WHAT am I teaching?

Supporting Success for Each Learner BCSSA Spring Forum 2015 Shelley Moore ì www.blogsomemoore.wordpress.com tweetsomemoore Combining Frameworks WHAT am I teaching? Class Profiles Planning Pyramid RTI Backward Design WHO am I teaching? Who am I teaching? Class/ Individual Profiles ì  What are the strengths of the class as a whole? ì  What are your concerns for the class as a whole? ì  What are your main goals for the class as a whole? ì  What decisions can you make to support your students as whole? Class Review Learning in Safe Schools
(Brownlie & King, 2000)
Class Review Recording Form
Classroom Strengths
Classroom Stretches
Teacher:
Class:
Goals
Decisions
Individual Concerns
Medical
Language
Learning
Socio-Emotional
Other
CLASS PROFILE Classroom Strengths
Classroom Stretches
-attentive
-good listeners
-ask for help
-like real-life examples/applications
-visual, hands-on learners
-good with text features
-positive towards each other
-generating their own strategies
-determining importance
-discussion
-self-monitoring
-accessing prior knowledge
Interests: -socializing, sports, performing arts (dance and drama), MSN, reading
Goals
Decisions
- Making connections
- Determining Importance
- Applying their learning across the curriculum
- Help students develop planning and self-monitoring
strategies
- Be able to write a persuasive piece using research skills
-Before, during, after lesson structure
-Targeted, extended strategy instruction
-Multimodal representation opportunities
(differentiation)
-Planning activities, metacognitive steps in lessons
Individual Concerns
Medical
Nate: (ADHD)- difficulty
with staying focused
Language
Learning
Socio-Emotional
Peter - ESL 2
Cory , Doug & Allie ESL 3
- 6 other students ESL 4 and
5.
Nate, Jason, Lars- frontload,
key ideas, adapt outcomes,
reduce workload,
Nate: Alphasmart
Nate: tunes out, seeks
attention, few friends
Challenge
Izzy, Keisha,
Brittney, Glen
Schnellert & Brownlie, 2011 Who Am I? Profile Name:
Words that describe me My favorite books/ stories Things I like to do when I’m alone Things I like to do with my friends My hopes and dreams for myself Things I’d like (or need) you to know about me Things I’m very good at or interested in Things I like to do with my family The easiest way for me to show what I know is: Things I would like to get bePer at in this class are: ScoP Susan Name: Aron Grade: 9 1
class Teacher/ EA A
Science Mr. Alexis B
English Ms. Jones C
Resource Ms. Moore D
gym Mr. Dhaliwal Some things that I am good at: Studying homework dog walking horse back riding games basketball Things I really like: video games basketball animals walking my dog fishing Some things you need to know about me: I’m in grade 9 I’m 5’11 and I like basketball a lot I take the bus to school in the morning not aYernoon I also do horse back riding in block C. I have auZsm Some things I want to get beAer at this year: English The easiest way to show what I know is: By talking, by asking, by doing it Name: Ashok Grade: 10 1
class Teacher/ EA A
Foods 9 Ms. Kenakin B
Social studies 10 Ms. Dunn C
APPLS Ms. Moore D
P.E Mr. Dhaliwal Some things that I am good at: I am really good working on the computer, and video games. I’M also good at drawing. Things I really like: I really like to design cars and I like hanging out with family and friends. Some things you need to know about me: Things you need to know about me is I’M a fun loving guy that’s in a wheelchair and I really like people around me. And another thing you need to know about me is that my wheelchair is not a ride. Some things I want to get beAer at this year: This year I want to get bePer at making friends, helping others, and not worrying. The easiest way to show what I know is: WriZng, talking, and drawing. Name: Ryan Grade: 4 Teacher: Mrs. Smith I like to play hockey and play video games and basketball. Those are my fun things to do. I like to ride my bike outside I can go so fast on my bike. My favourite sport to watch is hockey. I like to see my uncles at their house. SomeZmes I can’t see when things are small. It is too hard to see. I can take notes when they are really far for me to see it. I take the school bus to go home every day. I would like to learn math and how to do more things on the computer. I would also like to make more friends at school. The easiest way for me to show my learning is to type it. Who am I teaching? Response to Intervention (RTI) ì  Core assumpZons ì  The educaZonal system can effecZvely teach ALL children ì  Early IntervenZon is criZcal ì  A mulZ-­‐Zered service delivery model is necessary ì  Research based intervenZons implemented Who am I teaching? Response to Intervention (RTI) ì  A mulZ-­‐Zered system for planning and delivering instrucZon. ì  The “Zered” model—oYen illustrated as a triangle with three levels. ì  Each level represents a grouping of students whose differing needs are met with addiZonal intensive instrucZonal approaches No Child Left Behind PASS THE TEST White Black Co-­‐planning for All Spanish/ ESL Special Ed Other Shelley Moore 2013 Not enough… Levels of support PASS THE TEST White Black Co-­‐planning for All Spanish/
