Mentorship November 16, 2012
Essential Questions • Howcan I effectively communicate to parents? • Howcan parent-teacher-student conferences be facilitated effectively? • Howcan I support the multiple needs within my classroom?
Agenda • Welcome and Energizer • Mentor/Protégé Conversation • Walking Together & Learning Through the Arts • Break • Energizer • Diverse Learners in the Classroom • Lunch Time
Extreme Christmas Nut Stacker • Video • Each person on your team must take a turn attempting the task. • If the task is not completed in 60 seconds, the person’s turn is over. Move to the next person. 1 point for every person that successfully completes the task.
Catching Up • With your mentor/protege team, discuss the following questions: • Parent teacher student conferences:have these occurred yet? • If so, how did they go? • What did you do that worked? That you would change for next time? • If they haven’t occurred? How are you preparing for them? Is there anything you are worried about?
Catching Up 2. Use the handout provided an your own background experiences 3. Enter your thoughts into the following document: - put ideas into at least 2 of the 4 boxes - when done, continue with the conversation posted below in Part B
Catch Up Conversation • Something I have mastered, for the moment… • Planning – what is working? What are the struggles? What help do I need? • Has Lee been in to observe? How did it go? What questions do you have? What are your goals for his next visit? • What is working with my students? What struggles am I having? What support do I need? • One thing that has made me laugh ….
Before we break… • What, for you, is the most important point about your conversations this morning? (30 seconds each…turn and talk)
Christmas Cliffhanger • Video • 6 minutes to “hang” as many cards as possible. Count them. • Each person on your team must take a 60 second turn attempting the task. 1st Place = 3 points 2nd Place = 2 points 3rd Place = 1 Point
Understanding Our Students • How might I plan to meet the many needs of my students? Dawn Normoyle Student Services Coordinator
What is an Inclusive Education system? • An inclusive education system is one that takes responsibility for all students, focuses on their strengths, and emphasizes what they can do … • It involves the sharing of a commitment to meet diverse student needs in all school settings so that all students experience a sense of belonging and acceptance in their learning environments. Inspiring Action on Education, June 2010, page 12
In an Alberta school of 500students, we might expect to see…* *Please note that this information is taken from current prevalence rates and other Alberta Education data. Some students may be represented more than once.
25students • with learning disabilities • 40 students • with AD/HD
45students who live below the poverty line • 40students whose • first language is not English or French • 25students who • are First Nations, Métis or Inuit (FNMI)
7students with • autism • 5students • with FASD
At least1student • with a physical disability • 15students • with cognitive disabilities
7students requiring • support for mental health issues • 8students with severe • behavioural/emotional disabilities
20students who • may require additional challenge • 100students who will not finish high school within 5 years
Diversity could also mean… For more information, please see Alberta Education’s High School Completion website: http://ideas.education.alberta.ca/hsc/parent-info.aspx
Diversity could also mean … Differences in: • backgroundknowledgeandexperience • learningpreferences • learningstrengths • personalinterestsandmotivation • levels of engagement
When programming for our students it is important to remember… • The Alberta programs of study are the starting point for instruction for all students. • All students can learn and be successful. • All students can participate and contribute to school life. • All educational decisions are made based on the strengths and needs of students. • Individual students will require different levels of support at different times, in different contexts and for different activities. • Rather than trying to change students, we need to focus on changing teacher practice and changing learning environments.
Paper Airplane http://www.paperairplanemovie.com
“The implementation of a truly inclusive education system will require each one of us to think and work differently.” Inspiring Action on Education, June 2010
Q & A • What does this diversity mean for you in terms of planning, instruction, and assessment? • What barriers and challenges might you experience? • What potential solutions may assist in overcoming or reducing these barriers and challenges? • How can we think and work differently to ensure success for ALL students?
Resources • Your school’s special education liaison • Learning Services and Student Services • IEPT • Differentiated Instruction/ Learner profiles • Inclusive Education library, http://www.learnalberta.ca/content/IEPT2/library/index.html • Inclusive Education website, www.inclusiveeducationpdresources.com
How do we balance our instruction to support student needs in our classroom? • How do we differentiate Instruction? • How do we differentiate Student Expression? • How do we differentiate Assessment?
Christmas Ball Conveyor • Video • 6 minutes to “convey” as many ornaments as possible. Count them. • Every time an ornament drops, switch the people inside the conveyor. 1st Place = 3 points 2nd Place = 2 points 3rd Place = 1 Point
Exit Slip GOTS WANTS