Tracy, from the Okanagan...I think there is snow in the air #Ihope sooooo excited to be here tonight #bcedchat so excited I forgot to say, I teach little humans!
Bonjour #bcedchat! Carrie k to 9 technology integration at Science World! Interests - technology, creativity, assessment, classroom culture! Here for a couple minutes before I run out.... but I'll be back by 7.30! Looking forward to tonight's chat with @tweetsomemoore !
Bryn, educator at wonderful Westwood elementary (L’ece Westwood). Looking forward to insights on inclusive practices (particularly how to move forward school-wide) #bcedchat
Ian - principalingon the pacific in Powell River - inclusive minded as I promote personalized learning journeys (inclusions+ efolios are tools for graduation with dignity!) #bcedchat
🙋🏻♀️Hi everyone! Nicole here, teaching French Immersion Social Studies 8-10 & Core French 8-10 at the brand new École Salish Secondary. Tweeting while folding laundry 😉😆 Also Vice President of @BCECTA 🙌🏽💙 #BCEdChat
Jennifer from Ontario. District Principal of Learning in @TLDSB. Couldn’t resist participating when I found out @tweetsomemoore was facilitating (even though it’s 10pm EST 😊) #BCEdChat
Christine. Teacher educator. Math educator. Tweeting Prince George. Interested in leadership, policy, and professional learning. Looking forward to this chat on inclusion with @tweetsomemoore and @CraigMah on #bcedchat
Laurie from Maple Ridge joining #bcedchat for as long as I can. Expecting company from out of town but want to "catch" as much of this exciting chat as possible...
Hi #bcedchat, my name is David Wees. I’m a curriculum specialist, workshop presenter, and math coach. I’m very interested in learning more about inclusion.
Amanda from #sd43 will be popping in and out of #bcedchat tonight. I'm a middle school teacher seconded full time to the @CTA43 - local teachers union office as 1st VP.
Hello colleagues! We’re a bunch of passionate New-ish teachers, TTOCs & Student teachers. We just elected four brand new teachers to our executive! Check us out at https://t.co/82HIGf2hDt and help us advocate for better inclusion in the profession itself. #BCedchat
A1: I see the new curriculum full of what students can do versus what they can’t. It is less about gatekeeping and more about helping all students hone their skills #BCEdChat
@bcedchat I feel like it's more 'fluid' or 'open' so that all Ss can connect, engage and have the possibility of accessing it successfully. #bcedchat@tweetsomemoore@sd54BV
In reply to
@tweetsomemoore, @bcedchat, @tweetsomemoore, @sd54BV
A1. Personalized learning. FPPL. Emphasis on Formative Assessment. Competency based. Student Centred. Student agency. Self-Assessment of the Core Competencies. EDUCATION FOR ALL. #bcedchat
A1: The concept of inclusion and connecting both core/curricular competencies are the main parts of the revised curric. There is no longer any need for exclusion of students in the classroom. Every student should have entry points to find success in every classroom. #bcedchat
A1: One thing that I’ve really appreciated is the 3-4 year bands of "big ideas". Everyone had an access point when we purposefully build space for possibilities, instead of checking boxes of specifics. #BCEdChat
#bcedchat A1: Less content focused, more skill driven which allows for all students to have varied entry points and get to the next manageable step. Content meant unattainable goals. Curricular competencies are vague enough for teachers to yoke all S's strengths
A1 the flexibility for elementary learners to show heir learning of Big Questions and strategies instead of completing common tasks will set them up for a secondary experience that will also allow them to build on their strengths #bcedchat
A1: The new curriculum is designed to put the learner at the forefront, which allows teachers to build on students current skill level and interests...where ever that may be #bcedchat
A1: The renewed curriculum provides a much easier framework for including all students than the previous curriculum. Core and curricular competencies allow for "flexibility" & accessible "entry points". #bcedchat
Inclusion seems independent of any curriculum, unless that curriculum is so packed that it is impossible to do anything but race through it. The #BCedchat curriculum seems pretty balanced to me in terms of objectives, both content and habits of mind.
A1. the revised curriculum looks at how students are moving forward on their learning journey. And gives us skills to talk about rather than just content. It allows multiple entry points. #BCEdChat
A1: I think the redesigned curriculum create openings for all learners to engage with big ideas, competencies and content through different access points like First Peoples Principles of Learning, inquiry, use of technology, and #corecompencies#bcedchat
For me, inclusion means equitable access to learning opportunities. The open-ness and flexibility, as well as focus on communication, could help facilitate inclusiveness. #bcedchat
Q1:A1: I love how the curric allows for flexible teaching strategies & activities. We use many on land trips or hands on activities to build confidence, as well as support inclusion for all of my S's while still reaching competencies #inclusion#criticialthinking#bcedchat
A1 the new curriculum focus on self-regulation and various entry points, inclusion is then more accessible and student can go at their own rythm #bcedchat
A1: I think inclusive education eliminates the subjective grading system and replaces it with a more progressive, growth-assessment model in which we track every student's growth instead of benchmark standardized grading. #bcedchat
I agree. Looking also at ways of assessment that connects to learning as opposed to ranking. It's as if the revised curriculum requires an inclusive classroom/school. #bcedchat
In reply to
@CraigMah, @montessorimice, @tweetsomemoore, @bcedchat
I think communication is key in the #bced standards. Why? Well, pretty hard to figure out what people are thinking if you aren’t emphasizing communicating with each other, student to student, student to teacher, etc… #bcedchat
A1: The new curriculum provides the flexibility for students to show their learning and growth in different ways, which is very inclusive. It is no longer a one-size-fits-all model to learning!#BCEdChat
A1: and the Core Competencies - wuh wuh! A strengths based model instead of a deficiency model - um yes please! One of my grade 4s so eloquently put it “you basically have to be dead to not be developing some core competency, like seriously, everyone is. EV.RY. ONE."