ESL Special Ed Other Shelley Moore 2013 RESPONSE TO INTERVENTION (RTI) S, MOORE ADAPTATIONS & MODIFICATIONS-­‐ SDL 2012 Who am I teaching? Combining frameworks ì  Combining RTI and class profiles ì  We can use these Zered levels to strategically group students to help us plan for differenZated levels ì  Non-­‐categorical – students can fall into a Zer depending on the day, lens, supports in place etc. ì  It is only a planning tool, it is not how students are grouped physically in spaces RTI Triangle Lens: English 8 Rocky Keelor Tier 3 Keisha Sarah Michael Raven Colten Jordyn Jamie Johnny Tier 2 Reece Joel Tier 1 Kaitlyn
Co-­‐planning for All Rae Josh H. Adam K. Kyle Isaiah Blake
Jared
Josh N. Nick C. Shelley Moore 2013 RTI Triangle Lens: Phys Ed 10 -­‐Annie -­‐ Kaen -­‐ Laural -­‐ BreP Tier 3 -­‐ Danielle -­‐ Kory -­‐ Anna -­‐  -­‐ Ryan S. -­‐ Brian B. -­‐ Josh -­‐  Riley -­‐ Kyle -­‐ Tomas -­‐  Kade -­‐ Mark Tier 2 -­‐ Roxy
-­‐ Osmond -­‐ Donny -­‐ Lauryn -­‐ Lucas Tier 1 Co-­‐planning for All -­‐ Ashlyn
-­‐ Jack
-­‐ Denby
-­‐ Emily
-­‐ Jessica -­‐ Kristen -­‐ Sheldon -­‐ Kayden -­‐ Sahij -­‐ Sara -­‐ Keaston -­‐ Sem Shelley Moore 2013 What about smaller class sizes ì  RTI can be used for any group size ì  Even when working with a smaller group of students there will be students who need more or less support. ì  Every seing can be differenZated, and a mulZ Zered approach can be used for example ,in resource room seings, guided reading groups, or life skill classes and as well RTI Triangle: Resource 8-­‐12 Lens: Literacy Brian Tier 3 -­‐ Daniel -­‐ Kris
Tier 2 Tier 1 Co-­‐planning for All -­‐ Roxanne -­‐ Jonathan
-­‐ Ashley -­‐ Sal Shelley Moore 2013 Combining Frameworks WHAT am I teaching? Class Profiles Planning Pyramid RTI Backward Design WHO am I teaching? What am I teaching? Planning Pyramid Even more goals More goals Goals Even more goals More goals Goals Do this…. 1 of 3 things happen ì  You try your best ì  You try your best and give up ì  You don’t try at all You CAN be a belly dancer!!! Travelling Twist Walking shimmy Shimmy Shimmy Walking Shimmy Travelling Twist 1 of 3 things happen ì  You try your best ì  You try your best and give up ì  You don’t try at all What happens if we combine frameworks? RTI Triangle Tier 3 Tier 2 Planning Pyramid Few Most Tier 1 All What do you noNce? What happens if we combine frameworks? RTI Triangle Planning Pyramid All Tier 3 Most Tier 2 Few Tier 1 What am I teaching? Backwards Design ì  Topic ì  PLOs ì  Big ideas/concepts ì  Access quesZons ì  Goal Priority (UDL) 1. Grade and Topic Course: Socials 8 Co-­‐planning for All Unit: Vikings Shelley Moore 2013 2. Goals Co-­‐planning for All Shelley Moore 2013 Unit: Vikings Course: Socials 8 PLOs Compare daily life, family structures and gender roles in a variety of civilizaZons Describe the impact of technological innovaZon and science on poliZcal, social and economic structures Describe how physical geography influenced paPerns of sePlement, trade and exploraZon Assess the impact of contact, conflict and conquest on civilizaZons Co-­‐planning for All Shelley Moore 2013 3. Big Ideas Wiggins & McTigue ì  Big Ideas are… ì  The umbrella! (category) ì  The connecZon between mulZple ideas ì  Theme/lens for understanding/viewing informaZon ì  The nugget – think powerful – ideas help us solve problems “What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or irrelevant to the student” Help them see what you see… Course: Socials 8 Unit: Vikings PLOs Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect Compare daily life, family structures and gender roles in a variety of civilizaZons Describe the impact of technological innovaZon and science on poliZcal, social and economic structures Describe how physical geography influenced paPerns of sePlement, trade and exploraZon Assess the impact of contact, conflict and conquest on civilizaZons Co-­‐planning for All Shelley Moore 2013 4. Access Questions ì  Clear disZncZons between big ideas and essenZal quesZons ì  Big ideas LEAD to big quesZons! ì  Inquiry based ì  Blooms Use the one or two of the words together to create questions
that we could explore during this unit!
