SRL and inclusion

Helen, Nidhi, Megan, Camille

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 Our Inquiry Questions
Connections
Math activity
SRL meta-moment
Personal inquiry take-aways
Conclusion
Questions & Resources

Table of contents 2
Our inquiry questions
Helen: How can inclusive SRL-promoting practices develop
mathematical thinking and decrease math anxiety?

Nidhi:all the time, everywhere learning- Teaching

low-income children in India to be lifelong learners by
developing SRL strategies through homework and m-learning.

Megan: a).How does SRL fit into inclusive classroom models,

like the Three Block Model? Lens: learners who are gifted.
b).What is my job? How am I doing? Whats next?

Camille: How does the Three Block Model of UDL support SRL?

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Connections

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Lets do math
srl inclusive style

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 Building towards Independence
Sept-Oct Nov-Dec Jan-Mar May-Jun

Creating a community of Math Story 1 Math Story 2 Math Story 3

learners.
Concept: Linking Area Concept: Patterns Concept: Students
Developing frameworks and Perimeter choice
for understanding the Classroom teacher
language of mathematics All activities are carried guides activities but Students work
in the context of everyday out as a class and guided encourages students to independently on all
life. by the classroom teacher do more organizing and aspects of writing,
(and/or learning support writing on their own. editing, and presenting
Engage in problem teacher). their mathematical story.
solving in authentic,
meaningful contexts. They report back to the
classroom teacher(s) and
the group when needed.

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Source: Adapted from Butler, Schnellert, and Perry (2016)
 Building towards Independence
Sept-Oct Nov-Dec Jan-Mar May-Jun

Creating a community of Math Story 1 Math Story 2 Math Story 3

learners.
Concept: Linking Area Concept: Patterns Concept: Students
Developing frameworks and Perimeter choice
for understanding Classroom teacher
mathematical storytelling All activities are carried guides activities but Students work
in the context of everyday out as a class and guided encourages students to independently on all
life. by the classroom teacher do more organizing and aspects of writing,
(and/or learning support writing on their own. editing, and presenting
Engage in problem teacher). their mathematical story.
solving in authentic,
meaningful contexts. They report back to the
classroom teacher(s) and
the group when needed.

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Source: Adapted from Butler, Schnellert, and Perry (2016)
In the first story, Mr. and Mrs. Comfort are planning a
dinner party for 32 people. As soon as guests arrive, the
square tables are pushed together so people can sit
together.

How could they sit together? What patterns do you notice? 8

In the second story, Small Number lives in a
settlement with 7 tipis arranged in a circle.
If he starts at his grandparents tipi, how did
Small Number know that the 100th tipi is the
one just south of his grandparents tipi
without actually counting them?
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assessment

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 takeaways

How did this activity promote srl?

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Personal inquiry
projects heres what we learned...

reflections

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 1. Collaborative teaching
developed understanding of how to utilize the
learning support role within collaborative,
SRL-promoting classrooms

2. Math + SRL (+ literacy + science + )

helen

Making connections between
SRL <-> math & inclusion 3.
What SRL-promoting practices look like in
mathematics classrooms
Meaningful cross-curricular connections
Inclusion for all vs. SRL for special learners
Shifting from Who do I need to see? What SRL
strategies to teach them? to What is the class
profile? How can we put SRL-promoting practices
in place for all learners in the classroom?

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 SRL & the Three Block Model of Inclusion Katz, J. (2012)

megan
SRL + Three Block Model =
Different sides of the same
elephant
Learner focus Positive outcomes Teacher /
for students and systems focus
Metacognition teachers Learning
Interpreting envrionment
tasks Safe community Physical space
Cycles of Aware of what Complex
strategic, learners bring to activities
adaptive action school Appropriate
feedback 14
 Needs of learners who are gifted:
SRL,

3 Block Model of
Inclusion
&
Learners who are
(Adapted from Carol Ann Tomlinson, Ed.D, The University of Virginia,
https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well)
Learning experiences that are rich
Curriculum organized around big ideas that are connected
gifted

to their lives
Activities that cause them to grapple with important ideas
at a high level
Safe, respectful learning space that understands them as
people (social emotional needs)
Balance of complexity and structure / support
Both SRL & 3BM speak to these needs!
All learners benefit! 15
 What have YOU learned?

SRL: What have I learned?

Learners My recurring challenges:

Time, focus, organization, physical space

At the

To scan my environment for *my* SRL needs
Ask myself:
What is my job?

Centre What do I need to get it done?