For me it means each and every student can own their own learning journeys. They can jump in where they are at and swim w/ assistance if needed or hit the wave pool or hot tub depending on needs #BCEDCHAT
Ha! Saw a weird dot on @CraigMah 's tweet and thought is was something new from twiiter....but it was a tiny piece of my dinner.....darn touch screens...#bcedchat
Also, if you look at this list of instructional supports, many them revolve around facilitating and supporting communication (and some of the other #bced competencies). #bcedchat
Enabling the mindset of formative assessment: here is what you are doing now, here is an area to improve on next; not “if it’s Tuesday we must be all starting ______” #bcedchat
Adding a second response to A1: I also think our assessment practices are shifting with the curriculum and that creates more opportunities for all learners to show what they know in different ways. #bcedchat
Also, if you look at this list of instructional supports, many them revolve around facilitating and supporting communication (and some of the other #bced competencies). #bcedchathttps://t.co/vS6XqVckml
For me it means each and every student can own their own learning journeys. They can jump in where they are at and swim w/ assistance if needed or hit the wave pool or hot tub depending on needs #BCEDCHAT
A1. The Design Thinking focus of ADST means that students can design and make awesome things, and not “everyone must make x”. Allows for more authentic integration of all students. #bcedchat
A2: One thing it has allowed me to do as a math coach/professional development/curriculum specialist, is gain some interest from teachers in trying out these instructional routines to support the competencies: https://t.co/KdLrnYDMtM#bcedchat
##bcedchat A2. For me it has opened up the conversation about inclusion. People are wanting to talk and work together to figure out how to best serve all the learners in their classroom.
Yes! Adding on to this! It gives me frameworks as a support teacher to ask the classroom T "what is the goal of this assignment? What competency are they demonstrating?" Then making suggestions for alternate ways S's can show it. #BCEdChat
Adding a second response to A1: I also think our assessment practices are shifting with the curriculum and that creates more opportunities for all learners to show what they know in different ways. #bcedchat
A2 because it's less abut grade specific content and there's more access points for all learners. (having said that...my experience has been pretty inclusive over the past 20 years, 3 districts and countless schools!) #bcedchat@sd54BV
A1: There is certainly more flexibility on where and how we design learning spaces! More opportunities for inclusion when kids are free to move around and be outside. These options make it easier to build relationships with kids when we can remove the power hierarchy #bcedchat
A2: I’m going to be honest here and say I have no idea. I don’t have much frame of reference from the previous curriculum, and this is my first time permanently belonging to a school. So I’m not sure yet. #bcedchat
A2: I have always tried to have inclusive models in my school, but the revised curriculum has opened up the door for the conversation around supporting all our students. #bcedchat
A2 I feel the new curriculum at secondary has made coursed more accessible for students to personalize learning and show their learning in so many ways. I believe all courses are for everyone and they should have successes no matter what the course. #bcedchat
Yes - that is where the communication piece comes in. Students can communicate their learning in different ways (not just by answering written questions) #bcedchat
A2 multiple strategies through a Project Based Learning mindset have led me to help focus on a “level of depth” each learner needs/wants is ready for on their personalized learning journeys (documented via efolio) #bcedchat
A2 It's allowed for broader interpretations. However I wouldn't say there was a beam of light&blunt directive to "change practices."Those who saw it as opportunity to change have had to gently nudge others forward,to see how they can be more inclusive in their practice. #bcedchat
A2: I teach in Sheltered ELL classrooms and some would say this isn’t inclusion, but I’m teaching them core competencies language so that they can go out and use it in unsheltered classes. Giving them the tools they need to succeed overall. #bcedchat
A2: As a #sped teacher, I notice an increase in classroom teachers asking questions about diverse learners and how to support learners in meeting their potential within their planning. Less wait and fail #IMO#bcedchat
Hello! My name is Hannah Reese. I am a student at the Ohio State University majoring in Middle Childhood Education. My concentration areas are Social Studies and Math. I am student teaching in a 6th grade classroom this year. #bcedchat#osussmce
For sure! I think for the new grad requirement (numeracy assessment), any kids in grade 10, whether they take AW or Pre-Calculus, could be successful. #bcedchat
AMEN!!! This year I have a little that is deaf and autistic and learning and growing with him has been huge. If you were to walk into our classroom you wouldnt be able to pick him out...teaching/learning/assesmnet/reporting all look different this year...FOR. THE.BETTER #BCEdChat
