Transcript Document 7158292

Meeting the Needs of
ALL Students
Brookings, SD
August 3 & 4, 2009
Contact Information
[email protected]
http://csd7-1superintendent.wikispaces.com/
http://tm026.k12.sd.us
Introduction
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Name
School
Assignment
Years in profession
What experiences have you had in
teaching students who are struggling in
the regular classroom?
Share one thing you do to ensure the
success of all students in your classroom.
Expectation
In-Workshop:
Attend and participate in all aspects of the workshop
Complete all required activities and reading
Develop a follow-up action plan for implementation
Out-of-Workshop:
Complete readings
Develop follow-up action plan
This plan is due to the facilitator by August 14, 2009. It can be
sent as an e-mail attachment to [email protected].
Follow-up Action Plan
What was one key learning that will allow you to improve your
present level of teaching and increase the level of achievement
and engagement of the students in your classroom?
What is you action plan to implement the key learning in your
classroom?
Please list:
Activity (What will I do)
Process (How will I do it)
Timeline (When will I do it)
Assessment (How will I measure success)
How do you propose that the implementation of the above action
plan will help your school in achieving the identified school
improvement goals?
Day 1-Schedule
Introduction
*All Kids Can Learn Activity
Learning is Our Work
*Objectives-Activity-Goal Setting
Break
*Adjusting for Learner Needs-Video
Lunch
*Using Learning Strategies-Video
Motivation Theory-Handout
Break
Classroom Strategies for Helping At-Risk Students
*What Works in Schools-Teacher Factors-Video
The First Building Block
All Kids Can Learn Activity
Why do we exist?
This question challenges us to reflect on the
fundamental purpose and the very reason for
our existence
This question requires us to clarify priorities
and gives us direction for our classrooms
The First Building Block
On the activity sheet you will find descriptions
of four schools that operate under very
different assumptions. Even though the
educators within these schools would
contend that they believe “all kids can learn,”
they would respond to students who are not
learning in very different ways
Please complete Activity
The First Building Block
The first school views failure to learn as an
indication that the student lacks the ability or
motivation to master content. Based on this
assessment, the school offers a less rigorous
program as a solution
The second school considers failure an
important part of the learning processstudents who do not put forth the necessary
effort must be taught individual responsibility
and they are allowed to fail
The First Building Block
The third school is prepared to accept
responsibility for helping each student
demonstrate some growth but is unwilling to
establish high standards for all students.
Here, too, the faculty members contend that
they have little influence over the extent of an
individual’s learning
The First Building Block
Clearly then, it is only the fourth school in the
above activity that offers a viable, modernday approach to students who are not
learning
The First Building Block
To embrace learning rather than teaching as
a school’s mission, to work
collaboratively to help all students learn,
to focus on results to foster continuous
improvement and to assume individual
responsibility to take steps to create such
a school.
New Research
South Dakota public school districts
that are the most innovative and
those that have the ability to
sustain school reform and
organizational change have
greater professional
development capacity.
Recommendations for Practice
This study indicates that funding is critical in
innovative public school districts and
resources are needed to sustain the
teaching staff, to provide professional
development activities to build leadership
capacity, and to provide professional
development activities to build
organizational capacity.
Theme
“Building Capacity Focused
on Results”
Michael Fullan-2008 AASA NCE
Learning is Our Work
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“Collapse: How Societies Choose to Fail or
Succeed” (Diamond, 2005)
Study of societies that failed after surviving
for long periods
Not by being conquered or succumbed to
disease
They perpetuated practices that led to their
own demise
Learning is Our Work
The fate of these societies were sealed by
leaders who were unwilling to examine both
beliefs and practices and consider more
adaptive and effective alternatives
The Key-which core values do you hold onto
and which ones to discard and replace with
new values, when times change
Learning is Our Work
Fullan (2006) defined capacity building as an
action based and powerful policy or strategy
that increases the collective efficacy of a
group to improve student learning through
new knowledge, enhanced resources, and
greater motivation on the part of people
working individually and together.
