The Curriculum for All Project SD 74
The Project SD 74 ◦ 5 rural and remote communities in British Columbia ◦ Invited 10 teams, one from each school ◦ Classroom teacher ◦ Resource support teacher ◦ EA ◦ Collaborative co-planning ◦ Case study student ◦ Teams were released to meet for 5 sessions between October and June ◦ 1/5 of the entire teaching community
Th The Question ◦ How can all students be meaningfully included and contribute in classes regardless of cognitive ability?
The Design Sessions were organized around evidence- based planning frameworks to support their collaborative curriculum design including: ◦ Response to Intervention ◦ Universal Design for Learning ◦ Differentiated Instruction ◦ Inquiry
The Journey Session 1 - Re-examining our philosophies Session 2 - Getting to know our learners Session 3 - Co-planning using BC’s renewed curriculum Session 4 - Considering our case studies Implementation Time Session 5 – Sharing our learning
The Sharing Reflective Practice was embedded throughout the sessions with a culminating celebration using guiding questions: ◦ What did we try? ◦ What did we notice? ◦ What did we learn?
The learning -class “Planning for a class, rather than a specific grade” “[creating access] is the launching point to reach all and adding challenge for the few” “the students LOVED it!” They were proud of their work…and wanted to share and listen to each other”
The learning -class “it really increased student enagement with each lesson” “it motivated students to do better than average, they usually were content to just to the minimum” “Students who were capable, but lacked self esteem were much quicker to jump into an activity when lessons were universally designed, and as a resulted they passed their own expectations. It made the learning seamless.”
The Learning – case studies “Making sure that ALL students were included in lessons made me realize how I was missing this in the past.” “Our target student for the calming space, was the not the first student to independently access it.” “When I started teaching for ALL, I noticed that some of my students had an easier job comprehending the material”
The Learning – case studies “having special needs kids in the class helped EVERYONE feel included…I now will always start with ALL.” “Im learning that inclusion is more than just ‘dreaming’ of how I think school should be” “I left every session thinking, I’m going to change the world now because I have a plan!”
The Supports • Working together as a team • Time to co-plan and design • Multiple expertise and varied experiences to draw from • Multiple design options providing scaffolds o “helped us to include all staff in the planning and implementation” o The Community!
Recommend
More recommend
