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Coaching To Inclusion
Transcript of Coaching To Inclusion
Defining Inquiry, Gradual Release and RTI
How Differentiation fits into things...
Examples of Literacy and Numeracy activities
Planning for School Teams
Overview of Presentation
Response to Intervention
R.T.I Action Network
What is RTI?
After the break...
Using the RTI lens for:
School Based Teams
Partnerships and Collaboration
School Based Structures to
support this kind of learning.
What seems familiar in this?
What questions/concerns do you have?
What is Inquiry?
What is Gradual Release?
Inquiry is learning grown
from students' natural
inclination to ask questions.
Manitoba Min. of Education
Where teachers gradually release responsibility for the use of strategies to students in order to encourage independence.
Duke and Pearson, 2002
Introduction of Task:
Whole-Group hooks and discussions
Flexibility and Choice
* Dragon dictation
* Audio recording
* Clicker - more images
* Support teacher/ EA
Secondary Reading Response
To develop compensatory strategies for working with textbooks and online content.
* additional organizer
* Educational Assistant
* Time in LRC
* alternate format
Spiral of Inquiry
How can Google Chrome tools help me to access information and complete written assignments ?
Introduction of Task:
In-class demonstration and exploration of tools.
Pause for Discussion:
What are you already doing to differentiate for writing in your classroom?
What is one step you can take to add one more layer?
- mind maps
How might some of this fit in my own classroom?
What is the first, easy step to get started?
Who am I going to work with?
- a multi-tiered approach to the early identification and support of students with learning and behavior needs.
- it begins with high-quality instruction and universal screening of all children in the general education classroom.
-struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning.
-it is an integrated system of instruction and intervention
-these services may be provided by a variety of personnel, including general education teachers, special educators, and specialists.
Try it on....
What's familiar in this?
What questions do you have?
Demonstrate the reading power of "Visualising" while responding to chapter 4 of The Three and Many Wishes of Jason Reid."
* additional organizer
* digital text
* Support teacher at
What are the powerful images I see in this story? How does visualizing these images help me understand the book?
Introduction of Task:
Series of whole-Group lessons where we listened to chapters 1-3.
Whole class lab mini-inquiry project
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* What's going on for our learners?
* How do we know?
* Why does it matter?
As you work through these questions, refer to the list of reflective questions in the handout.
* What more evidence do we need?
* How will we gather it?
* What are some strengths that our learners show in this area?
* How could we build on these strengths?
* Where are we going to concentrate our energies so that we can change the results and the experiences of our learners?
Developing a Hunch:
* How can we express our views in a way that opens up thinking about our practices ?
* How can we create the conditions that build curiosity not defensiveness?
* How do we ensure that when developing hunches, we focus on the areas over which we have control -
rather than blame the parents, the system, the learners
or anyone else?
* How can we develop fairly quick ways to testing out our hunches?
* Now, that we have explored some hunches and have landed on a focus for more in depth learning and action, what is it we need to learn more about?
* Are there schools with a similar focus we can learn from?
* What is the most current evidence informed thinking in this area?
* Who can we draw on for support?
* What resources can we access?
* How can we make sure that the strategies we are considering are evidence informed and fit with our context?
* What designs for professional learning will we
* How will we build in multiple opportunities for learning during the school day?
* How will we address the varied needs of educators in our setting? How will we ensure that everyone– formal leaders, teachers and support staff – are supported in their learning?
* How will we ensure that all those involved have the time and support to try out new actions?
* How will we provide opportunities to learn from what is working – as well as from the challenges we face when trying out new approaches?
* How can we make risk taking less risky?
* How will we build in collegial support for new actions?
* How will we ensure there are lots of opportunities for reflection?
* How will we open up our classroom doors as we try out new approaches
* What evidence will we be seeking to know we are making a difference?
* How much difference?
* When will we check and how often?
* How can we do it in a way that allows for adjustment – right away?
Imagine that Sheela, Frank and you are preparing an Indian meal for some friends, including a long time friend who is returning from some years working in Europe. Sheela, a computer programmer, is from India. She grew up appreciating varied Indian spices and foods, but she isn't that keen on cooking and doesn't do it often. She is especially fond of the friend whom she has not seen in two years. Frank is a gourmet cook. His specialties are Italian cooking and making bread, and cooks every chance he gets. He has never eaten Indian food, and doesn't know the names of any dishes. Frank has a lot of confidence in his ability to learn to cook new things and loves a challenge. Both Sheela and Frank are eager to give it a try because a mutual friend is coming from abroad and they want the party to be wonderful.
The Indian Dinner
What do you each bring to the process?
What supports will you need? (For the whole group? For a couple of you? For yourself?
How will you make sure everyone has something