Learning is Our Work
“Educational change depends on
what teachers do and think—it is
as simple and complex as that”
Fullan
Learning is Our Work
“Schools improve when purpose and effort
unite. One key is leadership that recognizes
its most vital function: to keep everyone’s
eyes on the prize of improved student
learning”
Mike Schmoker
Learning is Our Work
The best way to improve a
school or district is by
developing the people
within it!!
Building Capacity
“The lives of outliers—those people whose
achievement fall outside normal experience—
follow a peculiar and unexpected logic, and in
making that logic plain a fascinating and
provocative blueprint for making the most of
human potential can be established.”
Outliers-Malcolm Gladwell
Building Capacity
The emerging picture from studies is that
10,000 hours of practice is required to
achieve the level of mastery associated with
being a world-class expert. No one has yet
found a case in which true world-class
expertise was accomplished in less time.
Outliers-Malcolm Gladwell
Learning is Our Work
Accenture Tiger Woods ad:
“relentless consistency 50%;
willingness to change, 50%”
Objectives-Day 1
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Describe the learning characteristics associated with
students who struggle in the regular classroom and
may need to be addressed instructionally.
Discuss the teacher’s roles and responsibilities
related to teaching students who struggle in the
regular classroom.
Identify researched based instructional strategies
that support increased achievement for students
who struggle in the regular classroom.
Activity-Goal Setting
“The Art and Science of Teaching”-Marzano
Question #1-What will I do to establish and
communicate learning goals, track student
progress, and celebrate success?
Action Step #3-Have students identify their
own learning goals
Activity-Goal Setting
One way to enhance student involvement in
an instructional unit is to ask students to
identify something that interests them beyond
the teacher-identified goals
Write your own learning goal or goals for the
workshop today
Break
Adjusting for Learner Needs
Educational leaders know that what
matters is whether schools can offer
their neediest students good teachers
trained in effective strategies to teach
strong academic knowledge and skills.
Harry K. Wong
IDEA/NCLB/Section 504/ADA
Major Theme
(Federal Education Acts/Civil Rights Statues)
“Fairness means giving each student
what they educationally need. Fairness
is not treating each student equally”
John Copenhaver, Director-Mountain Plains Regional
Resource Center
Characteristics of Students with
Learning Disabilities-Handout 1
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Memory difficulties
Attention difficulties
Difficulties with reading,
writing ,or math
Difficulties with expressive
language
Difficulties understanding
task demands
Difficulties generalizing
information
Trouble following directions
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Expectations of failure
Low tolerance for frustration
Low motivation to engage in
and complete a task
Negative task orientation
Organizational skill
difficulties
Hyperactive behaviors
Impulsive behaviors
Distractibility
Withdrawn behaviors
Categorizing Characteristics of
Students with Learning Disabilities
Students with learning disabilities may be
characterized by difficulties in three areas:
Learning and Cognition
Examples include:
Memory difficulties
Attention difficulties
Difficulties with reading, writing, or math
Difficulties with expressive language
Difficulties understanding task demands
Difficulties generalizing information
Trouble following directions
Categorizing Characteristics of
Students with Learning Disabilities
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Attitudes/Beliefs/Emotions
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Examples Include:
 Expectations of failure
 Low tolerance for frustration
 Low motivation to engage in and complete a task
 Negative task orientation
Behaviors
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Examples Include:
 Organizational skill difficulties
 Hyperactive & Impulsive behaviors
 Distractibility & Withdrawn behaviors
Characteristics Affecting
Learning
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Learning may be affected by difficulties in
learning and cognition, attitude and
motivation, and behaviors. For example,
students may have difficulty
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Acquiring knowledge, skills, and strategies. This
affects all academic subject and basic skill areas
including reading, writing, spelling, spoken
language, and mathematics.
Interacting in social situations
IDEA Provisions that Support Student
Participation in the General Curriculum
The Individualized Education Program (IEP)
must include accommodations, modifications,
and any special services that the child need
to participate in the general curriculum, as
well as identify support teachers needed to
carry out the child’s program.
IDEA Provisions that Support Student
Participation in the General Curriculum
At least one classroom teacher must, to the extent
appropriate, participate in the development, review,
and revision of the child’s IEP, including the
determination of:
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Appropriate positive behavioral
interventions and strategies for the child.
