OPENING ACTIVITY
➤ How does this support our understanding of inclusive education?
➤ How can I use this to support others’ understanding of inclusive education?
GUIDING REFLECTION OF THE DAY & QUESTION OF THE WEEK
➤ How do I already plan for and differentiate for students of various abilities in inclusive classes?
➤ Share with your neighbour
ACTIVITY #1: CO-CONSTRUCTING CRITERIA
➤ Individual - What makes a powerful reflection? (2 min)
➤ Share with your partner (come up with 4 themes)
➤ Share in a group pf 4 (come up with 4 themes)
➤ Share in a group of 8 (come up with 4 themes and describe each theme - looks like, sounds like, feels like)
➤ Share with large group
➤ Large group comes to consensus
ACTIVITY #2: PROCESS READINGS
- Organize groups by Reading
-Planning Pyramid
-UDL
-Backwards Design
-Inquiry
-Culturally Responsive Teaching
-Multiple Intelligences
ACTIVITY #2: PROCESS READINGS - TOP 10
- In topic groups negotiate the TOP 10 reasons why you would design with a _______________________ lens/framework…
ACTIVITY #1: CO-CONSTRUCTING CRITERIA
➤ Individual - What makes a powerful RTI support triangle? (2 min)
➤ Share with your partner (come up with 4 themes)
➤ Share in a group pf 4 (come up with 4 themes)
➤ Share in a group of 8 (come up with 4 themes and describe each theme - looks like, sounds like, feels like)
➤ Share with large group
➤ Large group comes to consensus
ACTIVITY #3: PRESENTATION - UNIT DESIGN PART 1
WHO am I teaching?
WHAT am I teaching?
HOW can I support my students?
Strength based vs. Deficit based
!Where should you be, why aren’t you here?
!Where are you now, what is the next step?
How do we make an adjustable curriculum?
!Build a curriculum plan that fits the kids vs. kids fitting the curriculum
!We need to find the RANGE?
!In curriculum
!In competencies
Personal
SocialIntellectual- Communication - Social responsibility- Creative thinking
- Critical thinking
- Personal awareness & responsibility - Personal Identity & Culture
The Physical Place
Tier 1
Tier 2
Tier 3
RTI Triangle Lens: Personal Awareness & Responsibility
Kenny
Kendra Alyssa Eric Cathy X. Cathy
Z Joanna Monica
Alexandria
Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida
Sam Maria Megan Jackson Siteah Max Michael
Rachel Annabel Johnathan Ethan
Students who need the most support
Students who need the most challenge
Start from access, build on challenge: Planning Pyramid
Goal for FEW (Challenge) - 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 (Access) - I can celebrate my efforts and accomplishments (self
determination) - I can persevere through challenging tasks (self
regulation)
Making the plan!! 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
! 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
UDL works both ways…
When we universally design our planning, students have access to supports even if they aren't designed for them, but also…students have access to challenges even if they not designed for them - and then they can have the opportunity to exceed our expectations!
How do we make a range with curriculum?
! We need to know WHO are learners are?
! We need to plan for access and challenge? (outside pins)
! Build a map! ! All start together ! Multiple exit points
Curriculum RESPONDS and ADJUSTS to students
Tier 1
Tier 2
Tier 3
All
Most
Few
RTI Triangle Planning Pyramid
What is the range of goals?
!Backwards Design
!What is the Big Idea? (understand)
!What are the goals?
!Content (know)
!Process (do)
!Competency (do)
Co-planning for All Shelley Moore 2013
Unit: Number Concepts K Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Goals Content (know) number concepts to 10
Process (do) - Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Competency: Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Co-planning for All Shelley Moore 2013
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
“What is big to the teacher or the expert in the field is often abstract, lifeless, confusing, or irrelevant to the student”
Help them see what you see…
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much? Comparing numbers
Play Senses ideas
Co-planning for All Shelley Moore 2013
Big Idea Numbers How many Many ways
Goals
number concepts to 10
- Sequencing - Familiar numbers - Arranging numbers - One to one
correspondence - Quantity
Creative thinking - I get ideas when I
play - I get ideas when I
use my senses
Unit: Number Concepts Big Idea: Numbers tell how much and how many and can be
represented in many different forms.
Medium Ideas/ key concepts
Numbers Next More less Numbers in the world Order Counting Benchmarks How much?
Comparing numbers
Play Senses ideas
Co-planning for All Shelley Moore 2013
Big Idea Numbers How many Many ways
Access Questions
What do numbers look like? What do numbers mean? How can I make numbers? Where do I find numbers? How do I count? What does 0 and 1 look like? What does 5 and 10 look like? What does 2 look like? How much? Are the numbers 1-10 How are numbers the same and different from each other?
