Beruflich Dokumente
Kultur Dokumente
1
Our Inquiry Questions
Connections
Math activity
SRL meta-moment
Personal inquiry take-aways
Conclusion
Questions & Resources
Table of contents 2
Our inquiry questions
Helen: How can inclusive SRL-promoting practices develop
mathematical thinking and decrease math anxiety?
Camille: How does the Three Block Model of UDL support SRL?
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Connections
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Lets do math
srl inclusive style
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Building towards Independence
Sept-Oct Nov-Dec Jan-Mar May-Jun
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Source: Adapted from Butler, Schnellert, and Perry (2016)
Building towards Independence
Sept-Oct Nov-Dec Jan-Mar May-Jun
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Source: Adapted from Butler, Schnellert, and Perry (2016)
In the first story, Mr. and Mrs. Comfort are planning a
dinner party for 32 people. As soon as guests arrive, the
square tables are pushed together so people can sit
together.
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takeaways
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Personal inquiry
projects heres what we learned...
reflections
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1. Collaborative teaching
developed understanding of how to utilize the
learning support role within collaborative,
SRL-promoting classrooms
helen
What SRL-promoting practices look like in
mathematics classrooms
Meaningful cross-curricular connections
Making connections between
SRL <-> math & inclusion 3. Inclusion for all vs. SRL for special learners
Shifting from Who do I need to see? What SRL
strategies to teach them? to What is the class
profile? How can we put SRL-promoting practices
in place for all learners in the classroom?
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SRL & the Three Block Model of Inclusion Katz, J. (2012)
megan
SRL + Three Block Model =
Different sides of the same
elephant
Learner focus Positive outcomes Teacher /
for students and systems focus
Metacognition teachers Learning
Interpreting envrionment
tasks Safe community Physical space
Cycles of Aware of what Complex
strategic, learners bring to activities
adaptive action school Appropriate
feedback 14
Needs of learners who are gifted:
SRL,
3 Block Model of
Inclusion
&
Learners who are
(Adapted from Carol Ann Tomlinson, Ed.D, The University of Virginia,
https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well)
Learning experiences that are rich
Curriculum organized around big ideas that are connected
gifted
to their lives
Activities that cause them to grapple with important ideas
at a high level
Safe, respectful learning space that understands them as
people (social emotional needs)
Balance of complexity and structure / support
Both SRL & 3BM speak to these needs!
All learners benefit! 15
What have YOU learned?
At the
To scan my environment for *my* SRL needs
Ask myself:
What is my job?
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Sadako and the
thousand paper cranes
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Novel study assessment rubric
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What am i learning?
small changes can equate to big changes
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nidhi Homework, SRL Strategies
and technology
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URBAN SCHOOL IN INDIA
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homework/tutoring - rural india
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MAKING CONNECTIONS
Homework assignments engage operates through the 3 components take control of their
Herding C O W s
(computer on wheels)
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Keep it simple!!!
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Srl strategies during homework
Organizing & Planning - building goals, visual supports through graphic organizers
and checklist
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Learnt how to be a
lifelong learner in my
profession
Great platform to
Peer support
Self-efficacy of the
teacher and student
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Passionate about Inclusion
SRL strategies in
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Questions/
feedback?
please see our powerpoint to access our resources :)
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Resources --Everyone add resources here
Brownlie, F., Fullerton, C., & Schnellert, L. (2011). Its all about thinking: Collaborating
to support all learners - in mathematics and science. Winnipeg, MB: Portage & Main Press.
Brownlie, F. (2005). Grand conversations, thoughtful responses: A unique approach to
literature circles. Winnipeg: Portage and Main Press.
Brownlie, F., Feniak, C. & Schnellert, L. (2016). Student diversity : teaching strategies to
meet the learning needs of all students in K-10 Classrooms. Markham, Ontario: Pembroke.
Katz, J. (2014). Implementing the Three-Block Model of Universal Design for Learning (UDL):
Effects on teachers self-efficacy, stress, and job satisfaction in inclusive classrooms K-12.
International Journal of Inclusive Education.
Katz, J. (2012). Teaching to diversity: The three-block model of universal design for
learning. Winnipeg, MB, Canada: Portage & Main Press.
Sokal, L. & Katz, J. (In Press). Social and emotional learning and inclusion in schools.
Oxford Research Encyclopedia of Education. Oxford Press, (24 pages), October 2016.
White, J. (2016). Using Childrens Literature to Teach Problem Solving in Math: Addressing the
Standards for Mathematical Practice in K5. Routledge.
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Resources continued ...
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of
homework. Journal of Advanced Academics, 22(2), 194-218. doi:10.1177/1932202X1102200202
Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Don
Mills, ON: Pearson.
Berge, Z. L., Muilenburg, L. Y., Crompton, H., & Ebooks Corporation. (2013). Handbook of mobile
learning. New York: Routledge. doi:10.4324/9780203118764
Dweck, C. S. (2008). Mindset: The new psychology of success (Ballantine Books trade pbk. ed.). New
York: Ballantine Books.
Mindset Moment: Showcasing student growth (2015, March 15) Retrieved from
https://www.scholastic.com/teachers/blog-posts/kriscia-cabral/mindset-moments-showcasing-student-gr
owth/
Tomlinson, Carol Ann (n.d.). What it means to teach gifted learners well. Retrieved from
https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-l
earners-well
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Resources continued --
Useful websites re: learners who are gifted (for teachers, parents, etc.):
SENG Gifted:
- Social emotional needs of gifted children
www.sengifted.org
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