BC’s CORE COMPETENCIES: Who do we need to become? Personal The Physical Place Personal Awareness & Responsibility Personal Identity & Culture Intellectual Social Communication Creative thinking Social Responsibility Critical thinking
What CAN They do = strengths What are they NEXT steps = Goals
How do we teach to the range? 1. Know your students 2. Plan backwards: Choose your goals 3. Create a range of success: Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Build a map! 6. Keep track of multiple sources of evidence 7. SUPPORT THEM!
5. Build a map! ¤ How do we design a range for curricular competencies & content? ¤ Map vs. Rubric
Rubrics vs. Learning Maps deficit deficit Standard goal
Rubric
Rubrics vs. Learning Maps Standard More complex More complex goal
Learning Map
Rubrics vs. Learning Maps Standard More complex More complex goal goal goal
Goals Access All MOST Few (approaching) (meeting) (exceeding) (fully meeting) ALL MOST FEW
It’s the journey, not the destination
Building an Assessment Map! Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access All Most Few Content: Competencies Curricular
Example: Math 8 Unit: Shape & Space Goal for ALL: 2D/3D shapes, math vocabulary
Class Profile Lens: Math 8 Jodi Shape & Space 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 JacksonSiteah Cody Bob Ruth Andrew Jake Esther Tier 1
The lesson goal… Start here Add on complexity Access All Some Few What are What is 2D/3D, What is triangular What is cylinder, shapes? (square, prism, cube, prism, face, base, net? rectangle, rectangular surface area? triangle, circle) prism, length, width, height, area, volume?
The lesson – Start
Sort the pictures/words rectangle circle triangle square cube rectangular cylinder triangular prism prism
face surface area base net width height area volume 3D prism length 2D
Draw it! ¤ The words you know ¤ Show what the words means in Pictures The words you don’t know ¤ use text, internet, each other ¤ show what the words mean in pictures ¤
The lesson goal… Start here Add on complexity Access All Some Few Build a 3D prism Build a 3D prism Build a net for a Determine the with a volume of prism with the surface area for Draw a line with 24 units3 volume of 24 a 3D prism with a ruler units 3 the volume of 24 Create a units 3 drawing of a 3D prism with a volume of 24 units 3
Lesson Approaching Meeting Fully Meeting Exceeding (Access) (All) (Most) (Few) 2D/3D shapes - Can identify - Can identify and - Can identify and - Can identify and square, rectangle, communicate using math communicate using math communicate using math Vocabulary triangle, circle vocabulary (2D, 3D, prism, vocabulary (triangular prism, vocabulary (cylinder, rectangular prism, cube, faces, formula, base) circumference, radius) length, width, height, surface (flexibility- different structures) (originality) area,) (fluency- 3 statements) - Can sort 2D/3D - Understands the difference - Can identify faces of a - Can identify the base of a Area shapes between 2D/3D shape shape - Can develop and apply - Can develop and apply - Can develop and apply formula for area of a square, formula for area of a triangle formula for area of a circle rectangle Nets Construct a - Can identify 3D - Can draw and construct a - Can draw and construct a - Can draw and construct a shapes (cube, net for a rectangular prism net of a triangular prism net of a cylinder net triangular prism, rectangular prism) - Can identify the base and - Can identify the base and - Can identify base and Deconstruct faces of a rectangular prism faces of a triangular prism faces of a rectangular and a net with a net with a net triangular prism from multiple perspectives Surface Area Rectangular - Can identify 2D - Find surface area of a - Find surface area of - Find surface area of shape faces of a rectangular prism in one way rectangular prism in two composite prisms in all ways prism net in one way ways in one way (concrete/pictorial/abstract) (concrete/pictorial/abstract) (concrete/pictorial/abstract) Triangular - Find surface area of a - Find surface area of triangular prism in one way triangular prism in two ways prism (concrete/pictorial/abstract) (concrete/pictorial/abstract) Cylinder - Find surface area of - Find surface area of cylinder in one way cylinder in two ways (concrete/pictorial/abstract) (concrete/pictorial/abstract)
Example: Math 10 Unit: Pythagoras
Course/Subject/Grade(s): Planning Team: Unit Big Idea Unit Guiding Question (the circles) (turning BIG IDEA into a question)
Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access (Tier All Most Few (Tier 1) 3) Example Course/Subject/Grade(s): Planning Team: Graeme & Shelley Math 8 Unit Big Idea: The relationship Unit Guiding Question: What is Pythagorean between surface area and volume Theory and how does Pythagorean Theory of 3D objects can be used to connect, relate, describe and measure, lines and describe, measure, and compare shapes in our world? spatial relationships. Goals Access All Most Few (Grade 4)
Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access All Most Few Content 25%
Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access All Most Few Content: Course/Subject/Grade(s): Planning Team: Graeme & Shelley Math 8 Unit Big Idea: The relationship Unit Guiding Question: What is Pythagorean between surface area and volume Theory and how does Pythagorean Theory of 3D objects can be used to connect, relate, describe and measure, lines and describe, measure, and compare shapes in our world? spatial relationships. Access All Most Few (Grade 4) I know square root, square, Content: area, right triangle, I know Pythagorean I know how to derive the I know how to find a theorem Pythagorean rectangle, Squares vs formula for Pythagorean missing side of a right theorem triangle rectangle, square Theorem compared to other shapes, area of square, all sides are equal, square root, right
Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access All Most Few Content: Competencies Curricular
Reasoning & Analysis Understanding & Solving Communicating & Representin Connecting & Reflecting