A2-Educational settings are completely focused on the students. Learning targets, "I can" statements, #Spirals' 4Qs to understand our learners. Love it all #bcedchat
2nd A2: My S's were behind when I began. I am seeing so many successes and "aha" moments everyday! 2 T's, 7 Ss and a wide range of ages- we <3 flexible. Teaching Xmas around World with gr. 1 thru 6. Various expectations for Ss allows us all to explore together #bcedchat
I’m so happy my son can graduate without having to do a five paragraph essay since there are so many more communication strategies he uses (and a written output issue) #bcedchat
A2: in my own practice, I think “what do I want students to learn” vs “what do I want students to do”. This has allowed a lot more flexibility in projects. #BCEDCHAT
A2: It has allowed classroom teachers to branch out and explore with their students. As a teacher of students who are blind or visually impaired, this has meant that we can do simulation activities where we can teach braille and coding! #bcedchat
A2: Inclusion has always been a focus in our district but I think when ever there is a curriculum or assessment policy change, there are openings for new conversations, learning together and growth in understanding. #bcedchat
A2: By focusing on curricular competencies, I can adapt the content for Ss who need it. There are so many more opportunities for project-based and place-based learning, to help be outside & use more manipulatives to make learning meaningful for all learners. #bcedchat
Q2: If I understand this question, I believe the shift of renewed curriculum will integrate multiple skills instead of isolating skills- which means collaboration and inclusion are going to be a must in the classroom. #CommunityBuilding#IntegratedArts#PBL#bcedchat
Such a great point! So important that we allow choice for students and give them opportunity to express their learning in ways that "work for them". #BCEdChat
Yes - that is where the communication piece comes in. Students can communicate their learning in different ways (not just by answering written questions) #bcedchat
Thx @technolandy that’s helpful. Ummm I don’t ever recall having students w/special needs in my classes. My mom taught kindergarten & her classroom had students with disabilities. I definitely think inclusion is better but I can’t say I see a curriculum connection. 🤷🏻♀️ #bcedchat
That is do great. I love that all students take my classes no matter what their future plans are. Chem, Physics and calculus is for everyone and the hands on design style process work helps prove the knowledge is there and shown many ways #BCEdChat
Hello @JKwasnicki
Agreed about the "I Can" statements
Loving the Levels of Proficiency continuum: everyone is always learning ... always room for growth
#bcedchat
A2: I have been teaching for a long time and have always had an inclusive classroom. IEPs have always made that possible. The new BC curriculum makes room for the 21st century learner but I haven't found that the old curric. excludes and now includes. #bcedchat
@MsVanBalkom so beautiful! And you can't help but go deep with this focus. Moving away from simple, isolated tasks to meaningful & connected learning for all. #BCEdChat
A2: in my own practice, I think “what do I want students to learn” vs “what do I want students to do”. This has allowed a lot more flexibility in projects. #BCEDCHAT
Having the flexibility and freedom to teach outdoors has transformed our school culture. So many students experience joy and success outdoors that may otherwise struggle to share their learning. #bcedchat
A2: 1/2 My classroom has always been a “hippy-dippy liberal” inclusive classroom (someone said that once as an intended insult and I’ve worn it as a badge of honour eve since!) but I’ve noticed some of my peers saying “but how do we grade that” and I think just asking...#BCEdChat
I think that it does. By offering more ability for teachers and support staff to focus on larger and more complex concepts. Gone are the days of content drilling! #bcedchat
A1 Ensuring all of our learners have a chance to succeed has been the high point of the ‘new’ curriculum for my class. Creating the foundations & building on them, giving students an equal entry point & then letting them demonstrate their learning authentically-YES!. #BCEDCHAT
I find it interesting that the role of the IEP and assessment has changed. As a former secondary administrator working with the provincial exams in grades 10, 11 and 12, it is refreshing to see this change and support of all learners and their needs (we all have needs). #bcedchat
A2. Increased awareness (teacher education). Required courses on inclusion (teacher education). Lesson and Unit Planning focused on LEARNING FOR ALL. Adaptations are a new norm and embedded into practice. Aim for the 7-10 pins. #bowling#bcedchat#latereply#tweetdeckcrashed
A2 I’m enjoying reading through the tweets about the renewed curr in BC. Haven’t had a chance to dive into the changes, but I’m thinking there is renewed emphasis on knowing the learners first and then focusing on big ideas. Allows for greater UDL at point of planning. #bcedchat
A3: It allows us to focus on Ss! Their passions, their learning journey (especially if reporting with portfolios), focusing on core competencies and helping develop emotional, physical & academic aspects of the child. Looking at the entire child, not just what they know #bcedchat
