Transcript Task Difficulty Classroom Module - Missouri Schoolwide Positive

MO SW-PBS Classroom Module
• This module is designed to provide the slides and materials needed
to teach staff, students and families about a SW-PBS topic.
• Notes have been written to assist with the presentation.
• More information is available in the Classroom chapter of the 201213 MO SW-PBS Team Workbook about the topic.
• Slides 2 – 14 are an introduction and may be deleted if you have
presented in previous mini-modules.
• Call your Regional Consultant if you have questions.
• Good luck!
• Delete this slide before beginning your session.
Handouts
• There are 4 handouts needed for this
Classroom Module
– Personal Reflections
– Effective Classroom Practice - Task Difficulty
Example Vignettes
– Addressing Task Difficulty in Your Classroom
– Task Difficulty Fact Sheet
Effective Classroom Practices
Outcomes
At the end of the session, you will be able to…
• Explain to others the power of positive and proactive
strategies in establishing an effective classroom learning
environment.
• Consider and adjust task difficulty to increase student success
and diminish problem behavior.
MO SW-PBS
“When teachers know and use positive and
preventative management strategies, many of
the commonly reported minor classroom
behaviors can be avoided.”
Scheuermann & Hall
“Effective classroom management is a key
component of effective instruction, regardless of
grade level, subject, pedagogy or curriculum.”
Sprick, et. al
MO SW-PBS
Typical School Day
17%
33%
20%
30%
Direct Instruction
Seatwork
Transitions
Discipline & Other
Non-Instructional
Activities
Cotton, 1995; Walberg, 1988
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Academic Learning Time
There is no doubt that academic learning
time–the amount of time that students are
actively, successfully, and productively
engaged in learning–is a strong
determinant of achievement.
MO SW-PBS
Academic Learning Time
Instructional Time–the amount of the allocated
time that actually results in teaching.
Engaged Time–the amount of instructional time
where students are actively engaged in
learning.
MO SW-PBS
Academic Learning Time
Instructional Time–diminished by unclear
procedures, disruptive student behavior,
disciplinary responses, lengthy transitions, etc.
– Classroom Expectations
– Classroom Procedures & Routines
– Encouraging Expected Behavior
– Discouraging Inappropriate Behavior
MO SW-PBS
Academic Learning Time
• Engaged Time–diminished by inactive
supervision, limited opportunities for students
to respond, poor task selection, etc.
– Active Supervision
– Opportunities to Respond
– Activity Sequencing & Choice
– Task Difficulty
MO SW-PBS
Three Levels of Implementation
A Continuum of Support for All
Academic Systems
Behavioral Systems
Tier Three
Tier Three
• Individual Students
• Assessment-based
• High Intensity
• Individual Students
• Assessment-based
• Intense, durable procedures
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier Two
• Some students (at-risk)
• High efficiency
• Rapid response
Tier One
Tier One
• All students
• Preventive, proactive
• All settings, all students
• Preventive, proactive
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Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
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Discussion: Academic Learning Time
Discuss with a partner:
• What do we currently do to ensure uninterrupted
learning time?
• What do we currently do to ensure engaged time
(e.g., practices to ensure that students are on task,
responding frequently, and producing quality work
matched to their ability)?
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Effective classroom managers are known, not by
what they do when misbehavior occurs, but by
what they do to set their classroom up for
academic success and prevent problems from
occurring.
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References
• Cotton, K. (1995) Effective schools research summary:
1995 update. Portland, OR: Northwest Regional
Educational Laboratory.
• Scheuermann, B. K. and Hall, J. A. (2008). Positive
behavioral supports for the classroom. Upper Saddle
River, NJ: Pearson Merrill Prentice Hall.
• Sprick, R., Knight, J., Reinke, W. & McKale, T. (2006).
Coaching classroom management: Strategies and tools
for administrators and coaches. Eugene, OR: Pacific
Northwest Publishing.
• Walberg, H. (1988). Synthesis of research on time and
learning. Educational Leadership 45(6), 76-85.
Task Difficulty
348
Effective Classroom Practices
1.
2.
3.
4.
5.
6.
7.
8.
Classroom Expectations
Classroom Procedures & Routines
Encouraging Expected Behavior
Discouraging Inappropriate Behavior
Active Supervision
Opportunities to Respond
Activity Sequencing & Choice
Task Difficulty
Considering Task Difficulty
• Consider aspects of both the student, the
materials, and the task.
• Three types of adjustments:
1. The length of the assignment
of the time allotted.
2. The mode of task completion.
3. The extent of instruction or
practice provided.
MO SW-PBS
Why Consider Task Difficulty?
• For students, the school day is full of academic
demands.
• When problem behavior occurs primarily in
the face of academic demands, it is important
to consider what aspect of the task might be
contributing to the problem.
• Many behavior problems are a mismatch
between the task and the student’s skills.
MO SW-PBS
Is It Fair to Adjust Tasks?
• Every student should get what he or she needs to
be a successful student.
• For example, if one student were to fall and cut
himself, he would be given a bandage. Every
student in the class would not get a bandage
because not everyone needs one. To be equal,
the teacher should give bandages out to
everyone, but to be fair, only the student who
needs it would be given the bandage.
MO SW-PBS
Why Consider Task Difficulty?
• For students, the school day is full of academic
demands.
• When problem behavior occurs primarily in
the face of academic demands, it is important
to consider what aspect of the task might be
contributing to the problem.
• Many behavior problems are a mismatch
between the task and the student’s skills.
