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@tweetsomemoore Think back! Who were your outside pins? What did - - PowerPoint PPT Presentation

Apr 22, 2023 427 likes •918 views

www.blogsomemoore.com @tweetsomemoore Think back! Who were your outside pins? What did you try? What did you notice? What are your questions? BCs Renewed Curriculum Place Based Where will we implement our plan? What is your curricular

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www.blogsomemoore.com

@tweetsomemoore

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Think back!

Who were your outside pins? What did you try? What did you notice? What are your questions?

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¤ Place Based ¤ Where will we implement our plan? ¤ What is your curricular place/ community/location/land? ¤ Teach skills in the context and transfer out vs. teach out of the context and transfer in ¤ Bring supports to the kids! ¤ Start with Strength ¤ What can we already do and what do we need to do next? vs. Where should we be and why aren’t we there? ¤ Responsive ¤ What competencies do we need to target? ¤ As an individual ¤ As a group as a whole ¤ Continuums of Success ¤ What is our range? ¤ Who needs the most support? ¤ Who needs the most challenge?

BCs Renewed Curriculum

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The End of Average!

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How do we teach to the range?

  • 1. Know your students
  • 2. Teach to strengths
  • 3. Start from access and build on challenge
  • 4. Extend for those who need even more access or even

more challenge

  • 5. Support them!
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  • 1. Know your students

¤ “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

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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

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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

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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

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Response to Intervention (RTI)

¤Some core assumptions

¤ The educational system can effectively teach ALL children

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Response to Intervention (RTI)

¤Some core assumptions

¤ Early Intervention is critical (catching kids BEFORE they fall)

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Response to Intervention (RTI)

¤Some core assumptions

¤ A multi-tiered service delivery model is necessary Changing our support models

Resource SLP ELL literacy Numeracy First Nations behaviour Social – emotional Resource SLP literacy

First Nations

ELL Numeracy

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Response to Intervention (RTI)

¤Some core assumptions

¤ Research based interventions implemented

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RESPONSE TO INTERVENTION (RTI) STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

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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

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Tier 1 Tier 2 Tier 3

RTI Triangle

Lens: Literacy 1/2

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

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Tier 1 Tier 2 Tier 3

RTI Triangle Lens: PE 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
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What about small groups

¤ 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

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Tier 1 Tier 2 Tier 3

RTI Triangle: Literature circle goal: Lens: inferencing

Brian

  • Daniel - Kris
  • Roxanne
  • Ashley
  • Jonathan
  • Sal
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Tier 1 Tier 2 Tier 3

RTI Triangle: Kindergarten Lens: number/creative thinking

Co-planning for All Shelley Moore 2013

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

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Tier 1 Tier 2 Tier 3

RTI Triangle Lens:

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RTI Triangle

Grade/Course/Subject (place) _____________________________ Curricular Lens: _____________________________ Competency Lens: _____________________________

Tier 1 Tier 2 Tier 3

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

Curricular Competency

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How do we teach to the range?

  • 1. Know your students
  • 2. Teach to strengths
  • 3. Start from access and build on challenge
  • 4. Extend for those who need even more access or even

more challenge

  • 5. Support them!
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  • 2. Strength based vs. Deficit based

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

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Self Report

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How do we teach to the range?

  • 1. Know your students
  • 2. Teach to strengths
  • 3. Start from access and build on challenge
  • 4. Extend for those who need even more access or even

more challenge

  • 5. Support them!
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  • 3. Start from access, build on

challenge: Planning Pyramid

Even more goals More goals Goals

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Even more goals More goals Goals

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How do we teach to the range?

  • 1. Know your students
  • 2. Teach to strengths
  • 3. Start from access and build on challenge
  • 4. Extend for those who need even more access or even

more challenge

  • 5. Support them!
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Even more goals More goals Goals Access

Challenge

  • 4. Planning for the RANGE: Extending for further access and challenge
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Combining Frameworks

Class Profile /RTI Planning Pyramid

WHO am I teaching? WHAT am I teaching?

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Combining Frameworks

Class Profile/ RTI

WHO am I teaching? WHAT am I teaching?

Planning Pyramid

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Goals…

1.Content: What do I need to know? 2.Competency: What do I need to do?

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Goals for ALL

Planning Pyramid: K: Recognizing Number concepts 1-10

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I can match numbers 1-10 I can find a number with the biggest value I can recognize numbers 1-10 I can match my age

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Goals for ALL

Planning Pyramid: 1 Science: Properties of Matter

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I know colour, hardness, softness I know objects with these properties I know absorbency and lustre I know texture and flexibility

I know my favourite colour I know objects that are my favourite colour

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Goals for ALL

Planning Pyramid: 1 Science: Properties - measurement

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I can compare objects same/ different I can compare and measure

  • bjects using descriptive words

I can compare objects more/less I can match same/different

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Goals for ALL

Planning Pyramid: 3/4 Science: Arctic - Questioning

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I can ask factual questions about the Arctic I can make predictions about the Arctic using my prior knowledge I can sustain my inquiry about the Arctic over time I can ask question to further my thinking about the Arctic I can make prediction based on new information I have learned about the Arctic I can wonder about the Arctic

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Goals for ALL

Planning Pyramid: 3/4 Social Studies/Science Canada’s Diversity – Evaluating/Evidence

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I can find evidence to support my findings I can include evidence from primary and secondary sources I can corroborate my findings by collecting evidence from multiple sources reference the source

I can collect facts to help me answer my question

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Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

How did Canada respond to First Nations People in the past?

What is another population in Canada or the world that has also been treated unfairly in the past? How did Canada respond to Japanese people in the past?

What is the diversity of our classroom?

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Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity - Perspective

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

What is the tension and the different perspectives in the historical example(s) you have chosen? How have the perspectives in the historical example(s) changed over time? What are the reasons for the different perspectives in the historical example(s) you have chosen? (Why did they think this way?)

What is a problem we have had in our classroom? What were the different sides to the story?

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Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity – Learning/application

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

What are 3-5 things you learned n the historical example(s) you have chosen? How have I apply my learning to my own life? How has what I have learned connect? What do they have/don’t have in common?

What have I learned about Residential Schools?

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Goals for ALL

Planning Pyramid: Math 8: Pythagorean Theory

Extended Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

I know where Pythagorean theorem is useful in the world I know how to use the Pythagorean theorem formula to solve a problem I know how to derive the formula for Pythagorean theorem I know squares, rectangles and triangles I know the difference between them

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Goals for ALL

Planning Pyramid:

Extended Challenge Goal(s) Access Goal

Goals for ALL Goals for MOST Goals for FEW Curriculum for All Shelley Moore, 2017 MUST CAN COULD

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You Try!

1.Content: What do I need to know? 2.Competency: What do I need to do?

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How do we teach to the range?

  • 1. Know your students
  • 2. Teach to strengths
  • 3. Start from access and build on challenge
  • 4. Extend for those who need even more access or even

more challenge

  • 5. Support them!
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  • 5. SUPPORT THEM!