Day 1 of 3 in redesigned curriculum/quality teaching series. Focus on story, UDL, BD, core competencies and a quick example of essential questions and Stepping Stones, grade 7.

1. The Redesigned Curriculum: a
home for quality teaching and
learning in inclusive classrooms,
Year 3
Richmond Professional Learning Network
Sept 25, 2017 and Feb 23, May 18, 2018
Faye Brownlie
www.slideshare.net/fayebrownlie/
richmondpln.sept2017

2. Learning Intentions
• I am feeling more confident about creaKng
lessons and lesson sequences that focus on big
ideas and understandings of the re-designed
curriculum and include ALL learners
• I have an increased understanding of how to
embed the core competencies in my curriculum
• I have considered what counts in teaching and
and have a plan to increase ‘what counts’ and let
go of a pracKce that has less impact

3. Story is the mother of all teaching
methods.
(Daniels & Ahmed, 2015)

4. • See the picture and respond (alone)
• Review the picture and respond with others
• NoKce how your ‘reading’ changes
• Get some background – repeat with group

11. Frameworks for Learning
It’s All about Thinking (English, Humanities, Social Studies) –
Brownlie & Schnellert, 2009
It’s All about Thinking (Math, Science)– Brownlie, Fullerton,
Schnellert, 2011

12. Universal Design for Learning
MulKple means:
-to tap into background knowledge, to acKvate
prior knowledge, to increase engagement and
moKvaKon
-to acquire the informaKon and knowledge to
process new ideas and informaKon
-to express what they know.
Rose & Meyer, 2002

13. Backwards Design
• What important ideas and enduring
understandings do you want the students to
know?
• What thinking strategies will students need to
demonstrate these understandings?
McTighe & Wiggins, 2001

15. Responsive Reader – Beers & Probst
• Alert to their own reacKons to a text
• Effect text has on them
• Text ma_ers to them
• Links to their own experiences
• Causes more rigorous a_enKon, reflecKon, and
analysis
• Aber feeling an emoKon, asking quesKons, (text
intrudes into his world), the reader tries to make
sense (and use skills, returning to the text)

16. Responsible Reader
• A_ends to the text
• Details, evidence, considers bias, purpose
• Using comprehension strategies to increase
understanding

17. Compassionate Reader
• Sees others points of view, perspecKves,
imagines the feelings of those who hold them

18. • Do your reading lessons include instrucKon
and coaching in all 3 kinds of reading?
– Responsive
– Responsible
– Compassionate

19. Some Best Practices in Reading
• Choice
• Volume
• Read aloud
• Student eyes on text
• Thinking strategies
• Modeling thinking
• Encouraging student talk about texts
• Responsive, responsible, compassionate reading

20. Some NOT best practices in literacy
-no research support for decades!
-over-used, under-supported!
• Teaching grammar in isolaKon
• Friday spelling lists
• Assigning topics in wriKng, with no 1:1 no
conferencing, just collecKng the work
• Too much teacher-talk
• Fill in the blanks, MC, closed thinking exercises

21. The teeter totter
kids
kids curriculum

22. Core Competencies
• CommunicaKon
• Thinking
– CreaKve
– CriKcal
• Personal
– PosiKve personal & cultural idenKty
– Personal awareness & responsibility
– Social responsibility

23. Essential Conditions that Support
Student Self-Assessments – Kelli Vogstad
• Caring RelaKonships
• Process-Oriented Engagement
• The Language of ReflecKon
• kellivogstad.com/2017/04/22/core-
competencies-its-not-about-the-checklist

24. Strengths-based!!!
We are NOT searching for what kids are NOT
good at.
We build on strengths, not fill in holes.

25. • No checklists
• No rubrics
NoKce – Name - Nurture

26. • Students need opportuniKes to
– Talk, share, and listen to each other’s ideas
– Connect what they know to what they do
– Communicate their understanding
– Provide concrete examples and evidence of their
learning

27. CommunicaKon Thinking
Personal & Social
• Students worked in small groups to record
their understanding of the core competencies.
• What do they look like in the classroom?
• Sound like?
• Feel like?
• How can you describe them?
• What do they mean to you?

29. CommunicaKon Thinking
Personal & Social
• Students worked in small groups recording all
the acKviKes, rouKnes and tasks they have
been working on.
• They labeled 3 cards: communicaKon,
thinking, personal and social
• They sorted each ‘learning experience’ into
which core competency it addressed – and
realized that many addressed more than one!

32. foxyandfriendsbooks.ca
• $7/Ktle
• $40 for a set of 6

36. Developing Perspective – gr. 7
• With KrisK Corbe_, Vancouver
• Consider how the lesson sequence is constructed:
– Engagement of all
– Gradual release
– Whole class, small group, individual response
– Core competencies
• CommunicaKon
• CriKcal and creaKve thinking
• Personal and social

37. • An intro/foundaKon to ancient civilizaKons
• Key QuesKon:
– How does power, its use and misuse, alter the
civilizaKon?
• Consider while gaining knowledge:
– PerspecKve
– Comparison of lives
– What is gained? What is lost?

38. Learning IntenKons
• I can read visually, carefully, considering
details presented.
• I can write with detail and descripKon.
• I can grow my thinking through talking with
others.

39. How does the voice of the person telling a story change our
understanding of an event?
• EssenKal quesKon – present & discuss
• Examine the picture as a class
– See? Know? Evidence? EssenKal quesKon connecKon? CapKon?
• Repeat
• Examine your picture in your group
– See? Know? Evidence? EssenKal quesKon connecKon? CapKon?
• Share with class
• Write from a perspecKve
• Read the text
• “I used to think…but now I think…because…”

51. The mother, grandma and their two children have lost the
group and are in the forest alone. Meanwhile their
husbands and others are slaves who are moving things.
Even some children have been caught. A sister and
brother tried to escape, but it didn’t go too well. The
other slaves steal a boat and escape the labour camp.
They reach their place and celebrate. They’ve escaped
and are now free. They celebrate the rising of the sun
as a key of their freedom.
**When Kmes are tough never give up, the happiness
will soon come. Jabarvir

53. Core Competencies:
Choose 2 statements and provide your
evidence
• CriKcal Thinking
– I can use observaKons, experiences and imaginaKon
to draw conclusions, make judgments and ask new
quesKons.
• CommunicaKon
– When I talk and work with peers, I express my ideas
and encourage others to express theirs.
– I share my ideas and try to connect them to others’
ideas.
– I contribute to planning and adjusKng a plan.

54. • I used to think…but now I think…because…

55. Questions to leave with…
• What would happen if…?
• With whom will you work?
• How will you know if what you are doing is
making a difference?