Shelley Moore: Transforming Inclusive Education
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- Опубликовано: 3 апр 2016
- Shelley Moore, of The University of British Columbia, is one of the Top 25 finalists in SSHRC's 2016 Storytellers challenge.
The annual competition challenges postsecondary students from across the country to demonstrate-in three minutes or 300 words-how SSHRC-funded research is making a difference in the lives of Canadians. The top entries this year address a range of issues-from sustainable technologies and digital inequality, to food security, transgender issues and special-needs education -and highlight how knowledge about the social sciences and humanities helps Canadians understand and improve the world around us.
Learn more: www.sshrc-crsh.gc.ca/storytellers
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Shelley Moore, University of British Columbia : finaliste du concours « J’ai une histoire à raconter» de 2016
Ce concours annuel met les étudiants de niveau postsecondaire de tout le pays au défi de démontrer, en trois minutes ou 300 mots, l’impact positif qu’a la recherche financée par le CRSH sur la vie des Canadiens. Les propositions retenues cette année abordent un éventail de questions, des technologies durables à l’inégalité numérique, la sécurité alimentaire, les questions relatives aux personnes transgenres et l’éducation spécialisée, et mettent en lumière la façon dont les sciences humaines aident les Canadiens à mieux comprendre et à améliorer le monde dans lequel ils vivent.
Pour en savoir plus : www.sshrc-crsh.gc.ca/recit 
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I'm a mom of two kids with ADHD and autism and one of them also has Tourette's. I cried when I watched your video because someone gets it. I am doing research for a social work paper as well and it's on inclusion in BC schools, policy versus reality and a reform plan. As a mom, I just cried watching your video because what you said about education and inclusivity is the way it should be. We should be taught to teach to the kids that are the hardest to get to. Everyone wins.
I have been teaching for almost 20 years. I started teaching and found out that my youngest daughter had a developmental delay around the same time. Of course this made me heavily invested in Universal Design and Differentiated instruction. I obtained a specialist is special education, got connected with all available community supports, and used the support people at the board office to assist in planning and preparing lesson. Due to my qualifications I was often given challenging teaching assignments with abilities ranging from k-8 gifted and developmentally delayed in one room. I was able to use UDL and DI as a vehicle for inclusion however, the administrative demands on me such as report cards, ieps, and safetly plans meant that along with developing a program from scratch, I also had to spend countless hours doing paperwork, having meetings with personelle, etc. It was exhausting and not sustainable for me. If the educator is pulled in too many directions its not good for anyone. My daughter was very happy in a small class placement. I held out until she was in grade 5 in the public system, she was sick to her stomach everyday in the regular class. She didn't understand anything that was going on because her language was below the first percentile. How would you feel trying to participate all day everyday in a place where nobody spoke the same language as you? I beg of our government, do not short change our developmentally delayed children under the guise of UDL and DI. From my deepest most service oriented heart, I beg of you, bring back alternative learning models. ONE SIZE DOES NOT FIT ALL NO MATTER WHAT YOU CALL IT
Ms. Shelly - you are amazing! We have been using your videos for training at our district! I personally feel you have reached our learning needs with our students. The curve is make learning fun!! Thank you.
I never thought I'd be able to offer such a comment, but since I have an AS degree in Bowling Lanes Management & Pinspotter Mechanics, an MS in Instructional Design, 10+ years of college instructor experience, and several honor scores from decades of bowling competition, I figure I have a rare perspective on this metaphor.
Shelly's analogy here is thoughtful but not quite accurate. Bowlers don't aim at the hardest pins to knock down as a strategy to knock them all down. They aim for the optimal break point on the lane - not the pins.
A better analogy would be to describe how a professional bowler determines which ball to use that provides the best combination of margin of error (the larger the better) and pin carry according to the conditions on the lane and the abilities of the bowler. The goal is not just to hit the pocket - the goal is to extract the best possible performance with the equipment you have available and the skill you can impart in the act of delivery. Or more simply put, maximizing the outcome given the resources, conditions, and one's ability.
So, if I were a teacher challenged with developing an inclusive teaching strategy in the metaphor of professional bowling, I would analyze the teaching conditions (the lane conditions), my available resources (my arsenal of bowling balls), and then develop teaching strategies (playing the right angles on the lane and spotting the best break point with the most appropriate ball) that give me the most margin for error as I teach, and produce assessments that meet outcomes attainable by all students (carrying the corner pins more often than not in a pocket hit).
It's wonderful. Thank you for your scintillating interpretation of how to teach students with different levels.
Wow ! Thank you for this! I will be sharing to my staff.
A+++ on the bowling analogy! Differentiation for one group of learners often supports the whole class.
Brilliant! Bowling is a perfect analogy! I am looking forward to sharing your RUclips with UDL teacher trainings.
