~ Informed Teaching and Learning ~

Starting in 2019, Learning Support Teachers from SD #61 began learning about a common framework - the Building Blocks Model.

The intent was and is to use the framework to build a common understanding, language and approach to supporting all students.

The purpose of this site is to house and build upon the content from the 2019/20 series, and to focus on building learner (and classroom) profiles to inform decision making regarding the provision of differentiated instruction, within the curricular context, using a tiered instruction and intervention framework.

The information and resources on this site are updated on an on-going basis.

Latest additions - October 2021.

The tiered response to instruction and intervention process (as outlined in the graphic below):

o is built on the belief that, with the right supports, every student can be successful in their schools and classrooms; all students can learn and meet their potential given effective instruction and a culture of reasonable but high expectations

o recognizes that effective collaboration regarding assessment, planning and programming is essential, and is facilitated by developing a common language and conceptual framework, and through familiarity with and the use of common processes and assessment tools; staff work together to create welcoming, flexible and responsive learning opportunities that adapt to the changing needs of students

o involves providing a continuum of instruction and intervention services, and ensuring that differentiated instruction is available and provided at each level; while taking the learner’s profile into consideration, teachers can differentiate instruction by adjusting the:

  • content – the “what” (e.g., curricular information, concepts and ideas)

  • process – how students access and process content

  • product – how students demonstrate their understanding and learning

  • affect/environment – the classroom climate (e.g., by taking into consideration students’ preferences, passions and affinities) and instructional configurations (e.g., whole-class, small group, individualized)