Teaching in Inclusive Classrooms, half day session for grades K-5

1. Teaching in Inclusive
Classrooms
Prince
Rupert
K-­‐5
Nov.
9th,
2012,
AM
Faye
Brownlie
www.slideshare.net

2. Frameworks
It’s All about Thinking – Brownlie & Schnellert, 2009

3. Universal Design for Learning
MulCple
means:
-­‐to
tap
into
background
knowledge,
to
acCvate
prior
knowledge,
to
increase
engagement
and
moCvaCon
-­‐to
acquire
the
informaCon
and
knowledge
to
process
new
ideas
and
informaCon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

4. 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

5. Model
Guided practice
Independent practice
Independent application
Pearson
&
Gallagher
(1983)

6. Teaching
Content
to
All
Open-­‐ended
teaching
adapted
modified

7. Essential Lesson Components
• EssenCal
quesCon/learning
intenCon/a
big
idea
• Open-­‐ended
strategies:
connect-­‐process-­‐transform
• DifferenCaCon
–
choice,
choice,
choice
• Assessment
for
learning
• Gradual
release
of
responsibility

8. Learning Intention: I can write and describe a
small event from my morning.
Gr. 3 Writing:
Model – a small moment
Establish criteria
Kids write
Descriptive feedback on
criteria
Pearson
&
Gallagher
(1983)

9. • Choose a topic
• Write in front of the students
• Students describe ‘what works’ in your writing
• Students choose a ‘morning’ topic
• Students write
• Students self-assess
• Students meet with peers to share and provide
feedback

10. All
alone,
I
stepped
into
my
car.
With
my
map
in
hand,
I
began
to
drive.
At
the
lights
I
turned
le^,
then
the
map
said
to
turn
right.
“Oh,
no!”
The
sign
said,
“Road
closed”.
“Help,”
I
thought.
“What
am
I
going
to
do?”

11. Notices…criteria
• Mystery
• Opening
• Detailed
• Sounds like you (Voice)

15. Common
Text-­‐Choice
Response
• K-­‐4
class
• Goal:
teach
how
to
‘show
what
you
know’
–
a
form
of
response
–
to
a
mulC-­‐age
class
• Structure:
group
lesson,
differenCated
response
–
Cme
for
1:1

16. The
Plan
• Background
knowledge:
what
do
you
know?
• New
informaCon:
read
text
• Response:
discuss
opCons
• New
informaCon:
model
web
• Meet
with
EACH
student
-­‐acknowledge
what
is
working
-­‐extend
the
thinking/response
•
Plan
for
‘what’s
next’?

31. Math
Centres
–
gr.
½
-­‐
co-­‐teaching
Michelle
Hikada
• 4
groups
• 1
with
Michelle,
working
on
graphing
(direct
teaching,
new
material)
• 1
making
paherns
with
different
materials
(pracCce)
• 1
making
paherns
with
sCckers
(pracCce)
• 1
graphing
in
partners
(pracCce)

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

37. Reading is Thinking
Read aloud Individual practice
Co-planning
Teresa Fayant
K
Stzuminus First Nation