How am I doing?
Whats next?
Create an SRL strategy sheet for doing
Myself as learner /
academic work.
researcher
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 camille using the TBM approach to
novel studies to try out
SRL promoting practices
looking for opportunities in
my workplace context

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 Sadako and the
thousand paper cranes

introducing the novel seeking depth of thinking providing student choice

study process with student response with book clubs (multiple
(multiple means of means of representation)
agency
engagement)
choice The Theater
co-constructing What Happened/What I The Dinner Club
expectations Think journals The Artists Studio
taking student direct instruction of The Writers Den
suggestions reading comprehension Poetry Corner
task interpretation strategies Music Studio
creating a safe student choice for
community reading pace 18
Ongoing
assessment

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Novel study assessment rubric

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What am i learning?
small changes can equate to big changes

so far so good re: TBM

anyone can promote SRL in their learning environment

teaching in this model is so much more fun!

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 nidhi Homework, SRL Strategies
and technology

(working with low income

children in India to be
lifelong learners )

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URBAN SCHOOL IN INDIA

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24
homework/tutoring - rural india

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MAKING CONNECTIONS

HOMEWORK SELF REGULATED LEARNING TECHNOLOGY

Homework assignments engage operates through the 3 components take control of their

In various self-regulation motivational, cognitive and own learning, 21st

Processes metacognitive century learner,

Herding C O W s
(computer on wheels)

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Keep it simple!!!

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Srl strategies during homework

Offering Choices - where to work, self-developed strategies and applying them,

working with peers

Organizing & Planning - building goals, visual supports through graphic organizers
and checklist

Building growth mindsets - when I am stuck??

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 Learnt how to be a
lifelong learner in my
profession

Great platform to

The srl journey

collaborate

Peer support

Self-efficacy of the
teacher and student

Strategies are easy to use

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 Passionate about Inclusion

SRL strategies in

conclusion different context - math,

literacy, homework

process of working in a team Great platform for sharing

inquiry thoughts, ideas

Value as a learning for

our students

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 Questions/
feedback?
please see our powerpoint to access our resources :)

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Resources --Everyone add resources here

Brownlie, F., Fullerton, C., & Schnellert, L. (2011). Its all about thinking: Collaborating
to support all learners - in mathematics and science. Winnipeg, MB: Portage & Main Press.
Brownlie, F. (2005). Grand conversations, thoughtful responses: A unique approach to
literature circles. Winnipeg: Portage and Main Press.
Brownlie, F., Feniak, C. & Schnellert, L. (2016). Student diversity : teaching strategies to
meet the learning needs of all students in K-10 Classrooms. Markham, Ontario: Pembroke.
Katz, J. (2014). Implementing the Three-Block Model of Universal Design for Learning (UDL):
Effects on teachers self-efficacy, stress, and job satisfaction in inclusive classrooms K-12.
International Journal of Inclusive Education.
Katz, J. (2012). Teaching to diversity: The three-block model of universal design for
learning. Winnipeg, MB, Canada: Portage & Main Press.
Sokal, L. & Katz, J. (In Press). Social and emotional learning and inclusion in schools.
Oxford Research Encyclopedia of Education. Oxford Press, (24 pages), October 2016.
White, J. (2016). Using Childrens Literature to Teach Problem Solving in Math: Addressing the
Standards for Mathematical Practice in K5. Routledge.
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Resources continued ...
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of
homework. Journal of Advanced Academics, 22(2), 194-218. doi:10.1177/1932202X1102200202

Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Don
Mills, ON: Pearson.
Berge, Z. L., Muilenburg, L. Y., Crompton, H., & Ebooks Corporation. (2013). Handbook of mobile
learning. New York: Routledge. doi:10.4324/9780203118764

Dweck, C. S. (2008). Mindset: The new psychology of success (Ballantine Books trade pbk. ed.). New
York: Ballantine Books.

Mindset Moment: Showcasing student growth (2015, March 15) Retrieved from
https://www.scholastic.com/teachers/blog-posts/kriscia-cabral/mindset-moments-showcasing-student-gr
owth/

Tomlinson, Carol Ann (n.d.). What it means to teach gifted learners well. Retrieved from
https://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-l
earners-well

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Resources continued --
Useful websites re: learners who are gifted (for teachers, parents, etc.):

SENG Gifted:
- Social emotional needs of gifted children
www.sengifted.org

National Association for Gifted Children (USA):

- General resources for teachers, families
www.nagc.org

Gifted Childrens Association of BC

- Local resources, especially for families
https://giftedchildrenbc.wordpress.com/

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