april prince rupert-non-enrolling
DESCRIPTION
An after school session focusing on co-teaching, the challenges and the promise. Samples from a grade 8 co-taught science class, schools focusing on Allington and Gabriel's 'Every Child, Every Day' principles, Birchland's results.TRANSCRIPT
The Appie Session Non-Enrolling Staff
Prince Rupert April 2013
Faye Brownlie
Gr. 8 Science with Kerri Christie, Qualicum – co-planned, co-taught • Essen:al Ques:on • Learning Inten:ons • What do you remember about cells?
• Cell dic:onary – 2-‐3 words, image
• Model, partner (3-‐4 words), individual choice for 2 words
• Exit – what I learned that I will remember
Essential Question
• What role do cells play in our bodies?
Learning Intentions • I know the different types of cells – (plant, animal, bacteria)
• I can describe the structures and func:ons of organelles – (shapes and jobs of cell structures)
The Pluses • rela:onship – kids loved the teacher and worked hard to make her look good
• experienced EA who was oRen with the students
• co-‐planning science with Robyn, experienced science teacher, and Barb, experienced resource teacher who is teaching science 8 too this year.
The Challenges • 7 students on IEPS • curriculum new to CT
• brand new RT • busy, boisterous class • very diverse
24 words in total; 6 to begin
• Cell wall • Cell membrane • Cytoplasm • Vacuole • Nucleus • Chloroplast *Prokaryo:c cell *Eukaryo:c cell
A Key Belief
Interven:on is focused on classroom support.
Some students may need addi:onal support.
Flexibility counts.
No plan, no point
• Flexible • Adaptable • Is this ge]ng us what we want?
A Possible Framework… “Every Child, Every Day” – Richard Allington and Rachael Gabriel
In Educa:onal Leadership, March 2012
6 elements of instruc:on for ALL students!
Every Child, Every Day – Allington, Gabriel
1. Every child reads something he or she chooses. 2. Every child reads accurately. 3. Every child reads something he or she
understands. 4. Every child writes about something personally
meaningful. 5. Every child talks with peers about reading and
wri:ng. 6. Every child listens to a fluent adult read aloud.
Building Independence • Build criteria with your students – What do good readers do?
• No:ce when the students are using the co-‐created criteria
• Ask the students “What should I no:ce about what you are doing when you are reading?”
Questions to increase comprehension
• What happened in the story? • What do you wonder about in the story? • Where does the story take place? • What do you think is the problem in the story? • How does the problem get solved? • If you were …, how would you solve the problem? • Describe 3 things about the characters. • What would you do if …? • How would you feel if …? • What does the story remind you of? • If you could change the ending, what would you write?
• Read something he chooses • Talks to a peer about his reading
Strategy Cards – Catching Readers Before They Fall (Johnson & Keier)
• Reads accurately • Reads something he understands
• Listens to an adult read fluently.
Pull In Questions • Who • What
• Why
• When
• Where
• How
Goal: to support students in working effec:vely in the classroom environment
to provide the most effec:ve learning environment, 9-‐3 – engagement for all learners for the majority of the day
Rationale:
By sharing our collec:ve knowledge about our classes of students and developing a plan of ac:on based on this, we can beier meet the needs of all students.
Not Yet Ready vs Not Yet Mee.ng A conversa:on around shiRing our beliefs about learning
and support in the early years Birchland School, Coquitlam
The Vision
A Remedial Model
‘Fixing’ the student
Outside the classroom/ curriculum
To shiR from...
An Inclusive Model
‘Fixing’ the curriculum
Within the classroom/ curriculum
to
Year 4 (2010-‐2011) Self Regula:on
Ongoing District Support – Release :me “Strong Schools” ini:a:ve
Instruc:onal ShiR – Project-‐Based Learning – Writer’s Workshop
Highlights... Deepened level of Engagement...
Passion
Choice
Ownership of Learning
Resource Support shiC to
co-‐teaching approach Learning
Environment Topic
Tools
Self-‐Regula.on of Learning
Transforma:ons...
Pull-‐out Support / Physical “Inclusion”
– Remedial model – to make kids fit – In the class but on a different plan
True Inclusion – Classroom Teacher as central support – Resource Teacher – Co teaching model
• Crea:ng the Future – Partnerships in Inclusive Learning
• UBC, July 15-‐19, 3 credits
• Villa, Thousand, Hingsburger, Kunc, Miranda, Beairsto, Hoyano, Udvari-‐Solner, Van der Kilt, Rothstein, Schnellert
Team Planning • What will you do? • Who will you work with? • What ar:facts will you collect from the students to provide evidence of how they are learning – i.e, student samples for your porsolio?
• Reflect on the ques:ons: – What are we doing? – How is it going? – What next?