Supplementary aids and services, program
modifications, and supports for school personnel
that will be provided for the child
IDEA Provisions that Support Student
Participation in the General Curriculum
The child’s IEP must be accessible to each
classroom teacher, who is responsible for its
implementation. The teacher must be
informed of the specific accommodations,
modifications, and supports that must be
provided for the child in accordance with the
IEP.
Terms to Know
Accommodation-alters the delivery of
instruction or method of student performance
in a way that does not change the content or
conceptual difficulty of the curriculum.
Terms to Know
Accommodations-Changes in course/test
preparation, location, timing, student
response, or other attribute which are
necessary to provide access for a student
with a disability to participate and
demonstrate “academic achievement and
functional performance” an do not
fundamentally alter or lower standard or
expectations
Terms to Know
Modification-alters the delivery of
instruction or method of student performance
in such a way as to change the content or
conceptual difficulty of the curriculum.
Terms to Know
Modification-Changes in course/test
preparation, location, timing, student
response, or other attribute which are
necessary to provide access for a student
with a disability to participate and
demonstrate “academic achievement and
functional performance” an do
fundamentally alter and/or lower standard
or expectations
Assumptions About
Accommodations
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Accommodations respond to a student’s need
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Accommodations do not give the student an unfair
advantage
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Accommodations enable students to participate in
instruction and show what they know without being
impeded by their disability
Tape 1:Adjusting for Learner
Needs
Please use the Handout provided
as a Video Viewing Guide to
record observations
Practices and
Accommodations-Handout 4
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We are familiar with…
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We need more information about…
Accommodations We Plan to
Use Immediately
Accommodation
Need Addressed
Lunch
Module 2-Introduction
I would like all the participants to introduce
themselves, but I am concerned that some
individuals may not know how.
I think we need a strategy to help us know
what to do so that we all will be successful
when making an introduction to the group.
Strategy-BLAST
Be ready with what I am going to say
Listen and wait for my turn
Announce my name and other information
Stop within the time frame
Turn to the next speaker and listen
Descriptions
A strategy is an individual’s approach to a
learning task. It includes how a person thinks
and acts when planning, executing, and
evaluating performance. Strategies are used
with purpose and effort. They are essential
to the task and make a meaningful difference
in performance.
Descriptions
Strategies instruction refers to helping
students develop strategies for learning that
help them develop critical skills and abilities.
Students also learn when and where it is
appropriate to use a strategy and how to
monitor their own performance.
Aspects of Strategies
Instruction
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The strategy itself must be designed. These
are the specific “steps” that are directly
related to completing the task.
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The strategy must be taught to students
using an effective instructional approach.
Tape 2:Using Learning
Strategies
Use Handout from your packet,
Video Viewing Guide to record
thoughts and ideas while
watching the video
Reflection
Within Your Group:
What one thing did you learn from the video?
What was shown in the video that you already know?
Were there different variations or extensions shown in the
video to what you are presently doing?
Do you think strategies instruction would work in your
classroom? If so, how might you use it? If not, what would
need to change before you might use it?
Reflection
Handout -Elements of Strategies Instruction
Provides an overview of the components of
strategies instruction
Break
Helping At-Risk Students
McRel has conducted research on strategies
to assist students during the school day who
are low achieving or at-risk of failure.
www.mcrel.org
Question: What are effective strategies that
can be used in classrooms to assist low
achieving students?
McRel-Noteworthy
Perspectives
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Classroom Strategies for Helping At-Risk
Students
Whole Class Instruction
Cognitively Oriented Instruction
Small Groups
Tutoring
Peer Tutoring
Computer-Assisted Instruction
Helping At-Risk Students
Whole Class Instruction
McRel defines whole class instruction as an
intervention that involves the teacher working
with the entire class simultaneously.
Research suggests: When choosing specific
teaching strategies in any context, the
desired outcome should guide the
instructional decision-a balance is needed.