Q3: Renewed curriculum = personalized/individualized learning. Inclusion = more peer learning. I think education (all education) should model itself after medical schools/students. See one- Do one- Teach one... Inclusion removes barriers and all students benefit #bcedchat
A3 less focus on memorization and greater emphasis n the “why” - memorizing times tables may be useful for a variety of tasks, but knowing why 7x8=56 is more important that 56 is on the back of the 7x8 flashcard... #bcedchat
It's kind of about how curriculum has evolved. It has become less and less standardized over time which has allowed much more room for for kids (and teachers) who aren't standardized! #bcedchat
A3: Although there were "process" PLOs in the last curric, they were not as emphasized in planning, assessing or reporting as the curric comps are in our curriculum - I think because the curric competencies cross grades, they remove some barriers that content creates. #bcedchat
A3: I love the ‘vagueness’ of some content even. “Ancient Civilizations” instead of a specific one, or a specific aspect of one. This could be NEthing now - art, language, values, modes of transport, food, etc. It means everyone can engage b/c there is no “right way”. #BCEdChat
A3: it has allowed teachers to come out from the boxes they thought they had to teach in. For example, presentations don’t have to be 5 minute speeches in front of class: they could be videos, podcasts, animations etc #BCedchat
A2: I feel no, not yet. It’s getting there, but I have seen problematic proficiency scale breakdowns (in terms of letter grades and percentages) from the Ministry / Yukon and it doesn’t sit well with me. It moves us backwards. I just saw these last weekend at the BCTF. #bcedchat
Absolutely! Braille is essentially a code and there are ways to explain it to students that break down the walls of it being a mystical and magical thing that only students who are blind can understand, comparing it to markup language is a way to do it. #bcedchat
As I’m starting to push: imagine every learner on an IEP (because they already kinda are!) <— if good for our most vulnerable learners, good for all! #bcedchat
I always say there is no right or wrong, it's about the process to get there and our abilities to revamp our product many times to get to where we feel accomplished. My labs sometimes go several days long for Ss #bcedchat
#bcedchat A3 (I think?) It’s more learner focused not content focused. I’m no longer looking at what I have to get done but now looking to my learners to see where they want to go.
#bcedchat A3: Less content focus, more skill driven. W/ anything new, I appreciate that some of my best practices that didn't necessarily align w/old curr or traditional thinking now mesh w/new curricul. I feel like I can spread my wings, esp regarding my #growthmindset passion
I think there is movement through alternate reporting policies in districts, Innovation grant projects that focus on new ways to communicate student learning #bcedchat
A1: I think the renewed curriculum creates an atmosphere where students have more autonomy. Students need flexibility and personalized material, so renewed curriculum will be especially helpful for inclusion purposes. #bcedchat#osussmce
A3. Because it emphasizes competencies over content it allows students who may not be able to master the (entire) content to still be a part of the learning. ie. easier to find ways for S's on modified programs to be in classes. #BCEdChat
#bcedchat I hate to do this as THE @tweetsomemoore is hosting. But I need Moore time with my family. And these puppy dog eyes have left me wanting Moore #EightCrazyNights
Loving the ‘tier one’ concept there. Shouldn’t every learner have an education plan that is specific to them? It’s what the great teachers in my building already do (without the formal IEP document) #bcedchat
In reply to
@technolandy, @CraigMah, @jnovakowski38
Completely agree ... making room for all that and more, including (insert AMEN), ample choice for young people! #bcedchat rocks - so too #BCed and the opportunities the curriculum creates.
Co-starting a book study w/ @annarden.
Topic: Assessment.
Book: Fair Isn’t Always Equal, by @rickwormeli2.
Goal: Assessment paradigm we collaboratively build.
We want people to come away products supporting redesigned assessment. #ksmathed#mtbos#ksedchat#bcedchat#shiftthis
A4: I need clear, concrete, visual examples in order to envision alternatives. (That’s part of why I gravitate towards Twitter.) I am also so new I don’t know what kinds of supports I can ask for. I literally don’t know what inclusion staff can help with, or how. #bcedchat
I agree that there isn't an alignment between curriculum & assessment. It's as if the Ministry realized Ts were in a bit of a panic with all the changes & copped out on making assessment changes by "leaving it up to the district". It's a bit of a mess #bcedchat
A4 when one of my teachers asked if I am trying to say that focusing on empathy/regulation et al should come before academics, I said: yes! Gotta be ready to learn before authentic learning will happen - first steps of inclusion...! #bcedchat
Oh my goodness, YES!
Early on in my career I was asked to be the "model" for a mock PATH https://t.co/OGAvjksqIo as part of SpecEd training wrt students on IEP. The experience was transformative. Hoped for every child to have a North Star plan in place.
