POPEI Provincial Outreach Program for Early Intervention Saturday, October 21, 2017 Lisa Watson & Sasha !ekulin Intentional Design and the K-3 ELA Redesigned Curriculum Morning Workshop F: 10:45 - 12:00
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POPEIProvincial Outreach Program for Early Intervention
Saturday, October 21, 2017
Lisa Watson & Sasha !ekulin
Intentional Design and theK-3 ELA Redesigned Curriculum
Morning Workshop F: 10:45 - 12:00
Session Objectives
•how the principles of Universal Design for Learning and
Differentiated Instruction can help us design literacy
experiences that engage and include all students
•how to use the Big Ideas, Learning Standards and the
Core Competencies as the framework for planning K-3
literacy instruction
Differentiated Instruction (DI) & Universal Design for Learning (UDL)
image from hereimage from here
Two Universal Truths
Every student does not learn the same way
Every student does not develop at the same speed
Adapted from - It's About Time: Planning Interventions and Extensions in Elementary School - Mattos & Buffum
cognitive abilities learning styles
socioeconomic & family factorsreadiness
learning pace
gender influences
cultural/ethnic influences
how students value learning
confidence in learning
Our Diverse Classrooms
What Is Differentiated Instruction?
Differentiated Instruction (or DI) focuses on: who we teach, where we teach, and how we teach.
Its primary goal is ensuring effective learning for varied individuals.
From - Integrating Differentiated Instruction and Understanding By Design- Tomlinson & McTighe
Differentiated Instruction (or DI) focuses on:
This approach can also be called responsive teaching.
Line of Logic for Differentiating Instruction
Adapted from - Carol Ann Tomlinson - How to Differentiate Instruction: Twenty Years and Counting - ASCD
All kids learn
differently
All kids need to be
challenged and to
experience success to
learn effectively
This is done by embracing
student differences, styles in
learning etc.
We attend to student differences through a flexible
approach to teaching
To do this, we prepare an inviting
environment, use
assessment to inform
instruction & use effective
classroom management
!Learning Environment
!Learning Activities
!Presentation
!Resources and Materials
!Assignments and Assessment
Differentiated Instruction - Learn Alberta
Planning for Differentiated Instruction
POPEI’s Planning Strategies to Consider
What Is Universal Design for Learning?
Universal Design for Learning (or UDL) is a framework to improve and optimize teaching and learning for all people based on
scientific insights into how humans learn.
From - www.cast.org & - It's About Time: Planning Interventions and Extensions in Elementary School - Mattos & Buffum
!structures & designs that can be used equally well by everyone
!its roots are in architecture
• to provide guidance and scaffolding
• to consider the systemic and predictable variability of students
• to consider the options for designing instruction that is flexible, effective, and differentiated
UDL Guidelines
UDL emphasizes the importance of planning in advance - of designing curriculum that, from the outset, assumes and plans for
the natural variability of diverse learners.
Who does UDL help? Everyone.
Essential Questions:How am I going to connect with the students, using
multiple means of engagement?the “why" of learning
How am I going to teach, using multiple means of representation?
the “what" of learning
How am I going to assess student learning, allowing them to use multiple means of action & expression?
the "how" of learning
These questions address the learner variability that exists in every classroom in every school.
If we can predict it, we can plan for it.
powerful combination of strategies to
meet the needs of all
students
Adapted from - OISE - Differentiated Instruction & UDL & CAST - UDL & Differentiation
learning needs
readiness
interests
student characteristics
learner profile
content process
product
environment
DIteacher customizes
instruction
engagement
representation
expression
designed for broad range of students
equitable use
flexibility
simplicity
safety
UDLframework of flexible
curriculum
WHERE
WHO
WHAT
HOW
Learning Today
This is the world we’re sending our kids out to…
constant change
technology-rich worldimmediately accessible & huge amounts of
informationmessy problems
how we interact personally, socially & at work - changed forever
fast-paced
knowledge growing continually
Adapted from - Students at the Center - Kallick & Zmuda & Introduction to BC’s Redesigned Curriculum
“To prepare for the future requires well-educated citizens who are able to think critically, creatively &
adapt to change.”BC Ministry of Education
Brain Friendly Classrooms & Schools"safe and secure environments
• predictable routines & conditions • emotional respect
"collaboration• safe social collaboration • daily opportunities to use dialogue • listening attentively & respecting ideas
"firsthand & multi-sensory experiences• doing the “real thing” • promote brain growth and neural connections
"choice and self-directedness• empowering & engaging • take responsibility for learning • releases dopamine
Adapted from - The Motivated Brain - Gregory & Kaufeldt
Buddy Book Walk
Mentor Text Read-Aloud
image from www.peterhreynolds.com
What Do These Words Mean to You?