Helping At-Risk Students
Cognitively Oriented Instruction
Cognitively oriented strategies have been
defined as any approach that guides teachers
in teaching students how best to learn. Such
an approach is designed to help students
improve the quality of their thinking and
problem solving
Helping At-Risk Students
Small Groups
There is significant research on small group
instruction including both like-ability and
mixed-ability approaches. This areas also
synthesizes cooperative learning research
Helping At-Risk Students
Tutoring
The research on tutoring reveals a wide
variety of different types of individuals who
tutor at-risk students effectively. The analysis
in this work includes professional, volunteer,
and student tutors.
Helping At-Risk Students
Peer Tutoring
Peer tutoring is an intervention that pairs
students with one another in the classroom.
This hybrid of small grouping and tutoring is
unique in its approaches, and supported by
three significant strands of research
Helping At-Risk Students
Computer-Assisted Instruction
More and more students are spending time
working on computers while they are in
school. This work reveals the effects this
time can have on student learning
What Works in
Schools
Translating Research Into Action
Robert J. Marzano
What Works-Marzano
A Tale of Two Cities-Charles
Dickens
“It was the best of times, it was
the worst of times”
What Works-Marzano
“What Works in Schools is about
possibility, specifically the possibility
that K-12 education is on the brink of
the best of times if we choose.”
Marzano
What Works-Marzano
“My basic position is quite simple:
Schools can have a tremendous
impact on student achievement if
they follow the direction provided
by research”
What Works-Marzano
Assertion #1
Even those studies that have been interpreted
as evidence that schools do not significantly
affect student achievement do, in fact,
support the potential impact of schools when
interpreted properly.
What Works-Marzano
Assertion #2
The research on the effectiveness of schools
considered as a whole paints a very positive
image of their impact on student achievement
What Works-Marzano
Assertion #3
The schools that are highly effective produce
results that almost entirely overcome the
effects of student background.
What Works-Marzano
Factors Affecting Student
Achievement-School
Guaranteed and viable curriculum
Challenging goals and effective feedback
 Parent and community involvement
 Safe and orderly environment
 Collegiality and professionalism
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What Works-Marzano
Factors Affecting Student
Achievement-Teacher
Instructional strategies
 Classroom management
Classroom curriculum design
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What Works-Marzano
Factors Affecting Student
Achievement-Student
Home atmosphere
Learned intelligence and background
knowledge
 Motivation
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What Works-Marzano
“Thirty-five years of research provides
remarkably clear guidance as to the steps
schools can take to be highly effective in
enhancing student achievement. Although
the guidance from the research is clear
researchers and the public continue to
debate whether public education is up to the
task of following it” Marzano
What Works-Marzano
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What Works in Schools-Marzano
Classroom Instruction That Works
Nine Strategies that have positive effects on student
achievement
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypothesis
Questions, cues, and advance organizers
What Works-Marzano
Use Handout from your packet,
Video Viewing Guide to record
thoughts and ideas while
watching the video
Reflection
Within Your Group:
What one thing did you learn from the video?
What was shown in the video that you already know?
Were there different variations or extensions shown in the
video to what you are presently doing?
Do you think the strategies discussed would work in your
classroom? If so, how might you use them? If not, what
would need to change before you might use them?
Wrap-up Day 1
*All Kids Can Learn Activity
Learning is Our Work
*Objectives-Activity-Goal Setting
*Adjusting for Learner Needs
*Using Learning Strategies
Classroom Strategies for Helping At-Risk
Students
*What Works in Schools-Teacher Factors
Day 2-Schedule
Reflection-Day 1
*Objectives-Activity-Goal Setting
Introduction-Background-Research-Feedback-Motivation Theory
Motivating the Unmotivated Students
Session #1-Motivating Students-DVD-The Five Dials of Student Motivation
Break
Session #2-Instructional Techniques for Unmotivated Students-DVDInstruction That Works
Lunch
Session #3-Positive Discipline for Unmotivated Students-DVD-Positive
Disciple and Relationships
Break
Session #4-The Ten Characteristics of Life-Changing Schools-DVD-The
Ten Characteristics of Life-Changing Schools
***Wrap-up***
Objectives-Day 2
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Identify researched based instructional
strategies that help school personnel to
motivate unmotivated students.
Identify researched-based instructional
strategies that engage students who do not
try in the regular classroom.