#bcedchat
In reply to
@technolandy, @brynmw, @CraigMah, @jnovakowski38
A4 when one of my teachers asked if I am trying to say that focusing on empathy/regulation et al should come before academics, I said: yes! Gotta be ready to learn before authentic learning will happen - first steps of inclusion...! #bcedchat
The renewed curriculum lends itself to redefined assessment. This will be my FIRST set of number-free report cards (8th grade) in 18 years of teaching. It's a big mindset shift but it puts the focus squarely and exclusively on learning and growth! #BCedchat#goinggradeless
The tricky part about IEPS is that they are evolved from the deficit medical model - which the renewed curriculum is trying to move away from. They are often retrofit fit plans instead of used as designs & blueprints for everyone! #bcedchat
#bcedchat A4 Modelling, and support/encouragement/safety to do things differently than they have in the past. We need to be able to create environments where we can ask each other some tough questions
And it allows us to find what we are passionate about within a subject too. Nothing worse than having to "fake" interest in a subject you don't like as much. Ss see right through that- but being able to add my twist to it makes it more fun for me & meaningful for my Ss! #bcedchat
In reply to
@jfprovencher27, @CraigMah, @montessorimice, @tweetsomemoore
A4: I think there is a desire for more practical pro-d (in addition to theoretical). Lots of Ts saying “yeah, but how do you DO that?” Having examples and ‘entry points’ for Ts to explore what it could/might look like may empower them to take more ‘risks’ and try new? #BCEdChat
A4. I’m reminded how how annoyed I get when teachers tell sts to “change their attitude.” Seems over simplistic and devalues true process of authentic learning and growth. #kindness#bcedchat
A4: I need more support and examples of how I can assess students who are struggling for different content areas. Designing for a student for Frimm is one thing, designing for a student in Core French is another. We need tangible examples & stories to learn from #bcedchat
A4: We will always need supports for teachers around the revised curriculum. The curriculum itself requires continued support and growth. Best opportunity now is to have collaborative opportunities. #bcedchat
By relaxing the emphasis on content covered, the renewed #BCed curriculum has lowered the barrier of speed in most classrooms. That is, teachers can slow down for deeper learning, reiterations, and more #metacognitive activities instead of racing against the calendar. #BCedchat
A4 I honestly think that we still need more adults in the building. I may have a great vision of inclusion and lots of great strategies, ideas and support, but with 30 Ss and no SEA, it makes it really hard to effectively manage and implement. @bcedchat#bcedchat
#bcedchat A6. Our district is using @fayebrownlie EPRA assessment. It is whole class, inclusive, strengths-based, performance-based approach to reading assessment
I love PATH (thank you @kwiens for your leadership on that front in @SD62!). We are all PATH finders ... changing the culture and systems so we can all achieve what's 'positive and possible'. #bcedchat
Oh my goodness, YES!
Early on in my career I was asked to be the "model" for a mock PATH https://t.co/OGAvjksqIo as part of SpecEd training wrt students on IEP. The experience was transformative. Hoped for every child to have a North Star plan in place.
#bcedchat
In reply to
@technolandy, @brynmw, @CraigMah, @jnovakowski38
A4. Time. Collaborative sense-making. Change how schools are structured & operate. Go into each other's classrooms. Play. Experiment. Share. Become the learning community we need to be at all levels. Honour learning for all. Discontinue the industrial efficiency model. #bcedchat
A5! Digital portfolios!!! Ss can share photos, videos, audio recordings, anything that shows their work! We've moved away from paper and tests.Also triangulation or product, observation, conversation. Just show me your learning, I don't care how you show it! #bcedchat
A4 I feel we need to help teachers to see education happens in many ways. Tangible examples help people see more clearly how it works. So please everyone needs to share all the examples they see of successes outside of the old school box #bcedchat
Q4: Schools need to support teachers in the classroom and stop allowing a small group of teachers/admin/parents the option of small pull-out blocks of instruction. Convience for the teachers does not equal an inclusive education. #bcedchat
A2: As a student teacher, I have had little experience with inclusive classrooms and curriculum. However, I noticed that when my mentor uses choice and variety in her lessons and allows students to collaborate and problem solve, students are highly engaged! #bcedchat#osussmce
Agree with @technolandy
Need to reach before we teach
Attend to basic needs before the ABCs
“Students don't care how much you know until they know how much you care.” —John C. Maxwell,.
#bcedchat
In reply to
@KennethHeadley, @technolandy, @technolandy
The addtion of First Nations content & financial literacy allow me to think more about inclusion. My kids did the Coast Salish Art & Math workshop. I guess it depends on whats added. :) #bcedchat
#bcedchat A4 Knowing who in your district you can ask? What types of support you can ask for? Where resources are located? So many questions! For some teachers just finding the comfort level to ask questions.
