Embedded Files
Delivering on De-Streaming Podcasts
Delivering on De-Streaming Podcasts
Episode 1: Getting to Know Your Students and Building Classroom Community
Episode 1: Getting to Know Your Students and Building Classroom Community
Episode 2: We Don’t Have a New Curriculum, What Do We Do?
Episode 2: We Don’t Have a New Curriculum, What Do We Do?
Episode 3: Instructional Strategies for De-streaming: Adjusting our Approaches
Episode 3: Instructional Strategies for De-streaming: Adjusting our Approaches
Episode 4: Assessment: Evidence of Learning
Episode 4: Assessment: Evidence of Learning
Episode 5: CRRP: Focusing on the Two “Rs”, Responsive and Relevant
Episode 5: CRRP: Focusing on the Two “Rs”, Responsive and Relevant
Guiding Questions:
Guiding Questions:
How do we define relevant and authentic learning in the context of our English classrooms?
How might we support students in making decisions about their learning that integrate who they are and what they already know about their home and community experiences?
How can we lessen dominant perspectives in our curriculum so that contributions from different voices/ identities/ perspectives can be better understood and integrated into learning?
Some Reflection Questions as You Begin:
Some Reflection Questions as You Begin:
In what ways is your curriculum shaped by your own education experiences?
Whose voices are centred in the texts you teach? Whose voices are marginalized or missing?
How do you recognize and celebrate the backgrounds of diverse authors already included in your curriculum?
How often do you conduct an audit of your curriculum? In what ways has your curriculum changed to meet the needs of today’s students? To what extent do you regularly examine and revise your curriculum to search for problems or gaps?
What writing - and whose voices - do you hold up as mentors of excellent writing and for what purpose?
What is your definition of good writing? In what ways does that definition include or exclude particular voices or linguistic varieties?
How could you apply these reflection questions to resources you consider for students’ viewing and/or listening?
(Adapted from Textured Teaching, 34)
Topics to consider/think about when planning:
Topics to consider/think about when planning:
Getting to Know Your Students
Build Community
Physical space/set-up
Recognize Different Entry Points for Learning
Curriculum
What is the curriculum for de--streamed English?
Instruction
Small group, individual and whole class instruction
Diverse and varied resources that serve as both “mirrors and windows” and honour student choice
Make room for student voice and student agency
Assessment and Evaluation
Plan with the end in mind - overall expectations
Responsive and ongoing instruction and assessment
Multiple and varied ways to demonstrate learning
Make room for student voice and student agency
Where and How to Start:
Where and How to Start:
TO BEGIN
Organize course by overall expectations (strands) [not units/ themes]
Use diagnostic assessment to help in planning instruction
Build assessment plan based on Overall Expectations including Observations, Conversations, and Product in assessments
Have student voice/choice guide course plan
Use a daily plan/schedule that allows for small group/guided instruction
Ensure a focus on all 4 strands all the time (interwoven)
ONGOING
Include diagnostic and formative assessments throughout the year
Provide ongoing feedback to students
Identify learning goals, success criteria and provide productive feedback for students
Make way for high-yield strategies - small group instruction/ conferences
Incorporate Tier 1 levels/supports for all students
Have student choice and voice guide text/resource/ topic selection
Focus on mentor texts (all 4 strands) that are shorter and accessible, respond to student need and are reflective of the students you teach (Culturally Responsive and Relevant)
Flexibility in approaches - Recognize that your plan will be ever-changing as it is responsive to students’ needs and interests.
Texts/resources act as “mirrors and windows” for your students
Teachers to Follow on Twitter with Shared Resources:
Teachers to Follow on Twitter with Shared Resources:
Page updated
Report abuse