This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.

1. Quality Teaching in Inclusive
Classrooms and Schools
Kamloops
Performance
Network
Series
May
16,
2014
Faye
Brownlie
www.slideshare.net

2. Learning Intentions
• I
can
explain
UDL
and
BD.
• I
can
idenGfy
powerful
feedback
in
my
pracGce
and
can
see
how
to
provide
it
to
all
students
in
each
class.
• I
can
plan
with
ALL
in
mind.
• I
have
a
plan
to
try
something
new
to
me
in
my
classroom.

3. The teeter totter
kids
kids curriculum

4. Universal Design for Learning
MulGple
means:
-­‐to
tap
into
background
knowledge,
to
acGvate
prior
knowledge,
to
increase
engagement
and
moGvaGon
-­‐to
acquire
the
informaGon
and
knowledge
to
process
new
ideas
and
informaGon
-­‐to
express
what
they
know.
Rose
&
Meyer,
2002

5. Access
not accommodate or adapt

6. Backwards Design
• What
important
ideas
and
enduring
understandings
do
you
want
the
students
to
know?
• What
thinking
strategies
will
students
need
to
demonstrate
these
understandings?
McTighe
&
Wiggins,
2001

7. Feedback
• Read
the
following
4
quotes
• Choose
the
one
which
resonates
with
you
the
most
• Talk
to
a
partner
about
your
choice
and
why
you
chose
it
• Describe
what
this
looks
like
in
your
class

8. Effec%ve
feedback
occurs
during
the
learning,
while
there
is
s%ll
%me
to
act
on
it.
Jan
Chappuis
Feedback
is
not
advice,
praise,
or
evalua%on.
Feedback
is
informa%on
about
how
we
are
doing
in
our
efforts
to
reach
a
goal.
Grant
Wiggins
The
most
powerful
single
influence
enhancing
achievement
is
feedback.
Dylan
Wiliam
The
primary
goal
of
feedback
is
to
improve
the
future
possibili%es
for
each
individual
learner
and
for
the
learning
community.
Peter
Johnston

9. • Quality
feedback
is
needed,
not
just
more
feedback
• Students
with
a
Growth
Mindset
welcome
feedback
and
are
more
likely
to
use
it
to
improve
their
performance
• Oral
feedback
is
much
more
effecGve
than
wri[en
• The
most
powerful
feedback
is
provided
from
the
student
to
the
teacher

10. “Know thy impact.”
Visible
Learning
for
Teachers
Maximizing
Impact
on
Learning
John
Ha`e,
2012
Is what you are doing,
getting you what you want?

11. Do your students receive
individual feedback from you in
every class?

12. Powerful feedback to build a sense
of agency
• What
do
you
know
how
to
do?
• Where
are
you
ge`ng
stuck?
• How
does
that
connect
to
what
we
did
yesterday?
Or….?
• What
do
you
remember
about…?
• Bri[any
Stockley,
gr.
11/12
math,
Centennial
Secondary

13. • What
angle
(between
0
and
360)
– is
in
the
second
quadrant
and
a
sine
=
0.23?
– Sketch
the
quadrants
and
tell
me
what
you
know.
– Which
is
the
second
quadrant?
– What
do
you
know
about
the
second
quadrant?
– What
do
you
know
about
sine?

14. Powerful feedback to build a sense
of agency
• I
see
you
know
how
to
write
the
beginning
of
that
word….
• Can
you
show
me
a
word
you
took
a
risk
at
spelling/using?
• Circle
your
2
most
powerful
words/phrases.
• I
bet
you’re
proud
of
yourself.
• Which
part
are
you
sure
about,
and
which
part
are
you
not
sure
about?

15. Increasing engagement and oral
language
• Heritage
Woods
Secondary
with
Lauren
O’Leary
in
grade
11
physics
• Groups
of
4
• Building
background
knowledge:
– QuesGon
– Spring
scale
• Created
definiGon
together
• Think
aloud
with
formula
• One/two
class
pracGce
problems
with
think
aloud
• Try
more
pracGce
problems
in
pairs
or
independently
• Individual
feedback
• Ticket
out
the
door:
Learning
outcome
for
closure:
I
can
apply
Fg
=
m*g
and
explain
my
thinking

16. • What
is
mass?
• What
is
weight?
• What
is
the
difference
between
the
two?