A4- That's a doozie @tweetsomemoore! Teachers need time to collaborate, take risks, try, work & fail together. Meeting the needs of all learners is a challenge and we all need to support each other as we learn. #BCEdChat
A4: We are each others' supports as we learn together about inclusive practices that align with our curriculum. We need to find more ways to collaborate/share and we need to transform some of the systemic structures that focus on timetabling and blocks of support. #bcedchat
A4: Better assessment guidelines. More collaboration time and proD time / $ for teachers! There is so much amazing stuff going on around the province, but hard for teachers to always use their own time evening and weekend to learn, and sometimes their own funds! #bcedchat
A4 Perhaps not the most direct answer to the question but lately I've been thinking about the need for more #peerevaluations (between teaching teams) within schools. The opportunity to see how peers are providing on-ramps is critical. #AssessmentASLearning#BCedchat
A4: I think it would be wonderful if teachers were able to go into each other's rooms to see the fantastic things their colleagues are doing. Learning from each other! #BCEdChat
Q5: I'm not sure the renewed curriculum has supported my classroom yet but the support to individual students that are no longer pulled for most of the day is a HUGE success. Push-in models, peer-learning models, and PBL can level the playing field. This goes for GT too #bcedchat
I had no idea that they were ever seen that way. This is the joy of coming from England and seeing education differently than if you came from BC. I was ahead of my time without even realizing it. Thanks for letting me know. #bcedchat
A5: Sometimes we make posters, videos or 3D objects. A Speaking Club that allows them to "choose" a "job" (topic of their interest) & present to boost confidence- while exploring a variety of subjects including science and social. I complete oral quizzes with my Ss. #bcedchat
A4: New Teachers need graduated career entry. R we inclusive or supportive of their needs when they get thrown in at a 1.0 w/little to no prep time & 4-7 different curricular subjects? It affects executive function. Hiring should include time for instructional coaching. #bcedchat
A4: My experience is that teachers are extremely used to inclusion being adapted and/or modified resources (and in some cases learning goals) and less experienced with adapting instruction. #bcedchat
I agree but authentic digital portfolios. They can’t be ‘gold star’ portfolios with all the “best” work. we need to document the process, struggle, *gasp* failures (I hate that word BTW) & mediocre parts of learning as well. We need to celebrate and give value to it all #BCEdChat
A4: Mentorship - not just for new teachers, but for teachers wanting to learn a new skill! Being able to work w/ fantastic people like @tweetsomemoore & @Sandra_Herbst changed my practice! #solucky How can we make this work district/province wide? Share our knowledge! #bcedchat
A5 students are constantly self-assessing. We collaboratively write their report cards together. We say how they’ve improved, what they are proud of, and where they want to go next in their learning #bcedchat
Agreed and for those of us in remote locations it is expensive to travel for learning and connect with the rest of the province. Why twitter works and #BCEdChat is so helpful
#BCEDCHAT inqury in my Hum8 cohorts using conversations, products and self/peer assessments. @KwalikumSec our new Connections class and implementation of the CLC/CLE curric.
Examples of adapting instruction would be asking students to restate each other’s reasoning to make sure that everyone hears each other or using a pointer so that everyone can see exactly what is being talked about. #bcedchat
Yes! I went to a coaching conference and they shared about one school that had an ‘observation chair’ in each classroom (place by the teacher) and school wide expectations about how the chair was used/interacted with. Observation became an imbedded & valued norm there! #BCEdChat
A5. Student self-assessment of the Core Competencies. Metacognition. Assessment for Learning as a framework that drives learning. Students in the driver seat. Teachers support and facilitate learning. We remove the barriers. We have that autonomy and agency. #bcedchat
A5 I find the new bc curriculum has started to align with my views on design processes and natural based learning for all students. More are seeing the fun I have on the dark side. hehe #bcedchat
Q6: Instruction that is tailored to students, focused on progress, supported with rubrics, and allows for creativity and differentiation will always support student access- including those with intellectual disabilities. #bcedchat
Absolutely agree that parents need more support in understanding the changes! My goal is to have a parent info night at my school in the new year. #BCEdChat
Beautifully put, Christine! We know this revised curriculum is going to take education in the right direction. Schools & classrooms need to not just look different but really BE different. #BCEdChat
A5: Inclusive assessment practices that I am seeing:
-self-assessment, reflection and goal-setting with teacher support
-use of technology and eportfolios
-choices provided for Ss to show what they know
-use of learning progressions or continuum
#bcedchat
A6 we are interweaving inclusion at student readiness. I do have a boy who spends time in “his space” but voices when he wants to join his class (yay!) and a girl who screams when she is “triggered” (not positive of triggers so she gets time with me or let, not home) #bcedchat
I have a few that I need to remind myself- need that extra challenge to move forward. It is hard when they don't have those peers but I think with more individualized PBL or extension projects we can push them forward- while strengthening those social-emotional-needs. #bcedchat
Related to today’s topic #bcedchat, I have a friend with a child who is being “included” in a classroom. Here’s their story: https://t.co/Rjhoy9s0jR
What would you do to help this child if you were me or my friend?