Course/Subject/Grade(s): Math Planning Team: Graeme & Shelley 8 Unit Big Idea: The relationship between surface Unit Guiding Question: What is Pythagorean Theory and how does area and volume of 3D objects can be used to Pythagorean Theory connect, relate, describe and measure, lines and describe, measure, and compare spatial shapes in our world? relationships. Goals Access All Most Few I know square root, square, Content: I know Pythagorean theorem area, right triangle, rectangle, I know how to derive the I know how to find a missing Squares vs rectangle, square formula for Pythagorean side of a right triangle Pythagorean compared to other shapes, theorem Theorem area of square, all sides are equal, square root, right triangle Using perfect square numbers Non perfect squares numbers Using non whole numbers Estimating by comparing to Reasoning something familiar Building a model using and Analysis concrete materials Drawing pictures/ diagrams Curricular Competencies Using concrete materials to Using/ applying an abstract understand above concepts formula Explore environment to find a Use an example connected to Use an example from a Use an example connected to Understandin personal/ familiar experience right triangle OR find a context unfamiliar (e.g. word first the first nations g and Solving rectangle and make it into a problem) constellations right triangle Using math vocabulary Using math vocabulary Using math vocabulary (right Using math vocabulary Communicati triangle) (square, square root, (Pythagorean theory, formula, ng and rectangle, triangle, equal) Explain and justify your non-perfect square Explain and justify your representing Explain and justify your thinking in one way Explain and justify your thinking in all ways thinking in one way (abstract/concrete/pictorial) thinking in two ways (abstract/concrete/pictorial) (abstract/concrete/pictorial) (abstract/concrete/pictorial) What does this problem this Find another solution to a Pose a new problem or Describe how Pythagorean Connecting remind you of in the world? problem question connects to our self and world and reflecting around us (connect to First Nations)
Course/Subject/Grade(s): Planning Team: Unit Big Idea: Unit Guiding Question: Goals Access All Most Few Content: Competencies Curricular Core Competency :
Planning Using BCs Renewed Curriculum Personal The Physical Place Personal Awareness & Responsibility Personal Identity & Culture Intellectual Social Communication Creative thinking Social Responsibility Critical thinking
Course/Subject/Grade(s): Planning Team: Graeme & Shelley Math 8 Competency Lens: Personal Target Competency: Personal Awareness & Responsibly Self Assessment Pre Post Targeted Skill Access All Most Few I can identify choices, I can choose activities I can accept I take ownership of my supports, strategies, in math class that responsibility for my learning, goals, and How can I self- that help manage my support feeling physical and emotional behavior in math class regulate to support learning and emotions comfortable learning actions in math class my learning and and trying new things, wellbeing? I know how these I can manage my choices help me feeling my in math class and emotions What is a new skill I learned? What is a skill I was reminded of that is useful? How do I know I have learned this skill? How did these skills help me be more successful during this class? How can I use the skills that I have learned in other contexts?
Example: English 10 Unit: Poetry
How do we teach to the range? 1. Know your students 2. Plan backwards: Choose your goals 3. Create a range of success: Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Build a map! 6. Keep track of multiple sources of evidence 7. SUPPORT THEM!
6. Keeping track of evidence 1. Standards based vs. standardized curriculum
Rethinking Letter Grades
Talk to your neighbour! ¤ What are you thinking? ¤ What questions do you have? ¤ What does this connect to?
How do we teach to the range? 1. Know your students 2. Plan backwards: Choose your goals 3. Create a range of success: Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Build a map! 6. Keep track of multiple sources of evidence 7. SUPPORT THEM!
7. SUPPORT THEM!
Changing our support models Resource SLP ELL Resource SLP literacy literacy Numeracy ELL Numeracy First Nations First Social – behaviour Nations emotional
Output Input Time Adapt how the learner responds Adapting the way instruction is Adapt the time allowed for to instruction delivered to the learner learning or task completion Example: allow verbal vs. written Example: extend time if needed response, allow students to Example: Use different visual choose method of expression aids, concrete examples, hands on activities, cooperative groupings Level of Support Difficulty Size Increase the amount of help the Adapt the skill level, problem Adapt the number of items that learner receives type or rules of how the learner the learner is expected to learn may approach the work or complete Example: Assign peer buddies, Example: Allow a calculator, Example: reduce the number of peer tutors, or educational simply directions math questions around a assistants concept Alternate goals Degree of participation Parallel curriculum Adapt the goal or outcomes Adapt the extent to which a Provide the different instruction while using the same materials learner is actively involved in the and materials to meet individual Example: In social studies, task goals expect a student to find Example: In PE, student is I e.g. a task that is similar to class provinces on a map while other charge of scoring, while others – meet the same goals, but is find provinces and capitals play game individualized http://www.spannj.org/pti/Curriculum_Modifications_and_Adaptations.pdf
Universal Design for Learning TEACHING & LEARNING SUPPORTS Even More Supports/ Tier 3 Strategies More Tier 2 Supports/ Strategies Tier 1 Supports/ Strategies (UDL) Co-planning for All Shelley Moore 2013
Frameworks to Support Diversity WHAT am I teaching? Planning Pyramid RTI UDL WHO am I HOW can I support them? teaching?
Universal Design - Started in architecture - Stairs are not accessible to many people - Designing buildings to be accessible BEFORE they are built - Other people use the new accessibility features other than people in wheelchairs - E.g. strollers, bikes, skateboards, shopping carts etc. Adapted from L. Schnellert
Access & Choice UDL What supports What supports are necessary to are available for create access ? students to (the ramp) choose from that highlight their strengths ? (the stairs or the ramp)
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