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Inclusive Education

¤What do you remember from the last time we were together?

¤What is important to know about inclusive education before we begin?

MOORE, S . & WATSON, L . PR-ALL-GRAMMING- SESS ION 1, 2012

The Rationale

MOORE, S . & WATSON, L . PR-ALL-GRAMMING- SESS ION 1, 2012

The Rationale

The evolution of inclusion

exclusion segregation integration inclusion teachingto diversity

How do we move?

Diversity is Strength!

How do our classrooms reflect our communities?

¤ Cultural Diversity

¤ Language Diversity

¤ Experience Diversity

¤ Age Diversity

¤ Interest Diversity

¤ Gender Diversity

¤ Sexual Diversity

¤ Religious Diversity

¤ Race Diversity

¤ Historical Diversity

Intellectual & Learning Diversity

Where did green come from?

¤The “green” kids

The evolution of skills…

The evolution of skills…

The End of Average!

How do we build an adjustable curriculum?

¤ Who are we teaching and what is their range? (the pilots and their dimensions)

¤ What is the curriculum that we teaching? (designing the plane)

¤ How does the curriculum represent the range of our learners? (designing the adjustments)

¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots make the adjustments they need to fly the plane)

Example: Grade 6/7 class

¤ Inclusive Learning Communities Project

¤ Classroom Teacher/ Resource Teacher/ Facilitator

¤ Inquiry question: How can we co plan to respond to the diversity of our students using the competencies

What is the Lens?

Tier 1

Tier 2

Tier 3

RTI TriangleLens: Personal Awareness &Responsibility

Kenny

Kendra AlyssaEric Cathy X.

Cathy ZJoanna

Monica

AlexandriaAiden SaraJennilyn Breanna Kim Kayla Kelly

Nadia Aida Sam Maria Megan JacksonSiteah

Max MichaelRachel Annabel JohnathanEthan

Students who need the most support

Students who need the most challenge

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!

Start from access, build on challenge: Planning Pyramid

Even more goals

More goals

Goals

Goal for ALL- I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)

Start from access, build on challenge: Planning Pyramid

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 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 ALL - I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)

Extend access and/or challenge

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)

Access Goal- I can accomplish a goal

that I set

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)

The Lessons!

Goal for ALL - I can celebrate my efforts and accomplishments(self determination)- I can persevere through challenging tasks (self regulation)

Extend access and/or challenge

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)

Access Goal- I can accomplish a goal

that I set

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)

How does this example connect to our big questions?

¤ Who are we teaching and what is their range? (the pilots and their dimensions)

¤ What is the curriculum that we teaching? (designing the plane)

¤ How does the curriculum represent the range of our learners? (designing the adjustments)

¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots make the adjustments they need to fly the plane)

Example: Math 8

Unit: Shape & Space

Goal for ALL: 2D/3D shapes, math vocabulary

Tier 1

Tier 2

Tier 3

Class ProfileLens: Math 8Shape & Space

Jodi

Kendra AlyssaEric Cathy X.

Cathy ZJoanna Monica

AlexandriaAiden Sara

Jennilyn Breanna Kim Kayla Kelly Nadia AidaSam Maria Megan JacksonSiteah

Cody BobRuth Andrew Jake Esther

The lesson goal…

Need to know Must know Can know Could know

What areshapes? (square,rectangle, triangle, circle)

What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?

What is triangularprism, face, surface area?

What is cylinder, base, net?

Start here

Add on complexity

Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions

The lesson – Start

rectangle circle triangle square

cube rectangular prism

cylinder triangular prism

Sort the pictures/words

face surface area base net

width height area volume

2D 3D prism length

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

Assessment: Connect 2

¤Create 3 statements by:¤ Choosing 2 words and connect them to make

a statement that is true

¤ “A prism is a 3D object”

¤ “The volume of a rectangular prism is the areaof the base x height”

¤ “The faces of 3D prisms are 2D shapes”

The lesson goal…

Access All Some Few

What areshapes? (square,rectangle, triangle, circle)

What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?

What is triangularprism, face, surface area?

What is cylinder, base, net?

Start here

Add on complexity

Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions

The lesson goal…

Access (NEED) All (MUST) Some (CAN) Few (COULD)

Build a 3D prism

Draw a line with a ruler

Build a 3D prism with a volume of 24 units3

Create a drawing of a 3D prism with a volume of 24 units 3

Build a net for a prism with the volume of 24 units 3

Determine the surface area for a 3D prism with the volume of 24 units 3

Start here

Add on complexity

Content goal: I know surface area and volume of regular solids

¤ You NEED to:¤ Discuss with a partner: What is a prism?¤ Build a 3D prism

¤ You MUST:¤ Build a 3D prism with a volume of 24 units 3¤ Show your thinking in another way

¤ You CAN:¤ Build a net for your 3D prism¤ Show your thinking in another way

¤ You COULD:¤ Figure out the surface area of your 3D prism¤ Show your thinking in another way

Start here

Content goal: I know surface area and volume of regular solids

Process goal:I can communicate thinking in many ways

The Learning Tasks

How does this example connect to our 4 big questions?

¤ Who are we teaching and what is their range? (the pilots)

¤ What is the curriculum that we teaching? (the plane)

¤ How does the curriculum represent the range of our learners? (the adjustments)

¤ How are we giving students the agency to make the adjustments they need to be successful? (teaching the pilots to fly the plane)

Think & Reflect

¤What is useful for you today?

¤How could this connect to your own context?

¤What questions do you still have?

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