Reflect on your own growth in addressing the
instructional and learning needs of students
who struggle in the regular classroom.
Activity-Goal Setting
One way to enhance student involvement in
an instructional unit is to ask students to
identify something that interests them beyond
the teacher-identified goals
Write your own learning goal or goals for the
workshop today
Research
Many years ago, the field of education and
psychology over looked an important study.
1925-Dr. Elizabeth Hurlock-designed a study
to explore what would happen when 4th and
6th graders in math class received different
types of feedback
Research
1st Group-identified by name-praised
2nd Group-identified by name-criticized
3rd Group-ignored-present to hear responses
to other students
4th Group-removed-received no comments on
work
Students in Groups 1 & 2 did better after
the 1st day-then performance dramatically
changed
Research
The overall performance of each Group:
Group 1-Praised-71%
Group 2-Criticized-19%
Group 3-Ignored-5%
Recent studies:
Negative emotions can be harmful and might
even shorten life span
Positive emotions are an essential daily
requirement for survival
Feedback
The brain’s patterns and instructions are
slowly perfected throughout life, mostly
through trial and error. Therefore, feedback
is essential to learning. Meaningful and
appropriate feedback helps students
understand how they are doing in the course
of the real world
Feedback
The most valuable feedback:
Immediate-given as soon as possible after the
performance
Specific-instead of general
Precise-includes evidence that helps the person
see cause and effect
Growth-Oriented-gives direction for further
improvement
Preserves Dignity-judges performance, not the
person
Feedback
Today Show-Katie Couric Interview of
Brian Bennett-had grown up in a troubled and
abusive environment. He struggled in school
and had been picked on regularly. Now-a
well adjusted and successful adult.
Defining Moment-”when a grade school
teacher simply told me that she cared about
me and believed in me and that small
interaction turned my life around”
Feedback
Complete the Self-Test
Feedback Sheet both Part 1
and Part 2
Brain Research
Seven Myths of Learning
Myth 1-Some portion of our anatomy must be
in contact with a chair in order to learn
Fact-Our ability to learn by experience
diminishes in direct proportion to the amount
of time we spend sitting
Brain Research
Seven Myths of Learning
Myth 2-The person who does the most
listening does the most learning
Fact-The person doing the most talking or
moving or writing is doing the most learning
Brain Research
Seven Myths of Learning
Myth 3-The best way to teach is to give
information in a well planned lecture
Fact-We remember 10-20% of what we hear.
If we want someone to “hear” something, we
lecture. If we want students to “learn” it we
need to “orchestrate experiences” that
engage or involve them
Brain Research
Seven Myths of Learning
Myth 4-If we’d only listen, we’d remember more
Fact-We learn and remember about 80 % of
what we do and say. In order to learn anything
well, we need to talk about it with each other and
do it a number of times ourselves. “The brain
that does the work is the brain that learns”
Brain Research
Seven Myths of Learning
Myth 5-The more “serious” the learning is, the
more we will remember
Fact-We learn and remember best when we
are engaged and enjoying what we’re doing
Brain Research
Seven Myths of Learning
Myth 6-Fun is marginal to learning
Fact-Not only do we learn best and
remember more when we enjoy success as
an appropriately challenging experience, we
also will be more willing to seek out other
challenging learning experiences
Brain Research
Seven Myths of Learning
Myth 7-The only person who should be
“teaching” is the expert in the field
Fact-We learn and remember about 90-95%
of what we “teach others”. Peer teaching is a
powerful learning experience for all involved.
The more knowledge we share with others,
the more we learn.
Research-Marzano
“The Art and Science of Teaching”-Marzano
Question #5-What will I do to engage students?
Five areas provide useful insight:
High Energy
Missing Information
The Self-system
Mild Pressure
Mild Controversy
Research-Marzano
High Energy as a Stimulus for Engagement
Paying attention requires students to
have a certain energy level:
Physical Activity-increases blood flow(oxygen)
Pacing of Instruction-keep activity moving(transitions)
Teacher enthusiasm and intensity
Research-Marzano
Missing Information as a Stimulus for
Engagement
Human beings interested in puzzles and
games-taps into our curiosity and anticipation
Cybernetic Theory-always trying to lessen the
discrepancy between what we predict will
occur and what is actually occurring
Research-Marzano
The Self as a Stimulus for Engagement
In terms of human motivation and
engagement, one of the more powerful
distinctions to come out of psychology is that
of the self-system. It is the system that
controls what we decide to attend to.
