EDST 497F Shelley Moore @tweetsomemoore
QUESTIONS FROM YESTERDAY?
STRUCTURE OF THE DAY ➤ Guiding Question: What do I already do to support the range of diversity of my students? ➤ Opening Activity: Building Criteria - What makes a great reflection? ➤ Morning Activity #1 - Building a case - Who are my students? ➤ Break ➤ Morning Activity #2: Presentation/Processing the readings - Synectics: RTI is like… ➤ Closing Reflection: What have I learned about supporting the range of diversity of my students?
Today’s Guiding Question � What do I already do to support the range of diversity of my students? � Quick write � 5 minutes � Share with your neighbour � Personalized Learning � Can we answer any of our questions?
Questions of the Week! � How can we navigate the barriers/ tensions we come across in striving to be more inclusive? � How do we meet the needs of students when they all have individual needs? � What are some strategies to help students express their learning/what they know in diverse ways?
Opening Activity � Co-constructing Criteria � Write a statement to finish this sentence: � A great reflection is… � Share with your neighbour and add to it… � A great reflection.. � looks like, sounds like…
ACTIVITY #1: BUILDING A CASE ➤ Determine your groups (1,2 or 3) ➤ Try to have diverse roles (e.g. content teacher, support, EA etc.) ➤ Choose your grade band (i.e. elementary/secondary) ➤ Choose Subject Area (e.g. Math, home ec etc.)
BUILDING A CASE ➤ Build your class ➤ 26-30 students ➤ tier 1- 1 case study + 20 of your own ➤ tier 2 - 2 case studies + 2 of your own ➤ tier 3 - 1 case study ➤ Discuss/build a class of learners ➤ interests/strengths/stretches ➤ class inventory
CLASS INVENTORY
BREAK- 15 MINUTES
How do we do it? First step… � “Knowing your learners, is foundational to designing curriculum,” (Childre, 2009) � Not prescriptive � Not one size fits all � Planning for our class needs to represent their unique ecology � Figuring out all the ‘colours’ in the class!
Strength based vs. Deficit based � Where should you be, why aren’t you here? � Where are you now , what is the next step?
Should…. � Should =“Average” � The “green” kids
The End of Average!
How do we make an adjustable curriculum? � Build a curriculum plan that fits the kids vs. kids fitting the curriculum
Starting with STRENGTHS!
Self Report
CLASS PROFILE Classroom Strengths Classroom Stretches -attentive -generating their own strategies -good listeners -determining importance -ask for help -discussion -like real-life examples/applications -visual, hands-on learners -self-monitoring -good with text features -positive towards each other -accessing prior knowledge Interests: -socializing, sports, performing arts (dance and drama), facebook, reading Goals Decisions -Making connections -Before, during, after lesson structure -Determining Importance -Targeted, extended strategy instruction -Applying their learning across the curriculum -Multimodal representation opportunities (differentiation) -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills -Planning activities, metacognitive steps in lessons Individual Concerns Medical Language Learning Socio-Emotional Challenge Nate, Jason, Lars- frontload, key Nate: (ADHD)- difficulty Peter - ESL 2 Nate: tunes out, seeks Izzy, Keisha, ideas, adapt outcomes, reduce with staying focused Cory , Doug & Allie ESL 3 attention, few friends workload, Brittney, Glen - 6 other students ESL 4 and 5. Nate: Alphasmart
Class Review Recorder Form Classroom Classroom Needs Strengths -good listeners -not risk takers -follows directions -Kind -co-operative learners -Need help problem -visual and kinesthetic learners solving -creative -Inclusion of all students in -help + encourage each other social activities Love stories -basic math facts Mr. Marcus Math 9 Decisions -Increase confidence Goal -using math games and manipulatives to increase -learning multiple ways of confidence, competence and math fluency problem solving Medical Language Learning Social-Emotional Other -Fred (OCD) -Carsten (LD + ELL) -Allen(Autism) -Fred(Autism) -Lonnie (gifted) -Erin (diabetic) -Tom (ELL) -Marley(LD) -Allen (Autism) -Marley (gifted) -Derek (DHH) -Derek (Cog Delays) -Erin (shuts down)
What are you thinking? � How does this connect to what you already do?