Outstanding video, great work Shelley! I shared this with staff and other admin. A true inspiration. We try to reach all learners and your perspective really hit home! Love the curve ball! #reachingalllearners
Wow - that was powerful - thank you Shelley Moore
I think this is a very helpful analogy, and I believe Universal Designs for Learning is a valid approach. Couple of concerns. How can a classroom teacher with perhaps 180+ students working in four of five different subjects, with no Educational Assistant in most of their classes, and up to nine students with many different special needs in several classes and at least three in every class, and all the usual pressures of their work (prep, marking, reporting, meetings, portfolio maintenance, professional development) and of their personal lives (wellness work, social life, families, and so on), even begin to cope. I have lived this life, but was lucky enough to have a strong student support team in my school --- counsellors, EAs, students services teachers, aboriginal education worker, severe behaviour program, youth care worker -- and still it was not possible to meet the needs of every child without unintentionally neglecting or not fully understanding the needs of some of those students. The teachers I have worked with over the years in many different capacities have been super conscientious, hard working, and very cognizant of their need to always do their best for the children in their care. And most have found their work completely overwhelming on a regular basis, and have felt guilty about any failure. How do we address the needs of the teachers while also addressing the needs of the children. We are regularly losing or not attracting great people in teaching.
THIS!!! So true. The system is broken. Too many kids per teacher--my last year as a middle school teacher (ELA) I had 170 students. Every day! 170 students. I did my best, but of course could not get to them all!!! Not possible!!!
The video was insightful how teaching isn't like bowling where it's possible to get all of them in one go. She provided how you got to plan and focus how to move forward in a classroom with aim about education and inclusion.
I LOVE this analogy so much! Thanks for sharing...
Well said Shelley. Thank you for this video.
Wonderful! Thank you.
Absolutely excellent explanation!!!! Loved this!
Omg. I love, love your strategies - bravo!
WOW!!! This was an awesome analogy!!!
I loved this video, It is simple, engaging, and had a lot of wisdom inside. Helping to perform an effective teaching experience for those in major needs.
Addressing learners' individual needs.
Awesome analogy 🖤
Great analogy! Very inspiring video for all educators out there who really want to make their classrooms a really inclusive learning environment for all. Thank you for sharing your thoughts, Shelley! Best of luck with your PhD program!
Great analogy!!! all the teachers need to do is become Olympic level teachers, in order to do this.
As a teacher candidate learning, this was a great metaphor for me to understand UDL design.
Aim for the hardest to reach students and you most likely to be successful reaching all the students.
I love this bowling analogy ❤!
Love this and you are awesome! Inclusive education isn't really happening in Washington either...
This is a terrific explanation, Shelley! Thanks for this. (I am Leyton's former university prof. He was bragging about you and sent me this link.)
Thank you
Hello Shelley! Thank you very much for your videos ... I am very committed to inclusion in my Spanish teaching and sometimes I feel frustrated when at the end of the learning process together they have to sit standard exams to get a grade to be accepted as a standard acceptable individual... How can we change the world in this aspect??? They all go through the same stainer ... So at the end of each stage of the process, whatever the inclusion we could manage to get, will go to nothing ...
Not Shelley, but changes like that require systems level changes, which are crucial for true equity in teaching. You need to know who requires that students sit these exams (administration, your district, the state, etc) and petition them to change the rules.
That said, don't forget that learning takes place outside of that exam. The daily instruction in a classroom means so much more than the seated exam that they will take.
I hear 'necessary for some, good for all' very often at Ed School. Yet I question it deeply when I see regular kids clicking on Read & Write software in class because it's fun, novel, and does the reading for them. Or when I see deadlines dropped for all students, or calculators on tests welcome to all students, and exams eliminated. I believe many students are bored, unmotivated, even depressed bc they aren't challenged, and lack external motivation and high, individual expectations set by the teacher.
I will feel sad next time I go bowling.
You're amazing !
Love this! Thank you :)
Genius!
What a great analogy! Awesome
Great video
Interesting concept ... teaching to accommodate the outliers best reaches everyone ... novel.
This should apply to PE as well! The sports teams shouldn't have only the physically gifted children!
Excellent story on how to be effective as a teacher and strategies and approaches to teaching!
My a-ha moment. Thank you for sharing your thoughts. Love the analogy.
Can't wait to share this!
Wow! Incredible!!!!! Thank you!
Thanks for making a difference in the education system. Hooray to you, Shelley!
Wonderful analogy, thank you so very much!
Cool talk Shelley!
Students are not pins, each of them has their own needs. Teaching isn't like bowling where it's possible to get all of them in one go, we have to recognized that multiple balls are needed to get all the students. It's a poor analogy. In an ideal world we would have one ball per pin
Saying that the education system should be aiming for the lowest means holding back the students that are successful
Bring on the curve balls to inclusion - thank you. Sharing widely
I see bullshit I down vote.
...meanwhile back in reality....
Or put another way, wouldn't it be great to have magical time travelling classrooms so the kids could actually go to ancient Greece and really experience it, oorrr wouldn't it be great if every pupil had their own dedicated teacher and every teacher was the best the world had ever seen, ooorrrr.... and so on and so on.
Way to dismiss the point. What this video is pointing out CAN be done, and I would argue is pretty easy to be done once you learn how.