Research-Marzano
Mild Pressure as a Stimulus for Engagement
It is true that under the right circumstances
mild pressure can have a positive influence
on learning
Ex: Questioning-Wait Time
Research-Marzano
Mild Controversy and Competition as a
Stimuli for Engagement
When well orchestrated--mild controversy
can enhance student engagement
Controversy strategies include eliciting
divergent opinions on an issue and then
inviting students to resolve their
discrepancies through sustain discussion
Research-Marzano
Action Steps:
Use of Games That Focus on Academic
Content
Use Inconsequential Consequences
Manage Questions and Response Rates
Use of Physical Movement
Use Appropriate Pacing
Research-Marzano
Action Steps:
Demonstrate Intensity and Enthusiasm for
Content
Engage Students in Friendly Controversy
Provide Opportunities for Students to Talk
About Themselves
Provide Unusual Information
Motivation Theory
Kids aren’t passive receivers of informationthey choose what they want to pay attention
to in class. Skilled teachers use their “bag of
tools” to “build stepping stones” for kids.
See Motivation Theory Handout in Packet
Motivation Theory
Motivation-Six Variables-can be
orchestrated by the teacher to increase the
probability that a student will want to learn or
will be motivated to learn:
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Level of Concern
Feeling Tone
Interest
Success
Rewards
Break
Motivating Unmotivated
Students
Motivating Students
There are a number of factors that determine
whether or not students are motivated in your
classroom. This presentation will focus on five
factors, that a teacher can adjust to maximize the
performance of ALL students! The presentation is
filled with concrete techniques and strategies
teachers can use in their classrooms the very next
day!
Lunch
Motivating Unmotivated
Students
Instruction that Works for Unmotivated Students
Even the best schools have some students who are
not reaching their full potential. This presentation is
filled with concrete steps you can take at your
school to close the achievement gap and meet the
needs of struggling and at-risk students. You are
guaranteed to walk away from this session with
strategies and techniques you can use in your
classroom with struggling and unmotivated students.
Motivating Unmotivated
Students
Positive Discipline for Unmotivated
Students
Everyone wants to know the most effective
ways to improve student behavior. This
groundbreaking presentation demonstrates
four successful discipline strategies you can
use in your classroom or school to start
changing behaviors tomorrow!
Break
Motivating Unmotivated
Students
The Ten Characteristics of Life-Changing
Schools
Learn from one of the nation's leading experts on
educational program design what the most
successful schools in the country have in common,
and learn how you can make small changes to your
school to help students become successful. This
presentation is research-based and filled with steps
any teacher can take the very next day.
Reflection
Within Your Group:
What one thing did you learn from the videos?
What was shown in the videos that you already know?
Were there different variations or extensions shown in the
videos to what you are presently doing?
Do you think the strategies discussed would work in your
classroom? If so, how might you use them? If not, what
would need to change before you might use them?
Wrap-Up Day 2
*Objectives-Activity-Goal Setting
Introduction-Background-Research-Feedback
Motivating the Unmotivated Students
Session #1-Motivating Students-The Five Dials of Student
Motivation
Session #2-Instructional Techniques for Unmotivated
Students
Session #3-Positive Discipline for Unmotivated Students
Session #4-The Ten Characteristics of Life-Changing
Schools
Expectation
What was one key learning that will allow you to improve your
present level of teaching and increase the level of achievement and
engagement of the students in your classroom?
What is you action plan to implement the key learning in your
classroom?
Please list:
Activity (What will I do)
Process (How will I do it)
Timeline (When will I do it)
Assessment (How will I measure success)
How do you propose that the implementation of the above action
plan will help your school in achieving the identified school
improvement goals?
Expectation
Out-of-Workshop:
Develop follow-up action plan
This plan is due to the facilitator by August 14,
2009. It can be sent as an e-mail attachment
to [email protected].