How do I play with numbers? how do I use numbers to play? What are my senses? How can I use my senses to understand numbers? What are ideas? How do I share my ideas? What ideas do I have about numbers?
Unit Question: What are numbers? What do they mean? How can I show what I know in many ways?
VikingsCulture
Travel
GeographyCause
Effect
Chaos
Order
RolesResponsibility
Use the one or two of the words together to create questions that we could explore during this unit!
VikingsCulture
Travel
GeographyCause
Effect
Chaos
Order
RolesResponsibility
Who were the Vikings?
What was Viking culture like – How did they live?
Where are the Vikings from?
Where did they travel?
How did they travel?
What happened when they got to their destination?
What is chaos?
Can chaos and order exist together?
Why did the Vikings wear those hats?
When did they live?Are there still Vikings?
How were the Vikings orderly?
How were the Vikings chaotic?
Use the one or two of the words together to create questions that we could explore during this unit!
PLOs
Unit: Pioneers/Communities - Grade 3 Big Question: What is a community? Big Ideas: Communities have changed over time.
Ideas/ Concepts Questions
B1-changes in community over time
B2-Describe the importance of communities
B3-Identify cultural similarities and differences
D1-Compare ways in which needs and wants are met in communities
D2-Assess how technologies affects Individuals and communities
Communities
Culture
Living
Technology
1. What is a community?
2. What are the wants and needs of a community?
3. What is a pioneer?
4. What is a pioneer community?
5. How is a pioneer community the same or different than my community?
6. How has daily life changed over time?
Extended Goals
6. Explain how technology has changed over time.
7. Would you want to live in pioneer days or today ? Why?
Goal Planning Template
PLOs 1) Describe the major
physical regions of Canada
2) Describe the location of natural resources within BC and Canada, including fish and marine resources, forests, minerals, energy resources
3) Explain why sustainability is important
4) Analyse environmental effects of settlement in early BC and Canada
Unit: Social Studies 5 Big Question: What are the regions and resources of Canada and how have humans impacted them? Big Ideas: The Physical Environment of Canada and Human Impact
Ideas/ Concepts - Regions
- Resources
- Location
- Sustainability
- Renewable vs Non renewable Resources
- Human Settlement
- Past, Present, future
Questions - What are the regions of Canada? - What are the specific resources found in BC and Canada? - Where are these resources found? - Why is sustainability important? - What is the difference between renewable and non renewable resources? (With examples) - How has human settlement impacted the environment? - How can our past inform our future choices to protect the environment?
Environmental effects of human settlement
PLOs/goals
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism
Ideas/ Concepts
Rectangle Measurement Perimeter Area
Length
Volume
Capacity
Questions
What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?
What is perimeter? What is area?
What is volume? What is capacity? What are standard units of measurements?
How do we measure length? How do we measure volume? How do we measure capacity?
How do you chose the right unit of measurement? What is the difference between volume and capacity?
Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.
PLOs Compare daily life, family structures and gender roles in a variety of civilizations
Describe the impact of technological innovation and science on political, social and economic structures
Describe how physical geography influenced patterns of settlement, trade and exploration
Assess the impact of contact, conflict and conquest on civilizations
Unit: Vikings Essential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings Culture
Travel
Geography
Cause/Effect
Questions
Who were the Vikings?
How did Vikings live?
Where did the Vikings come from?
Where and how did the Viking travel?
How were the Vikings orderly? Chaotic?
Extended Goal Can order and chaos exist at the same time? Why?
All/Most/Few
All
All
All
Most
Most
Few
Course: Socials 8
Co-planning for All Shelley Moore 2013
PLOs Explain how human vision works
Explain the properties of visible light
Demonstrate knowledge of the behaviour of waves
Compare visible light to other types of electromagnetic radiation
Unit: Optics Essential Question: Why Can We See?
Ideas/ Concepts
The eye/ seeing
Light
Energy
Waves
Electromagnetic spectrum
Questions How do we see?
What is visible light?
How does visible light move?
How is visible light measured?
How is non visible light measured?
How are visible and non visible light the same/ different?
Extended Goal How do we see what we cant see?
All/Most/Few
All
All
All
Most
Most
Most
Few
Course: Science 8
Co-planning for All Shelley Moore 2013
PLOs
C1: use modern atomic theory to describe the structure and components of atoms and molecules C2: use the periodic table to compare the characteristics and atomic structure of elements C3: write and interpret chemical symbols of elements and formulae of ionic compounds C4: describe changes in the properties of matter
Unit: Chemistry 9
Big Question: “Why does matter matter?” Or “What are you made of?”
