A half day session for the BC Special Education Association at Crosscurrants - three pillars of collaboration: class reviews, non-categorical support model, performance-based reading assessment.

1. Collaboration Counts! Working
Together to Create Powerful
Learning Environments that
Include ALL Kids
Crosscurrents
Conference
Friday,
March
2nd,
2012
Faye
Brownlie
www.slideshare.net

2. Professional Collaboration
• Interac<ve
and
on-­‐going
process
• Mutually
agreed
upon
challenges
• Capitalizes
on
different
exper<se,
knowledge
and
experience
• Roles
are
blurred
• Mutual
trust
and
respect
• Create
and
deliver
targeted
instruc<on
• GOAL:
beLer
meet
the
needs
of
diverse
learners

3. Goal:
to
support
students
in
working
effec<vely
in
the
classroom
environment

4. Rationale:
By
sharing
our
collec<ve
knowledge
about
our
classes
of
students
and
developing
a
plan
of
ac<on
based
on
this,
we
can
beLer
meet
the
needs
of
all
students.

5. A Key Belief
Interven<on
is
focused
on
classroom
support.
Classroom-­‐based
interven<on
does
NOT
mean
that
all
specialists
have
to
be
in
the
classroom
all
the
<me.
Instead,
the
RESULTS
of
their
work
have
to
show
up
in
the
classroom.

6. Teaching Content to All
Open-­‐ended
teaching,
<er
1;
universal
Adapted,
<er
2;
Modified;
<er
3;
L2,
L3;
M,
I,
E

7. Read-­‐Aloud
Novel:
• Tier
1:
Quadrant
response
sheet
– Surprises
– Laws
about
slavery
– Descrip<on
of
where
slaves
were
almost
caught
– Types
of
food
slaves
ate
• Tier
2:
Adapta<ons
– 2
are
drawing
– 11
x
17
sheet
(visually
impaired)
– Dicta<ng
–
hand-­‐held
recorder
(physically
challenged)
• Tier
3:
Modifica<ons
– Focusing
on
one
area
(listening)
– Stamp
when
hear
a
food
(mentally
challenged)

8. Adapta<ons
1. Goals/expecta<ons
2. Environment
3. Presenta<on
4. Materials
5. Assistance
6. Evalua<on

9. • Adapta<ons
– Same
outcomes
• Modifica<ons
– Different
outcomes

10. • How
the
world’s
most
improved
school
systems
keep
gecng
beLer
– Mourshed,
Chijioke,
Barber
– McKinsey
&
Co.
– Nov.,
2010

11. How
the
world’s
most
improved
school
systems
keep
gecng
beLer
–
McKinsey,
2010
Three
changes
collabora<ve
prac<ce
brought
about:
1. Teachers
moved
from
being
private
emperors
to
making
their
prac<ce
public
and
the
en<re
teaching
popula<on
sharing
responsibility
for
student
learning.
2. Focus
shiged
from
what
teachers
teach
to
what
students
learn.
3. Systems
developed
a
model
of
‘good
instruc<on’
and
teachers
became
custodians
of
the
model.
(p.
79-­‐81)

12. Dylan
Wiliam,
2011
Pedagogy
trumps
curriculum
How
you
are
taught
is
more
important
than
what
you
are
taught…greatest
impact
on
learning

13. The teeter totter
learners curriculum
kids

14. The Class Review Process
Learning
in
Safe
Schools
–
Brownlie
&
King,
2nd
ed.
Pembroke
Press

15. • Meet
as
a
school-­‐based
team,
with
the
administrator
• Each
classroom
teacher
(CT)
joins
the
team
for
45
minutes
to
speak
of
her
class
• TOC’s
provide
coverage
for
CTs
• Follow
the
order
of
strengths,
needs,
goals,
individuals
• The
CT
does
not
do
the
recording
or
the
chairing

16. The
Class
Review
What
are
the
strengths
of
the
class?
What
are
your
concerns
about
the
class
as
a
whole?
What
are
your
main
goals
for
the
class
this
year?
What
are
the
individual
needs
in
your
class?