Vikings
Order
Chaos
Travel
Culture
Effect
Responsibility Cause
Geography
Roles
Use the one or two of the words together to create questions
that we could explore during this unit!
Where are the Vikings from?
What is chaos?
How were the Vikings chaotic?
Why did the Vikings wear those hats?
Vikings
When did they live?
Order
Chaos
Travel
Culture
Are there still Vikings?
Effect
Responsibility Cause
Geography
Roles
Who were the Vikings?
Can chaos and order exist together?
How did they travel?
Where did they travel?
How were the Vikings orderly?
What was Viking culture like – How did they live?
What happened when they got to their destination?
Even more quesZons More quesZons QuesZons Course: Socials 8 Unit: Vikings PLOs Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect Compare daily life, family structures and gender roles in a variety of civilizaZons Describe the impact of technological innovaZon and science on poliZcal, social and economic structures Describe how physical geography influenced paPerns of sePlement, trade and exploraZon Assess the impact of contact, conflict and conquest on civilizaZons Co-­‐planning for All QuesNons Who were the Vikings? How did Vikings live? Where did the Vikings come from? Where and how did the Viking travel? How were the Vikings orderly? ChaoZc? Extended Goal Can order and chaos exist at the same Zme? Why? Shelley Moore 2013 5. Prioritize ì  Clear disZncZons between big ideas and essenZal quesZons ì  Big ideas LEAD to big quesZons! ì  Inquiry based ì  Blooms 5. Prioritize Most Challenging ì  Match Zer 1 (including giYed) Most Accessible ì  Match Zer 3 ì  A place to start (but not to stay) Course: Socials 8 Unit: Vikings EssenNal QuesNon: Did the Vikings create order or chaos? PLOs Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect Compare daily life, family structures and gender roles in a variety of civilizaZons Describe the impact of technological innovaZon and science on poliZcal, social and economic structures Describe how physical geography influenced paPerns of sePlement, trade and exploraZon Assess the impact of contact, conflict and conquest on civilizaZons Co-­‐planning for All QuesNons Who were the Vikings? How did Vikings live? Where did the Vikings come from? Where and how did the Viking travel? How were the Vikings orderly? ChaoZc? Extended Goal Can order and chaos exist at the same Zme? Why? All/
Most/
Few All All All Most Most Few Shelley Moore 2013 Planning Pyramid Goals for ALL Who were the Vikings? How did Vikings live? Where did the Vikings come from? What were the different role and responsibiliZes of the Vikings? Modified Goal(s) Goals for MOST Where and how did the Viking travel? How were the Vikings orderly? ChaoZc? Goal for FEW Can order and chaos exist at the same Zme? Why? Extended Goal(s) Co-­‐planning for All Shelley Moore 2013
Course: Science 8 Unit: OpNcs EssenNal QuesNon: Why Can We See? PLOs Explain how human vision works Explain the properZes of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagneZc radiaZon Ideas/ Concepts The eye/ seeing Light Energy Waves ElectromagneZc spectrum Co-­‐planning for All QuesNons How do we see? What is visible light? How does visible light move? How is visible light measured? How is non visible light measured? How are visible and non visible light the same/ different? Extended Goal How do we see what we cant see? All/
Most/
Few All All All Most Most Most Few Shelley Moore 2013 Planning Pyramid Goals for ALL How do we see? What is visible light? How does visible light move? What are the colours in light? What is the order of colours in a light rainbow (electromagneZc spectrum)? Modified Goal(s) Goals for MOST How is visible light measured? How is non visible light measured? How are visible and non visible light the same/ different? Goal for FEW How do we see what we cant see? Extended Goal(s) Unit: Chemistry 9 Big QuesNon: “Why does maAer maAer?” Or “What are you made of?” PLOs C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characterisZcs and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properZes of maPer Co-­‐planning for All Ideas/ Concepts Atoms & molecules Atomic Theory Elements Periodic Table Ionic compounds ProperNes of maAer QuesNons •  What is an atom? •  What is a molecule? •  How are atoms and molecules different? •  What is the structure of an atom? •  How has our understanding of atoms changed? •  What is an element? •  How is the periodic table organized? •  What is an ionic compound? •  How do you write names and formulae of ionic compounds? •  What is maPer? •  How does maPer change? All/ Most /Few •  All •  All •  All •  All •  Most •  All •  Most •  All •  Most •  All •  Most Extended Goal: •  Few Why do chemical properZes change as atoms form compounds? Shelley Moore 2013 www.learnsomemoore.com