• Autism

Background knowledge

• Rural area/ farming

No additional staffing 2 lessons

Lesson 1

Class Voted Topic: Farming Fun Lesson 1: Provocations about farming

• A Reggio approach – giving kids

an opportunity to think about, ask questions, be creative, investigate a topic and/or idea

• Provides an invitation for

exploration and expression

• Presented as a set of stations

that students could choose from

Lesson 1: Connect

Picture Set

Lesson 1: Process

Station walk to understand the task

• Station 1 (ALL)
• Choice of farm animal craft
• Choice of 1 more station (MOST)
• Choice of 1 or more station (FEW)

Other Station options

• Farm free play
• Farm picture books
• Farm read aloud/ SMART board

activity

Lesson 1: Transform

Partner talk Prompt: What do the stations have in common? What kinds of animals would you like on your farm?

Access All Most Few Lesson 1 Picture Set – Explore vocabulary of farming Identify the topic Build an animal at the craft station Choose another farming station Choose another farming station Lesson 2 Start here Add on complexity

Lesson 2

Topic: Farming Fun Lesson 1: Writing about farming

• Writing based on their prior

knowledge

• OR
• Writing about their explorations

and experience through the provocations activity

Lesson 2: Connect

Review co-constructed criteria for writing

Lesson 2: Process

Teaching to the range (Planning Pyramid)

• Writing (Access)
• Draw an animal on your farm Write a

topic sentence about your farm

• Writing (ACCESS + ALL)
• Capital letters
• Periods
• Writing (ACCESS + ALL + MOST)
• Write 3 or more sentences about your

farm

• Use word bank words
• Writing (ACCESS + ALL + MOST + FEW)
• Include a conversation in your

sentences

Lesson 2: Transform

Review your writing with a peer using the class criteria

Access All Most Few Lesson 1 Picture Set – Explore vocabulary of farming Identify the topic Build an animal at the craft station Choose another farming station Choose another farming station Lesson 2 Draw an animal

• n your farm &

write a topic sentence Capitals & Periods Finger spaces 3 or more sentences Word bank words Include a conversation in your writing Start here Add on complexity

Chat with your neighbour

How does this example weave together:

• 21st century learning
• Responding to diversity
• Teaching to a range
• Formative Assessment
• Literacy instruction
• Collaboration

Classroom Example

How does this example weave together:

• 21st century learning
• Responding to diversity
• Teaching to a range
• Formative Assessment
• Literacy instruction
• Collaboration

Example: Grade 6/7 class

Inclusive Learning Communities Classroom Teacher/ Resource Teacher/ Facilitator Inquiry question: How can we plan for and respond to the diversity of our students through the building of 21 century learning skills in literacy ?

Tier 1 Tier 2 Tier 3

RTI Triangle Lens: 21st century skill: Personal Awareness & Responsibility

Kenny Kendra Alyssa Eric Cathy

• X. Cathy Z

Joanna Monica Alexandria

Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida Sam Maria Megan Jackson Siteah Max Michael Rachel Annabel Johnathan Ethan

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

Making the plan! Backwards Design

Essential Question: What does it mean to be personally aware and responsible and how can this help me in my life inside and outside of school? Key concepts: Self determination/ Self Regulation Key Vocabulary: goal, celebrate, effort, accomplishment, persevere, advocate, plan, initiative Performance tasks

• 1. create a 3D model that represents your understanding of being personally aware &

responsible

• Choose to work individually or with a partner, choose level of challenge
• 2. Describe how being personally aware & responsible connects to and can help you in

your own life

• Choose from writing a letter, drawing a comic, having a meeting; choose level of challenge

Setting the Goals!

What CAN They do = strengths

What are their NEXT steps = Goals

Find the Range

Goal for ALL

• I can celebrate my efforts and accomplishments

(self determination)

• I can persevere through challenging tasks

(self regulation)

Go Goal al Settin ing & & Forma mativ ive e Asses essmen ment!

Goal for MOST

• I can advocate for my myself and my ideas (self

determination) I can implement a plan that I have made to meet a goal (self regulation) Goal for FEW

• I can take initiative and make change in

myself and the world (self determination)

• I can adjust a plan that I have made to

meet a goal (self regulation)

Goal for ALL

• I can celebrate my efforts and accomplishments

(self determination)

• I can persevere through challenging tasks

(self regulation)

Ex Extend nd

Goal for MOST

• I can advocate for my myself and my ideas (self

determination) I can implement a plan that I have made to meet a goal (self regulation) Access Goal

• I can accomplish a goal

that I set Goal for FEW

• I can take initiative and make change in

myself and the world (self determination)

• I can adjust a plan that I have made to

meet a goal (self regulation)

The Lessons!

Chat with your neighbour

How does this example weave together:

• 21st century learning
• Responding to diversity
• Teaching to a range
• Formative Assessment
• Literacy instruction
• Collaboration

Keep in mind… “It is not about finding the answer…It is about finding out what is useful.”

• Bruce Beairsto

One thing..

What is one USEFUL thing from today? What do you want to try? What is your next steps? What can you let go of? Who can support you?

Start with one…