“Give us Moore!” This is what the lucky participants in the Feb. 21st TIP3 training day must have been thinking at the end of the day, as Shelley Moore, inclusion consultant, masterfully and humorously guided the teams through a session on how to design a curriculum unit to include all students.
This year, SET-BC embarked on version 3 of its Technology Inclusion Project – TIP. This iteration of TIP deviated from the other two versions in that the focus this time was on including all students in a meaningful way into the regular classroom. Through an application process classroom teachers, with support from resource teachers and SET-BC consultants, were invited to participate in a classroom-based project that would focus on the design of a curriculum unit that would support all, most and some learners. Participating classrooms included at least one SET-BC student. The selected teams identified a unit of curriculum that they planned to address during the project.
Sixteen classroom teams throughout the province are a part of this project. As technology is a tool that can help many students access the curriculum, all of the teams were asked to do a technology survey of their classrooms to determine what they already have available and what technologies they would need to succeed with their goal for all students.
As part of the project, these teams received a copy of “Learning in Safe Schools, Creating classrooms where all students belong,” by Faye Brownlie and Judith King. Using the information from the book the teams created a class profile. Then on February 21st the teams, with their class profiles in hand, listened and followed along as Shelley Moore helped them use this information to develop a curriculum inclusion module for their class which considered the strengths of the students within the class and the learning supports these students could benefit from. Shelley deftly blended the RTI and UDL triangles into a model that focused on curriculum and levels of support. Using a learning unit: Vikings, she described how to select from the list of Prescribed Learning Outcomes and them from these outcomes to identify key ideas/concepts and then develop guiding questions. Lastly she added the idea of assigning which students would work on which of these questions: All, Most or Few.
Shelley provided templates and scaffolds for the teachers as they worked through the steps involved in creating their curricular goals for their class. It was truly professional development! Thank you to Shelley and all the teams who participating in this TIP3 training day.