I think support needs to be considered in terms of the individual. Some kids excel when they are pulled out, others do better in class. You have to know the kids.#bcedchat
For sure!! Where are you located? Shameless plus, I have a budget to support remote schools with FREE computational thinking workshops or in class modelling with Science World! #bcedchat
I put “included” in quotes because I believe being included in a class means that your teacher ACTUALLY invites you to participate IN the lesson and doesn’t sit you in a corner to work on worksheets instead. #BCedchat
A6 @JanaRFox1@MThomderson@TishaWitt54 and I created an amazing unit last year where Ss learn about "how the environment shapes a culture". The beginning access point was our own town & all the way to comparing Ancient Egypt with Ancient Blackfoot! #bcedchat
In reply to
@tweetsomemoore, @JanaRFox1, @MThomderson, @TishaWitt54
And that's why asking the 1st of the 4 #spiral Qs is so important. "Can you name 2 adults in the school who believe you'll be a success?" #BCEdChat#ConnectednessMatters
Agree with @technolandy
Need to reach before we teach
Attend to basic needs before the ABCs
“Students don't care how much you know until they know how much you care.” —John C. Maxwell,.
#bcedchat
In reply to
@KennethHeadley, @technolandy, @technolandy
A5: I think focusing on refining skills in the KDU model is a way better than focusing on knowledge of content in and of itself. I can pinpoint who is emerging and then try to strategically intervene, bring families on board to understand the design of our goals... #bcedchat
#bcedchat A5 giving learners the opportunity to show me their learning in ways that they feel comfortable. Knowing that it doesn’t always have to be a test format is less intimidating for them.
A6: Play is the universal access point for all children. I work hard to hold space for playful learning and love how all students engage deeply when they feel competent through play, particularly outdoors! @tweetsomemoore says: What’s good for one, is good for all! #bcedchat
A6 #bcedchat LEARNING MAPS!! I love and live by "I can..." statements. My students create them & they drive the learning. Plus (and I LOVE this) they get to try w/o penalty until they get it!
A6. In teacher ed, we are helping teacher candidates of what is inclusive education and nuances of BC's Curriculum. Made connections with concepts of UDL, AFL, growth mindset, personalized learning, etc. Teacher candidates are see connections and planning that way. #bcedchat
A6 As one who never fit the school mold, I have always taught with all learners in mind. Learning can be shown whatever way the learning is comfortable. This has always made my classes very accessible for everyone.(at least I hope it has. always a work in progress )#bcedchat
Oh I also agree! It's to show progress, if everything is always perfect, you aren't able to show how you improved. Building classroom culture so that Ss know what to add to their portfolio, or so they are okay w/ what I choose to add, even if it isn't perfect. #bcedchat
A6: in working with school teams, starting points in planning for all students are big ideas and curicular competencies. In math, there is a meta big idea for each area that crosses K-9 which is a great place to start for students with intellectual disabilities. #bcedchat
I think finding ways to assess students differently is great, and I would use these different formats with all students, not just some students. #bcedchat
It seems that the renewed curriculum is meant to remove the stigma around difference. This curriculum will help all students to feel unique in positive ways. It will be the new norm that everyone has various needs and everyone learns differently. #bcedchat#osussmce
Agree completely - parents - and heck community partners, need to be brought in to the transformation more robustly. #ittakesavillage and it also helps Ts and school professionals to their amazing work if others are 'in the loop'. #bcedchat
A6. In teacher ed, we are helping teacher candidates of what is inclusive education and nuances of BC's Curriculum. Made connections with concepts of UDL, AFL, growth mindset, personalized learning, etc. Teacher candidates are seeing connections and planning that way. #bcedchat
Joining #bcedchat quite late, sorry! A6: New curric has allowed me to teach to students interests, discover & learn together, use more Play Based Learning in intermed, inquiry, flexibility, reflective, document students learning &growth, & teach with UDL and entry points for all.
Are pull out and inclusion mutually exclusive? Because I see a lot of our gifted students that come alive when allowed to work with intellectual peers rather than just age peers #bcedchat.
Which is why I have grown fonder of projects and centres - to balancea variety of skills to be practiced, but focusing most of the day on independent work to foster proximal development - and individual growth rather than “by grade 3 students will show creativity by...
#bcedchat
A6 con'd #BCEDCHAT Also, I can make adaptations that foster the same skills as the rest of the class. I can assess same skill in varied ways: low level novels, 1 short story instead of 2. Plus I make learning maps tailored to meet Spec Needs Ss needs. Love it!
A7-We use the core competencies to frame our thinking as we develop IEPs. Love how it helps us think about diverse learners accessing curric & building on their strengths.
#bcedchat
I’m a high school teacher at Surrey’s newest high school, Ecole Salish Secondary. I teach ELA 8,9, Spoken Language 10,11 and am also the Aboriginal Teacher Advocate and Aboriginal Department Head. #BCEdChat
A6-Creating learning plans/curriculum mapping that ensures success for everyone! Allowing learners to demonstrate their literacy in a variety of frameworks. #BCedchat visual essays!
A7-We use the core competencies to frame our thinking as we develop IEPs. Love how it helps us think about diverse learners accessing curric & building on their strengths.