MO SW-PBS
Assignment Length or Time
• Academics are accurately matched to student’s
ability, but the length of the assignment exceeds
student motivation or endurance.
• Decreasing overall task length or offering periodic
breaks to do something else can decrease
problem behavior and aid task completion.
• Question to ask: “Will the student be able to
complete the assignment if time or assignment
length adjustments are made?”
MO SW-PBS
Length or Time Strategies
• Shorten the assignment, allowing the student to
demonstrate mastery with fewer items.
• Highlight, in color, those problems the student is to
complete.
• Break the assignment up into shorter tasks; put fewer
problems on a page.
• Have shorter work periods with other tasks in between.
• Have the student cover all items except the one he is
working on at the time.
• Provide physical breaks between difficult tasks.
• Provide alternative times for the work to be completed.
MO SW-PBS
Activity: Personal Reflection
• Think of a student who you could answer
“yes” to this question:
“Will the student be able to complete the
assignment if time or assignment length
adjustments are made?”
• Choose a strategy to try that adjusts
assignment length or time to complete.
• Discuss with a partner.
Response Mode
• The mode that is required to complete a task can
contribute to problem behavior.
• Reading or fine motor deficits, etc. often make reading
or writing tasks appear overwhelming.
• Providing an alternative mode (e.g., computer or tape
recorder, paired student reading, etc.) may reduce
behavior problems.
• Question to ask: “Could the student do the work if the
mode of responding was altered? Does the student
have difficulty responding in written format, orally, or
when reading is involved?”
MO SW-PBS
Response Mode Strategies–Writing
• Provide a choice between written and oral
answers.
• Allow the student to dictate answers to the
teacher, an assistant, or peer.
• Create guided notes to minimize writing.
• Allow the student to tape record answers to tests
or assignments.
• Allow the student to use other creative modes for
demonstrating understanding (e.g., building,
drawing, drama, etc.).
MO SW-PBS
Response Mode Strategies–Reading
• Include illustrations on worksheets that depict how to
complete tasks.
• Highlight or underline important words in instructions
and texts.
• Create guided notes that limit reading and draw
attention to key points.
• Provide text on recording for the student to listen to as
they read.
• Assign a partner to share the reading requirements and
assist the student with unfamiliar words.
MO SW-PBS
Activity: Personal Reflection
• Think of a student who you could answer
“yes” to this question:
“Could the student do the work if the mode of
responding was altered? Does the student have
difficulty responding in written format, orally, or
when reading is involved?”
• Choose a strategy to try that adjusts the mode
of responding.
• Discuss with a partner.
Increased Instruction or Practice
• Using instructional strategies that are appropriate to the
student’s stage of learning is essential.
• Some students may not be at the same stage of learning as
other students (e.g., acquisition level, fluency building,
mastery, or generalization).
• For some students, they can learn and do the work if there
is more teaching, guided practice, or fluency-building
activities.
• Question to ask: “Will the student be able to complete the
tasks if (s)he has more instruction, guided or individual
practice?”
MO SW-PBS
Instruction & Practice Strategies
• Arrange for additional brief instructional sessions
using the modeling-guided practice-independent
practice approach (acquisition stage).
• Arrange for a peer tutor to assist with guided
practice opportunities (fluency-building stage).
• Use partner work to increase fluency with flash
cards (fluency-building stage).
• Use meaningful real life examples for practice and
application (mastery or generalization stage).
MO SW-PBS
Activity: Personal Reflection
• Think of a student who you could answer
“yes” to this question:
“Will the student be able to complete the tasks if
(s)he has more instruction, guided or individual
practice?”
• How could you provide more instruction,
guided or individual practice?
• Discuss with a partner.
Activity: Increased Instruction & Practice
Example Vignettes
Determine how the teacher might adjust the task
difficulty to help the student meet success.
Dalton sits quietly, but does not complete his work
during writing activities. His reading skills are at grade
level. He is able to accurately retell what he has read
and can orally answer all comprehension questions.
When he is directed to answer comprehension
questions on his worksheet, he begins slowly, then
stops writing and puts his head down on his desk.
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Activity: Increased Instruction & Practice
Example Vignettes
Find a new partner.
Read the remaining vignettes on the handout and
determine how the teacher might adjust the task
difficulty to help the student meet success.
Be prepared to share the strategies you decided.
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Activity: Addressing Task Difficulty in Your
Classroom
• Using handout Addressing Task Difficulty in Your
Classroom, list activities you have students
complete in the left column.
• In the right column, identify some ways you
could address task difficulty. Ideas are listed on
the back of that handout.
• If you desire, work with a partner.
• Be prepared to share.
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Questions
MO SW-PBS
References
• Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, G. R. (1991).
Functional assessment, curricular revision, and severe
behavior problems. Journal of Applied Behavior Analysis, 24,
387-397.
• Kern, L. Childs, K., Dunlap, G., Clarke, S., & Falk, G. (1994).
Using an assessment-based curricular intervention to improve
the classroom behavior of a student with emotional and
behavioral challenges. Journal of Applied Behavior Analysis,
27, 7-19.
• Scott, T. M. Anderson, C. M., & Alter, P. (2012). Managing
classroom behavior using positive behavior supports. Upper
Saddle River, NJ: Pearson Education, Inc.
MO SW-PBS
For More Information
• Missouri Schoolwide Positive Behavior
Support
websitehttp://pbismissouri.org/educators/eff
ective-class-practice