•reflect - what does this word mean to you?
•with a marker - write or draw what that word means to you
! this could be a silent activity so that everyone can really think about each word
•circulate around the room and repeat - reflect & share, write/draw
several words have been placed around the room
Adapted from - An Easy Activity to Promote Growth Mindset - Create, Dream Explore
What Do We Want Our Students To….
Big IdeasUNDERSTAND
DO & KNOWLearning Standards
:Curricular Competencies :Content
Core CompetenciesBE
Adapted from a Shelley Moore concept
printable versions of these documents are available at www.popei.ca - click on BC’s Curriculum
printable versions of these documents are available at www.popei.ca - click on BC’s Curriculum
Considerations for PlanningKnow - Do - Understand - model of learning
Start with strengths and passions
Big Ideas - translate into Essential Questions
Assessment - For, As, Of Learning
Learning Opportunities • cross-curricular connections, Core Competencies, Aboriginal perspectives,
inquiry/project-based, technology, place-based, community learning, visual literacy
Other Considerations• learning environment, scaffolded supports, differentiated learning,
student groupings, student voice and choice
POPEI’s Planning Guide
POPEI!s Literacy Planning Guide
Sample Cross-Curricular Unit Plans
printable versions of these documents are available at www.popei.ca - click on BC’s Curriculum
What We Want the Students To…UNDERSTAND - Big Ideas
! stories and other texts help us learn about ourselves and our families! through listening and speaking, we connect with others and share our world
! living things have life cycles adapted to their environment (Science)
! living things have features and behaviours that help them survive in their environment (Science)
DO - Curricular Competencies! use developmentally appropriate reading, listening and viewing strategies to make meaning! recognize First Peoples stories (including oral and written narratives), songs, and art, as ways to share
knowledge (Science)! demonstrate curiosity and a sense of wonder about the world (Science)! identify First Peoples perspectives and knowledge as sources of information (Science)
KNOW - Content! structure/elements of story! living things make changes to accommodate daily and seasonal cycles (Science)
! behavioural adaptations of animals in the local environment (Science)
! First Peoples use of their knowledge of life cycles (Science)
BE - Core CompetenciesSocial ResponsibilityCommunication Critical Thinking
Student Reflection & Self-Assessment Samples
Core Competencies: K-3 Student Reflection & Self-Assessment
key instructional approaches
The Literacy and Numeracy Secretariat of Ontario
purposeful activitiesassessing & evaluating student progress
Adapted from:
Planning for Success
backwards design (UDL)
whole class, small group, individual instruction
shared, guided & independent instructional strategies
scaffolding
meaningful activities for collaborative learning
modellingthinking aloud
coaching & guidingrepeated demonstrations
differentiated learning cross-curricular integration
encouraging risk-taking & exploration
inquiry & project-based learning
Sources Cited
BooksThe Motivated Brain - Gregory & Kaufeldt
Students at the Center - Kallick & Zmuda
It's About Time: Planning Interventions and Extensions in Elementary School - Mattos & Buffum
Integrating Differentiated Instruction and Understanding By Design - Tomlinson & McTighe
BC Ministry of Education - English Language Arts Curriculum
Shelley Moore - BlogSomeMoore
Differentiated Instruction - Learn Alberta
Carol Ann Tomlinson - How to Differentiate Instruction: Twenty Years and Counting - ASCD
www.cast.org
CAST - UDL & Differentiation
OISE - Differentiated Instruction & UDL
The Literacy and Numeracy Secretariat of Ontario
more info links are available on our website
more videos are available on our websitemore videos are available on our
Long Story Shortz - Universal Design for Learning
Bored Teachers: How to Do Your Lesson Plans Like a Boss
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