Class Review (Brownlie & King, 2000) Learning in Safe Schools Class Review Recording Form Classroom Strengths Classroom Stretches Teacher: Class: Goals Decisions Individual Concerns Medical Language Learning Other Socio-Emotional
The Physical Personal Place - Personal awareness & responsibility - Personal Identity & Culture Social Intellectual - Communication - Creative thinking - Social responsibility - Critical thinking
Class: Interests: Teacher: Strengths Stretches Individual Concerns Physical Community - Self awareness & responsibility - Personal identity & culture Social Emotional Community - Personal & social responsibility - communication Learning Community - Creative thinking - Critical thinking
What CAN They do = strengths Where do they still need support = stretches What are they NEXT steps = Goals
Schnellert & Brownlie, 2011 Student self reports Who Am I? Profile Name: Words that My favorite Things I like to do Things I like to do describe me books/ stories when I’m alone with my friends My hopes and Things I’d like (or Things I’m very Things I like to do dreams for myself need) you to good at or with my family know about me interested in The easiest way Things I would like for me to show to get better at in what I know is: this class are: T HIS IS ME !
Favourite books/stories…genres 40% 30% action/adventure 20% mysteries graphic novels books about movies 10% 0% Genre
Learn best/ what you need auditory what I need reflect relevan time to group work visual writing talking 0% 18% 35% 53% 70%
Get the students involved!
Response to Intervention (RTI) � Some core assumptions � The educational system can effectively teach ALL children � Early Intervention is critical (catching kids BEFORE they fall) � A multi-tiered service delivery model is necessary � Research based interventions implemented
No Child Left Behind PASS THE TEST Sub groupSub group Sub group Sub group Sub group Co-planning for All Shelley Moore 2013
PASS THE TEST Levels of support Sub group Sub group Sub group Sub group Sub group Co-planning for All Shelley Moore 2013
RESPONSE TO INTERVENTION (RTI) STUDENTS S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012
Lens: Grade 9 – Social Studies Teacher: Bryce Miller EA: Sharon Hovbrender Resource Teacher: Shelley Moore Rahul Niccole Philip, Shaun Tudor, Alexa, Paris, Talha Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer, Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia Regular Outcomes MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012 Modified Schmodifed. Shelley Moore, 2012
RTI Triangle Lens: Grade 2 Literacy Rocky Keelor Tier 3 Keisha Sarah Jordyn Michael Jamie Raven Johnny Colten Tier 2 Rae Josh H. Adam K. Reece Joel Kyle Isaiah Kaitlyn Blake Jared Josh N. Nick C. Tier 1 Co-planning for All Shelley Moore 2013
RTI Triangle Lens: Math 8 Shape & Space Students who need the most support Jodi Tier 3 Kendra Alyssa Eric Cathy X. Cathy Z Joanna Monica Tier 2 Alexandria Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida Sam Maria Megan Jackson Siteah Caden Breanna Students who need Rachel Annabel Johnathan Ethan Tier 1 the most challenge Co-planning for All Shelley Moore 2013
RTI Triangle Lens: Gym grade 10 -Annie - Kaen - Laural Tier 3 - Danielle - Kory - Anna - - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas Tier 2 - - Kristen - Sara - Donny - Denby - Sheldon - Keaston - Lauryn - Emily - Kayden - Sem - Lucas Tier 1 Co-planning for All Shelley Moore 2013
What about smaller class sizes � RTI can be used for any group size � Even when working with a smaller group of students there will be students who need more or less support. � Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well
RTI Triangle: Resource 8-12 Lens: Literacy Brian Tier 3 - Daniel - Kris Tier 2 - Roxanne -Ashley - Jonathan - Sal Tier 1 Co-planning for All Shelley Moore 2013
It can work for ANY PURPOSE � Curricular � Literacy, numeracy, social studies, Phys Ed, Sewing, critical thinking… � Behavioural � Following directions, arriving on time, doing homework… � Social Emotional � Social responsibility, helping others, working together, …
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