2nd in 3 day series, The Redesigned Curriculum, a home for quality teaching and learning. AFL, whole class vignettes from gr 1-10, focus on thinking, engagement, some core competency reflections.

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms
PLN
Richmond
Dec 5, 2016

2. What Doesn’t Work: Literacy
Practices We Should Abandon
– Nell Duke, 2016 (Edutopia)
• ‘Look up the list’ vocabulary instrucFon
• Giving students prizes for reading
• Weekly spelling tests
• Unsupported independent reading
• Taking away recess as punishment
• 15-20 minutes of calendar acFviFes

4. 1. Learning Intentions
“Students can reach any target as long
as it holds sFll for them.” - SFggins -
2. Criteria
Work with learners to develop criteria so they know what quality looks
like.
3. Questions
Increase quality quesFons to
show evidence of learning
Whose quesFons? Who answers?

5. 4. Descrip+ve Feedback
Timely, relevant, personal, descripFve
feedback contributes most
powerfully to student learning!
5. Self & Peer Assessment
Involve learners more in self & peer assessment
6. Ownership
Have students understand their
learning and
Communicate It with others

6. Effect Size – What makes a difference?
John Hattie in Visible Learning (> .4 effect size)
• Student self-assessment/self-grading
• Response to intervenFon
• Teacher credibility
• Providing formaFve assessments
• Classroom discussion
• Teacher clarity
• Feedback
• Reciprocal teaching
• Teacher-student relaFonships fostered
• Spaced vs. mass pracFce

7. Do your students receive
feedback from you every day?

8. Test Prep – Socials 11
Canada in the 1930’s with Melanie Mattson
• People Search – 12 boxes
• Students made notes for each quesFon
• Coached and listened to see if there were any
challenging areas
• 2 quesFons were most challenging
• Melanie explained her ‘answer’ to each, using a
Fmeline and associaFons
• 2 addiFonal areas to study
– With a concept map
– With a chart

9. Canada in the 1930’s
People Search Find someone who:
…can describe 3
differences between life in
the city and life in rural
Canada during the Great
Depression
…can paint a vivid picture
with words of relief camps
…can tell the story of the
beginning of the labour
movement in Canada
…understands the
difference between
totalitarism, socialism,
communism, and fascism
in the 1930’s

10. Test Prep – Pre-Calc, gr. 11
(trigonometry) with Brittany Stockley
• 15 minutes – work on unit review quesFons with
a partner
• Inside/outside circle – 5 quesFons
• Partner A explains, B listens, refines, quesFons
• Outside circle, move 2 chairs, then Partner A
explains, etc.
• Teachers listen/coach for class confusion
• Model process for soluFon for the challenging
quesFon for the class
• Students reflect: what I need to remember

12. Teaching that makes a difference
• Universal Design for Learning
• Backwards Design
• Assessment for Learning
• Gradual Release
• Open Ended Strategies
• CooperaFve Learning
• Small Group Reading, Literature and InformaFon
Circles
• Inquiry

13. What’s counts?
• Time
• Text
• Talk
• Teaching

14. Oral Storytelling – Bev Marisco,
Campbell River
• Read class a FN story about local animals
hiding in the forest.
• Boys hid the animals in the forest because a
big flood was happening. One of the boys had
recently seen the flooding of the Campbell
River.
• It looked like chaos but they were reenacFng a
flood!

17. • The children use the deer hide, rocks, sFcks,
glass beads, animals to tell their story at
centre Fme.
• Use the document camera for a larger
audience.
• Oien the Aboriginal Support Teacher reads a
story before centre Fme.

18. Gr 1. Note the organized sejng.

19. How can we support our learners in
moving beyond the lines in their
written response to text?
• Leslie Leitch, Nakusp
• Grade 6/7
• In preparaFon for on-line response posts
• Text: A Monster Calls – Patrick Ness

22. • What’s happening?
• Who cares?
• Why does it maler?

24. • Big ideas
• DescripFve
• AdjecFves
• Word choice
• Supported inferences
• EmoFons – felt
• Touched hearts
• Clear examples of
(emoFons, happenings)
• PersonificaFon
• Metaphor – simile
• Comparison
• Thinking like someone else
• Imagine

25. The Sequence
• Whip around – catch up on the story
• Explode the sentence
• Write to show you understand – move beyond a
retelling, take a risk, go deep, explain why what
happens malers and to whom
• Share a phrase, a word, a sentence that is powerful in
your wriFng
• Make a class list of what counts – beginning criteria
• Use those phrases to make a class found poem
• Reorganize twice to make the poem flow