17. Class Review
Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths Classroom Needs
Teacher:
Class:
Goals Decisions
Individual Concerns
Other
Medical Language Learning Socio-Emotional

18. A Non-categorical Resource Model
• Co-­‐teach
• Work
with
small
groups/individuals
• Consult
• Peer/parent
tutors
• Educa<onal
assistant
programming

19. Sample
Elementary
Day
Learning
in
Safe
Schools,
2nd
ed.
8:15-­‐8:45
School-­‐based
team
mee4ng
8:45-­‐9:30
Gr.
6/7
Literature
Circles
9:30-­‐10:15
Gr.
2/3
Guided
Reading
10:15–10:30
Recess
10:30-­‐11:15
Gr.
2/3
Math
11:15-­‐12:00
Gr.
3/4
Wri<ng
12:00-­‐12:50
Lunch
12:50-­‐1:35
K
Wri<ng
–
co-­‐teaching
1:35-­‐2:20
Gr.
6/7IIndividual
support
2:20-­‐3:00
DPA
–
or
paperwork

20. Sample
Middle/Secondary
Day
Learning
in
Safe
School,
2nd
ed.
8:40-­‐9:45
Resource
Room
–
scheduled
and
drop-­‐in
students
9:45-­‐10:15
Break
10:15-­‐11:35
Support
Block:
co-­‐teaching
11:35-­‐11:55
USSR
11:55-­‐12:38
Lunch
12:38-­‐1:53
Skills
Block
–
scheduled,
life
skills
1:53-­‐2:00
Break
2:00-­‐3:15
Co-­‐teaching
Science
10
and
Math
8,
alternate
days

21. Murdoch MacKay Secondary
Resource team
-all grade 9 core teachers

22. Week 1: Standard Reading
Assessment, cold read, letter
Week 2: Class Reviews
*Resource Team: save blocks for
co-teaching; move up grades with
the students

23. Schedule includes Learning Resource in the
Classroom block(s)
-stay one month in each class
-email stay re: these blocks
-choose another class if not
needed for
the entire block
*thanks to Barb McLaughlin, Qualicum/Parksville

24. School-wide performance based
reading assessment
• Standard
Reading
Assessment
(see
Student
Diversity
or
It’s
All
about
Thinking)
• DART
• RAD
• QCA

26. AFL – K Writing
Leanne Commons & Jeri Jakovac, Tait Elem.
• Resource:
What’s
Next
for
This
Beginning
Writer?
– Reid,
Schwartz,
Peterson
• Co-­‐planned,
co-­‐taught,
co-­‐assessed
• Criteria
• Descrip<ve
feedback
• Ownership

34. Math Centres – gr. 1/2
Michelle Hikada, Tait
co-assessing
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paLerns
with
different
materials
(prac<ce)
• 1
making
paLerns
with
s<ckers
(prac<ce)
• 1
graphing
in
partners
(prac<ce)

35. • With
your
partner,
choose
a
bucket
of
materials
and
make
a
bar
graph.
• Ask
(and
answer)
at
least
3
ques<ons
about
your
graph.
• Make
another
graph
with
a
different
material.

36. Learning Intentions
•I can make a pattern on a bar graph with
my partner
•I can ask and answer questions about our
graph

39. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
3
boxes.
One
is
labeled
APPLES,
one
ORANGES
and
one
APPLES
AND
ORANGES.
All
the
boxes
are
labeled
incorrectly.
Pick
one
piece
of
fruit
from
one
box
and
re-­‐label
all
the
labels
correctly.

40. Grade 11 Math
Logic Problems – Byrn Williams, Rae
Figursky
There
are
20
socks
in
the
drawer,
10
are
blue,
10
are
brown.
What
is
the
minimum
number
of
socks
you
can
pull
out
to
make
a
pair?