#bcedchat
A7: The CC brings everyone on the same page. Focusing on "I can" statements, feels like we're all in this together! Growing and learning...not competing #BCEDCHAT
A6: I think the competencies and the spiraling nature of the curriculum creates opportunities for all students to be included, but let’s use those on-ramps to success for all students. #bcedchat
#bcedchat inquiry, flexibility, compassion, space, varied assessment models, learning as a process, EA support, admin support and occasionally food creating a safe and caring classroom for learning where my students are unique people celebrating their passion for learning!
A7 an emphasis on “soft skills” you know - ways to communicate...how to think critically (when consuming) and creatively (when...err...creating) and being aware of who you are as an individual and member of society (and communities) #bcedchat
A4: I would like outside agencies (such as speech, OT and community nurses) to know more about the renewed curriculum as well as EAs. All groups work together to create a successful inclusinve classroom. #bcedchat
Our SS Ts came back after seeing your IEP and were SOOOO jacked up… only to find they weren’t selected to pilot them. What a tease to be SO close, but not quite there! #BCEdChat
hey #bcedchat folks - here's a piece worthy of a peek. No surprises to any of you I'm guessing but helpful in supporting our collective efforts, I'm thinking.
A6: I think it’s @TracyCareQ of @BCEdAccess who is making a “Wonder Wall” at school... not sure it is using curriculum per say but it taps into careers ed & helps students build empathy & understanding of various special needs and learning disabilities #bcedchat
A4 Imagine how professional evaluations could change/improve if completed by peers instead of administrators.
+ all the professional learning and rich conversations that would come as a result
+ a huge savings of time and energy for already-stretched administrators
#BCedchat
A7: Being more conscious about teaching skills, not assuming kids have them / will acquire them. If they can't work together, have they ever been taught how? If aren't keeping things clean, have they learnt my criteria for clean- it may be diff. than last year/ at home. #bcedchat
A7. In teacher ed, we encourage our candidates to become reflective practitioners and reflect on the competencies (aka. BC Teacher Standards). Similarly for K-12 students... Students self-assess their growth and development via the core competencies. Not just school. #bcedchat
A6 they are unclusive, we see them more in classroom and around. They are an intergral part of plays and major events of the school, rather than in a room #bcedchat
A7. The renewed curriculum has allowed me to engage more openly about kindness and empathy in our classroom. Our learning goals becomes about building good humans, not only good sts. #bcedchat
A7: those core competencies language is hard! I simplified and translated them into 23 languages (google 💜) and have a wall where we learn vocabulary and ideas around one each week. Students use the language in original sentences and then reflect on competency. #BCedchat#ell
Hello @CindyPAndrew1 Agree with you! Parents need to learn and speak the new language of the curriculum, assessment et al. Cannot imagine how much all of this might sound to parents who know of only one way to "do school"
#bcedchat
In reply to
@CindyPAndrew1, @lizbellteacher, @CindyPAndrew1
If you are attending @edcampbccc, consider having lunch with us at our very first #bcedchat Live Event at Steveston Built Local Taphouse! RSVP here: https://t.co/KhZ9qhSW1b
A6: I think the competencies and the spiraling nature of the curriculum creates opportunities for all students to be included, but let’s use those on-ramps to success for all students. #bcedchat
A7: Q7: I allow play, technology, quiet time, whole group work, independent work, and choice time always. Having Ss set goals & self reflect on what we are doing is helping them to make connections of why they are at school in the first place ! #bcedchat#inclusive#corecomp
A7 #bcedchat Love the core competencies! We stop &discuss how are learning is reflected in them. It has driven my Eng 9's #20time#PBL.My Drama Ss hv shows that fundraise for Personal&Social Responsibility like @BCChildrensHosp. ❤️ opportunities for self-reflections/assessments
A8. Host a Teacher Candidate WONDER WALL for all of our cohorts. Let's stay curious. Let's problem solve and learn together. It's not a race anymore... but the collective WE. We succeed and learn together, while honouring our strengths and differences. #bcedchat
A7: There have been many professional learning opportunities in our disrictt around #corecompetencies and a move to competency-bsaed IEPs, making CCs visible in schools through displays, photos and videos as well as sharing of different self-assessment formats #bcedchat
A-5 Assessment for Learning equally as important as assessment of learning. Triangulation of assessment-variety and alternate ways of demonstrating learning. #bcedchat@CraigMah@tweetsomemoore
A7: I had a great chat with a teacher about the core competencies. He showed me this system where he was able to keep track of how his students were doing in each competency.
So I asked him, beyond assessing, what are you doing to help your students progress or learn? #bcedchat
btw I'm Cindy, Healthy Schools lead in @SD62_Sooke. I'm ecstatic that no longer are we (the Royal we) questioning the relationship b/w health and learning. Challenges remain and we're on our way! Hope you like the pic. Let it inspire. Gotta go #bcedchat Thank you!
A8: I learn a lot from Math Colleagues about how to communicate about observations, so I really appreciate @davidwees chiming in with tangible examples linked to extend our learning. #bcedchat Otherwise I take away lots from the @SABI21days Podcast called “Kindsight 101”