26. Elias
• Conor seems to have been defeated. He has
been overwhelmed with negaFve emoFons, fear,
anger, sadness, and pain. He hides his feelings
with flat emoFons, and pushes away all help. I
think he is very Anxious, because of all the
pressure put on him from the bullies, his mom’s
sickness and possibly his mom and dad’s devorce.
His posiFve emoFons are being stolen every Fme
he has the nightmare. His grandmother doesn’t
help either…

27. Riley
• I think the most important thing in the story
right know is the words rissing and darkness. I
think rissing means that he is beginning to
figure out his truth and why it is important. I
think the truth is that his mom will die and
that is where the word darkness comes in …

28. Lucas
• What is going on in the last three chapters is
that Conor’s mom is gejng worse and worse
every single treatment. Conor is gejng more
effected and anger from the scary storytelling
monster that is going to tell Conor three
different stories, Conor is also gejng bullied
by a group of kids in school which is effecFng
Conor the same way as the scary storytelling
monster and his mothers treatments…

29. Phoenix
• I think conors feeling nothing. He dosent
seem to feel very much. How would you now
what he were feeling…

30. The next day…
• Review the criteria and reorganize into categories
• Read the next chapter
• Have students meet in small groups
• Provide a choice of 2-3 sentences for students to
explode in small groups
• Students write a drai for their on-line post
• Students idenFfy, alone, then with a partner,
where their wriFng has achieved the criteria
• What works? What’s next?
• Students edit for sentences, grammar, and post

31. How can we help our writers
write more powerful leads?

32. Catherine Feniak, P, Sarb Sidhu,
2/3, Brilany Shoemaker, 2/3, Kate
Middleton, 3,
Lord Kitchener, Vancouver
• Writers Workshop
• What do we want?
• How can we get our kids there?
• 1 hour/week with co-teaching with Cath, 1 hour
teaching alone

33. • As a class, examined a powerful lead and
decided what made it work.
• In groups of 4, examined another powerful
lead and decided what made it work.
• Shared the leads
• Re-examined the criteria for powerful leads,
then wrote the first drai of their lead.

35. • It was the worst birthday party that Lewis had
ever been to. But then, what could you expect
when the guest of honor was a corpse?

43. Demonstration Lesson: Grade 4/5
Goal: increased engagement &
thinking
• 1 of
• Pre and post school-based workshop
• Email planning
• 4-6 observers, 3 to debrief lesson
• Classroom teacher: documenFng and
analyzing

44. Strengths of my class:
- CooperaFve
- Eager and want to learn
- SupporFve of each other
Stretches
- CommunicaFon and CriFcal Thinking amongst my students
Some big ideas that the other 4/5 teacher and I have been working towards are:
-Energy can be transformed. For science grades 4 and 5
-Natural resources conFnue to shape the economy and idenFty of different regions of
Canada. Grade 5 Socials
-InteracFons between First Peoples and Europeans lead to conflict and cooperaFon,
which conFnues to shape Canada’s idenFty. Grade 4 Socials
I would like you to demo.
I am hoping to be able to make the teaching/learning more authenFc and real for my
students and to increase their engagement.

45. The Sequence
• Goal today – stretch your thinking and work like a detecFve to use
clues to figure things out
• EssenFal quesFon: How does where you live effect how you live?
– How can you answer this already?
– Partner talk, then group share
• Image: see – think – wonder
• Quick write
• Explode the sentence
• Reflect with core competencies

53. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.

57. Critical Thinking Core Competency
•I am becoming an acFve listener; I ask quesFons and make connecFons.
Evidence:
•When I talk and work with peers, I express my ideas and encourage others to express theirs; I share
roles and responsibiliFes.
Evidence:
•I recount and comment on events and experiences.
Evidence:

60. Unpacking the Lesson
• What struck you?
– Engagement of the kids
– 1 hour, 40 minutes
– All could parFcipate
– Major shiis in thinking
– Content woven into massive thinking
– All responses were accepted
– Your language: each child was honoured and liied up
☺
– I could do this!!

61. Next Steps
• Next day, begin with another image and another sentence
to explode (should take half the Fme)
• Move to groups of 2-3 and have each group of students
explode a different sentence
• Share the sentences and an interpretaFve comment about
each
• Can the students, together, move to read their sentences in
order?
• Retype the same 10 sentences – as 10, 7 and 5. Students
choose which they want and re-order them BME
• Keep listening to the kids read
• Read the text, and reflect on how where you live affects
how you live.
• Repeat process with 2 other Roy Henry Vickers books,
highlighFng content.

62. Story Wall – Animal Farm
– Emma Moray & Angel , Gr. 9, Campbell River
• In groups, using overhead projectors, students
drew the animals
• As they read, characterisFcs were added to
the animals
• Created an ongoing story wall, illustraFng the
major events, themes and allegory of Animal
Farm