Ideas/ Concepts
Atoms & molecules
Atomic Theory
Elements
Periodic Table
Ionic compounds
Properties of matter
Questions • What is an atom? • What is a molecule? • How are atoms and molecules
different? • What is the structure of an atom? • How has our understanding of
atoms changed? • What is an element? • How is the periodic table
organized? • What is an ionic compound? • How do you write names and
formulae of ionic compounds? • What is matter? • How does matter change? Extended Goal: Why do chemical properties change as atoms form compounds?
All/ Most /Few
• All • All • All
• All
• Most
• All • Most
• All • Most
• All • Most
• Few
Co-planning for All Shelley Moore 2013
PLOs/goals
Design different rectangles with perimeter or area
Demonstrate an understand of length
Demonstrate an understand of volume
Demonstrate an understanding of capacity?
Unit: Grade 5 math measurement Big Question: What is measurement? Big Ideas: measurement of rectangles and rectangular prism
Ideas/ Concepts
Rectangle Measurement Perimeter Area
Length
Volume
Capacity
Questions
What is a rectangle? What are the rectangle’s attributes? What is measurement? What is length?
What is perimeter? What is area?
What is volume? What is capacity? What are standard units of measurements?
How do we measure length? How do we measure volume? How do we measure capacity?
How do you chose the right unit of measurement? What is the difference between volume and capacity?
Extended Question: How can I design a pool? Show the measurement of perimeter, area, volume and capacity? Part of the pool has to be a rectangle.
All/Most/Few
All
All
Some
Few
Co-planning for All Shelley Moore 2013
PLOs
C2: Draw & Construct nets for 3D objects: - Rectangular prisms - Triangular prisms - Cylinders
C3: Determine the surface area of: - Rectangular prisms - Triangular prisms - Cylinders
Unit: Measurement of Shape & Space
Big Ideas: What do they need to know?
Prism, nets, base, length, width, height, rectangular, triangular, cylinder, 3D - 2D vs. 3D - Measurement/units - Build 3D shape
- Surface area, area, rectangle, circle, triangle, ratio of Pi, faces, circumference, right triangle, right angle
Access Questions
- What is a prism? (1b) - What is a net? (3) - What is the difference between
length, width, height?(2) - What is a cylinder? (1b) What is a
rectangular prism? (1b) What is a triangular prism? (1b)
- What is base?(2) - How do we use the base to
determine surface area (4) or volume? (2)
- What the difference 2D and 3D? (1)
- Where do we see prisms in the world? (1b)
- How do I make a net? (3a) - How do I measure?(1) - What is surface area? (4) - How do I find the surface area of:
(4) - Rectangular prism? - Triangular prism? - Cylinder?
- What is pi? (1) - How is pi related to the circle?
(1a) - What is area?(1a) - What is the difference between
area and surface area? (4) - What is circumference? (1a)
All/Most/Few
A A M
A A
A M
A A
M A
A
A M F
M F A M
A
Course: Math 8
Co-planning for All Shelley Moore 2013
PLOs
C4: Develop and apply formulas for determining the volume of: - right prisms - right cylinders
C5: Draw and interpret top, front and side views of 3D objects of: - right rectangular prisms
Unit: Shape & Space
Big Ideas: What do they need to know?
Formula, volume, cm3, cubed, squared, cm2
3D to 2D, faces, perspective, pairs
Access Questions
What is formula? (2/4) How do formulas help me? (2/4) What is volume? (2) What is the formula for finding volume? (2) Area? (1) How can I find the formula for volume of a: - Cube (2) - Rectangular prism? (2) - Cylinder? (2) - Triangular prism? (2) What is the difference between squared and cubed? (1) What unit do we use to find volume? (2)Surface area? (4)
What the faces of a 3D object? (3b) What is perspective? (3b) What are faces? (1) How do pairs of faces help me? (4)
All/Most/Few
A M A
M M
A A M F A
A
A M A m
Course: Math 8
Co-planning for All Shelley Moore 2013
Content
Curricular Competency
Core Competency
Unit: Big Idea:
Key Concepts
Big Idea
Access Questions
Unit Question(s):
ACTIVITY #4: GROUP WORK TIME
➤ Class inventory
➤ RTI support triangles
➤ Case study readings
➤ Unit plan
GUIDING REFLECTION OF THE DAY & QUESTION OF THE WEEK
➤ What am I learning about how to plan for and differentiate for students of various abilities in inclusive classes?
➤ Share with your neighbour
➤ Can we answer any of our questions of the week?