41. Ques<on:
Givens:
Unknowns:
Work
Space:
Answer:
WriLen
Answer:

42. Cinquain Poems – co-taught
• Show
a
poem
to
the
students
and
have
them
see
if
they
can
find
the
paLern
–
5
lines
with
2,4,6,8,2
syllables
• Create
a
cinquain
poem
together
• No<ce
literacy
elements
used
• Brainstorm
for
a
list
of
poten<al
topics
• Alone
or
in
partners,
students
write
several
poems
• Read
each
poem
to
2
other
students,
check
the
syllables
and
the
word
choices,
then
check
with
a
teacher

43. Learning Intentions
•I can write a cinquain poem, following the
pattern
•I can give and receive feedback on how to
make a cinquain poem be effective

44. Garnet’s 4/5s Literary Elements
• Simile
• Rhyme
• Allitera<on
• Assonance

45. Sun
Run
Jog
together
Heaving
pan<ng
pushing
The
cumbersome
mass
moves
along
10
K

46. Vicky
Shy
and
happy
The
only
child
at
home
Always
have
a
smile
on
her
face
my
cheerful

50. Candy
Choclate
bars
Tastes
like
a
gummy
drop
Lickrish
hard
like
gummys
Eat
Thomas

51. Vampires
Quenching
the
thirst
These
bloodthirsty
demons
Eyes
shine,
like
a
thousand
stars
Midnight
Hannah

52. Majic
Lafa<ng
Wacing
throw
wals
fliing
in
air
Macking
enment
objec
Drec
dans.
Henry

53. Double-­‐Entry
Response
Journals
• 2
column
response:
‘something
that
struck
me’
and
‘my
thinking’
• Model
response
• Have
students
iden<fy
criteria
for
response
• Students
respond
individually,
ager
reading
• Conference
with
each
student
as
they
are
wri<ng,
and
provide
descrip<ve
feedback
–
what’s
working
and
extend
the
response
• Provide
wriLen
feedback
together
• Plan
follow-­‐up
–
what’s
next
for
the
class?

54. Reaching
Readers
–
Pearson,
GR
Q-­‐R,
DRA
–
38-­‐40

55. In
the
Mountains
-­‐
Ethan
Something
that
Struck
Me….
My
Thinking?
•You
can
grow
rice
in
the
mountains.
•How
is
the
water
power?
•People
of
the
Andes
grow
coffee
and
•Were
does
the
water
come
from?
corn
on
the
lower
slopes
of
the
mountains
•How
does
it
get
in
to
the
rocky
mountains?
•People
grow
rice
using
terracing.
•How
does
all
the
wood
get
to
the
trees?
You raised some really good
questions from this book. Now •Would
all
the
food
they
grow
freeze?
that I learned that your
grandmother was a farmer on the #My
Grandma
grew
potatoes
on
the
flat
plains, do you think she would grounds.
It
was
easer
cuz
on
a
mountain
ever use the method of terracing?! your
on
a
slant.
My
Granny
was
on
a
flat
ground.

56. In
the
Mountains
-­‐
Bluebell
Something
that
struck
me…
My
Thinking
1. Villages
live
on
mountain
1. I
am
confused.
I
thought
side.
no
one
can
live
on
mountains
only
animals.
2.
Two
plaWorms
combine
at
the
earth’s
crust
and
it
2. 2.
I
thought
that
makes
a
mountain.
mountains
were
just
the
remainings
of
old
or
even
3. When
you
climb
say
1,000,000,000
years
old
Mount
Everest
the
higher
and
o]en
erupted!
you
go
the
colder
it
gets.
Living on a mountain – or
in the mountains – is
interesting. Many would you say to them?
people might think Do you do any
that you live in the mountain activities?
mountains. What!

57. Resources
• Grand
Conversa?ons,
ThoughAul
Responses
–
a
unique
approach
to
literature
circles
–
Brownlie,
2005
• Student
Diversity,
2nd
ed.
–
Brownlie,
Feniak
&
Schnellert,
2006
• Reading
and
Responding,
gr.
4,5,&6
–
Brownlie
&
Jeroski,
2006
• It’s
All
about
Thinking
–
collabora?ng
to
support
all
learners
(in
English,
Social
Studies
and
Humani?es)
–
Brownlie
&
Schnellert,
2009
• It’s
All
about
Thinking
–
collabora?ng
to
support
all
learners
(in
Math
and
Science)
-­‐
Brownlie,
Fullerton
&
Schnellert,
2011
• Learning
in
Safe
Schools,
2nd
ed
–
Brownlie
&
King,
Oct.,
2011
• Assessment
&
Instruc?on
of
ESL
Learners,
2nd
ed
–
Brownlie,
Feniak,
&
McCarthy,
in
press