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DIVERSITY & INCLUSION
Th The question is s changing… Why aren’t you green? To What is your colour?
It Its no s not ea easy bei being ng g green… een… The “green” kids
Chat with your neighbour What can we do to support the shift of literacy practices to respond to 21 st century learning?
It Its no s not ea easy bei being ng g green… een… The “green” kids
Whe Where di did d thi his s “sho shoul uld” d” come fr from?
Ho How do we e mak ake e an an adjus adjustable able cur urric iculum ulum? Build a curriculum plan that fits the kids vs. kids fitting the curriculum We need to find the RANGE!
Cr Crea eati ting a g a r range o e of s succes ess: : St Start from access, ccess, build on ch challen enge The Planning Pyramid Even more goals More goals Goals
The Planning Pyramid Even more goals More goals Goals
Extend for access and/or challenge Challenge Goal Even more goals More goals Goals Access Goal
Do this….
1 of 3 things happen Did you try your best Did try your best and give up Did you not try at all
Let’s try again…
Belly Dancing!!!
Se Segr gregated E Education ion Beginner Advanced Intermediate
Integrated Education Beginner Advanced Intermediate
Inclusive Education Beginner Advanced Intermediate
You CAN be a belly dancer!!! Travelling Twist Walking shimmy Shimmy
Start: Shimmy
Now try: Walking Shimmy
Now do: Travelling Twist
1 of 3 things happen Did you try your best Did try your best and give up Did you not try at all
Chat with your neighbour What are you already doing to support practices that respond to the diversity and range of student need?
Classroom Example How does this example weave together: 21 st century learning ◦ ◦ Responding to diversity ◦ Teaching to a range ◦ Formative Assessment ◦ Literacy instruction ◦ Collaboration
Lesson Example Grade 1/2 Literacy centers Diverse abilities including ◦ Language ◦ Physical disability ◦ Non verbal ◦ Autism Background knowledge ◦ Rural area/ farming No additional staffing 2 lessons
Lesson 1 Class Voted Topic: Farming Fun Lesson 1: Provocations about farming ◦ A Reggio approach – giving kids an opportunity to think about, ask questions, be creative, investigate a topic and/or idea ◦ Provides an invitation for exploration and expression ◦ Presented as a set of stations that students could choose from
Lesson 1: Connect Picture Set
Lesson 1: Process Station walk to understand the task -Station 1 (ALL) - Choice of farm animal craft -Choice of 1 more station (MOST) -Choice of 1 or more station (FEW) Other Station options -Farm free play -Farm picture books -Farm read aloud/ SMART board activity
Lesson 1: Transform Partner talk Prompt: What do the stations have in common? What kinds of animals would you like on your farm?
Start here Add on complexity Access All Most Few Lesson 1 Picture Set – Build an animal Choose another Choose another Explore at the craft farming station farming station vocabulary of station farming Identify the topic Lesson 2
Lesson 2 Topic: Farming Fun Lesson 1: Writing about farming ◦ Writing based on their prior knowledge ◦ OR ◦ Writing about their explorations and experience through the provocations activity
Lesson 2: Connect Review co-constructed criteria for writing
Lesson 2: Process Teaching to the range (Planning Pyramid) -Writing (Access) - Draw an animal on your farm Write a topic sentence about your farm -Writing (ACCESS + ALL) - Capital letters - Periods -Writing (ACCESS + ALL + MOST) - Write 3 or more sentences about your farm - Use word bank words -Writing (ACCESS + ALL + MOST + FEW) - Include a conversation in your sentences
Lesson 2: Transform Review your writing with a peer using the class criteria
Start here Add on complexity Access All Most Few Lesson 1 Picture Set – Build an animal Choose another Choose another Explore at the craft farming station farming station vocabulary of station farming Identify the topic Lesson 2 Draw an animal Capitals & 3 or more Include a on your farm & Periods sentences conversation in write a topic your writing sentence Finger spaces Word bank words
Chat with your neighbour How does this example weave together: 21 st century learning ◦ ◦ Responding to diversity ◦ Teaching to a range ◦ Formative Assessment ◦ Literacy instruction ◦ Collaboration
Classroom Example How does this example weave together: 21 st century learning ◦ ◦ Responding to diversity ◦ Teaching to a range ◦ Formative Assessment ◦ Literacy instruction ◦ Collaboration
Example: Grade 6/7 class Inclusive Learning Communities Classroom Teacher/ Resource Teacher/ Facilitator Inquiry question: How can we plan for and respond to the diversity of our students through the building of 21 century learning skills in literacy ?
RTI Triangle Lens: 21 st century skill: Personal Awareness & Responsibility Students who need the most support Kenny 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 Students who need Max Michael the most challenge Tier 1 Rachel Annabel Johnathan Ethan
Making the plan! Backwards Design Essential Question: What does it mean to be personally aware and responsible and how can this help me in my life inside and outside of school? Key concepts: Self determination/ Self Regulation Key Vocabulary: goal, celebrate, effort, accomplishment, persevere, advocate, plan, initiative Performance tasks ◦ 1. create a 3D model that represents your understanding of being personally aware & responsible ◦ Choose to work individually or with a partner, choose level of challenge ◦ 2. Describe how being personally aware & responsible connects to and can help you in your own life ◦ Choose from writing a letter, drawing a comic, having a meeting; choose level of challenge
Setting the Goals!
Find the Range What CAN They do = strengths What are their NEXT steps = Goals
Goal Go al Settin ing & & Forma mativ ive e Asses essmen ment! Goal for FEW - I can take initiative and make change in myself and the world (self determination) - I can adjust a plan that I have made to meet a goal (self regulation) Goal for MOST -I can advocate for my myself and my ideas (self determination) I can implement a plan that I have made to meet a goal (self regulation) Goal for ALL - I can celebrate my efforts and accomplishments (self determination) - I can persevere through challenging tasks (self regulation)
Extend Ex nd Goal for FEW - I can take initiative and make change in myself and the world (self determination) - I can adjust a plan that I have made to meet a goal (self regulation) Goal for MOST -I can advocate for my myself and my ideas (self determination) I can implement a plan that I have made to meet a goal (self regulation) Goal for ALL - I can celebrate my efforts and accomplishments Access Goal (self determination) - I can accomplish a goal - I can persevere through challenging tasks that I set (self regulation)
The Lessons!
Chat with your neighbour How does this example weave together: 21 st century learning ◦ ◦ Responding to diversity ◦ Teaching to a range ◦ Formative Assessment ◦ Literacy instruction ◦ Collaboration
Keep in mind… “It is not about finding the answer…It is about finding out what is useful.” ◦Bruce Beairsto
One thing.. What is one USEFUL thing from today? What do you want to try? What is your next steps? What can you let go of? Who can support you?
Start with one…
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