17. • Mass
– Ma[er
–
how
much
stuff
we
are
made
up
of
– Scalar
(no
direcGon)
– Constant
– Measured
in
kg
• Weight
– Vector
(has
direcGon)
– Depends
on
where
you
are
in
the
universe
-­‐
force
of
gravity
– Measured
in
Newtons

18. PLO:
Solve
a
variety
of
problems
involving
the
relaGonship
between
mass,
gravitaGonal
field
strength,
and
force
due
to
gravity.
Learning
Goal:
Understand
the
conceptual
side
and
apply
it.
Teaching
Goal:
Make
lesson
accessible
and
interacGve.

19. Fg
=
m*g
Expand
the
sentence.
Think
aloud
with
your
reasoning.

23. A Primary Writing Prompt:
the grab bag
• 4
items
in
a
bag,
kids
with
a
paper
with
4
boxes
• Pull
out
1
item
at
a
Gme,
explore
how
it
might
be
used
in
a
story
• Kids
draw
how
the
item
might
be
used
• Repeat
with
each
item
with
kids
drawing
both
items
in
2nd
box,
…
• In
4th
box,
either
draw
all
4
items
or
begin
to
write
their
story

24. Both
lessons:
75
minutes,
aner
lunch
• Mundy
Road
with
KrisGne
Wong
– Focus
on
beginning,
middle,
end
• 9
EAL
students
• 1
very
young
student
• Blakeburn
with
Lori
Clerkson
– Focus
on
story
starters,
moving
beyond
‘I
did,
I
did,
I
did…”

37. Using Mindmaps to Organize and
Demonstrate Understanding
• Gleneagle
Secondary
with
Andy
Albright,
grade
10
English
–
graphic
novels
– Opener:
hot
chocolate
invitaGon
and
3
+
from
yesterday
–
extended
1;
modeled
chains
– Styles
Line-­‐Up:
visual,
verbal,
relaGonships/
connecGons,
analyzing
– Examined
mindmap
of
WW11
–
what
do
you
noGce?
Created
dran
design
criteria.
– Reviewed
content
criteria
– 20
minute
for
individual
work
&
feedback

53. Michelle Iacobucci
Gr. 4/5
Walnut Grove, Smithers

54. Purpose:
math
review
informal
assessment
of
new
student
People
Search
When
you
find
someone
to
work
with
you,
do
the
work
on
the
same
quesGon
together.
(12
quesGons)

55. Knows
24
divided
by
8
Can
show
an
equivalent
frac%on
to
½
Will
count
by
6’s
to
100
Can
draw
4
groups
of
3
Can
explain
the
rule
of
this
pa[ern:
1,3,9,27
Will
find
3
quesGons
to
this
answer:
A
=
36

56. GraffiG
Wall
&
WriGng
with
Stone
Fox
• Goal:
sharing
what
we
learned
• Theme:
opGmism
– Group,
partner,
individual
reading
&
partner
talk
– Double
entry
journal:
story
events
and
thinking
– SGcky
notes:
exquisite
language,
meaningful
quotes,
strong
emoGon
– Class
whip
around
– Borrowing
1-­‐2
ideas
each
day
– Final
projects:
graffiG
wall
and
story

60. Beginning with images…

65. Marco Cianfanelli, of
Johannesburg, sculptor
50
ten
metre
high
laser
cut
steel
plates
set
into
the
landscape,
represen5ng
the
50
year
anniversary
of
when
and
where
Mandela
was
captured
and
arrested
in
1962
(prior
to
his
27
years
of
incarcera5on).
Standing
at
a
par5cular
point
(presumably
the
spot
where
the
people
are
standing
in
Photo
#2),
the
columns
come
into
focus
and
the
image
of
Mandela
can
be
seen.
At
Natal
Midlands

66. Big Ideas of the PNS
– Teaching
counts!
• Our
instrucGonal
choices
impact
significantly
on
student
learning
• We
teach
responsively
– All
kids
can
learn
and
we
know
enough
collecGvely
to
teach
all
kids!
• An
unwavering
belief
that
everyone
has
the
right
to
be
included
socially,
emoGonally,
and
intellectually

67. Your
Plan
–
20
minutes
team
planning
• What
will
you
try?
• Who
will
you
work
with?
• How
will
you
know
that
what
you
are
doing
is
making
a
difference?