Silvia Soderberg, Ed.S. Bryn Harris, Ph.D. Angela Restrepo, Ed.S. Margarita Cordero, Ed.S.
ENGAGED STUDENTS LEARN! Daphne Cofer, Ed.S. and Jodie Williams, Ed.S. Special Education...
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Transcript of ENGAGED STUDENTS LEARN! Daphne Cofer, Ed.S. and Jodie Williams, Ed.S. Special Education...
ENGAGED STUDENTS LEARN!
Daphne Cofer, Ed.S. and Jodie Williams, Ed.S.Special Education Instructional Coaches
Newton County Schools
We AREExperienced in classroom
situationsInstructional specialistsCoaches in the classroomConstantly learning
because we know we don’t have all the answers
Always looking for new innovative ways to engage students
Members of the leadership team
We ARE NOTBehavior SpecialistsCertified Behavior
AnalystsBehavior Support
Personnel
WHO ARE WE?
System was performing low on CRCTWe were not reaching the state’s AMOsSome schools were not making AYPGroup with the most significant deficits
was SWD
WHAT’S GOING ON?
Total Enrollment: 19,16824 Schools
13 Elementary Schools (grades Pre-K through 5)
5 Middle Schools (grades 6-8)3 High Schools (grades 9-12)1 Theme School (grades K-8)1 Charter Schools1 Alternative School
ABOUT OUR COUNTY
Economically Disadvantaged: 65%
Students with Disabilities: 12.7%
Enrolled in Gifted: 9.2%
English Language Learners: 2.4%
(37 different languages spoken)
Ethnicity: Black
52% White 38% Hispanic
5.5% Multi-Racial 3.5% Asian 0.9% American Indian
.04% Pacific Islander
.06%
High suspension ratesPoor Attendance Numerous offi ce referralsISSConstant disruptionsChronic misbehaviors and disrespect
DRILLING DOWN FURTHER…
Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She begins by asking the class what igneous rocks look like and what metamorphic rocks look like. She notices Carl getting fi dgety when she begins comparing and contrasting the rocks and how the rocks are formed. When Mrs. Williams continues her questioning, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then asks Carl, to please be stil l, quiet, and pay attention. Carl, then shouts, “Make me, Fat Albert”. Mrs. Williams then says, “Carl, if I hear another outburst from you, you are going to the principal’s offi ce” Carl then shouts in his loudest voice, “Good, I don’t want to be in your stupid class anyway.” Carl was then removed from the classroom and placed in ISS for the remainder of the day.
PROBLEM
Science lesson is difficult.
Afraid he will be asked a question he
doesn’t know.
Making noises,
disrespectful to
classmates and
teachers, noncomplian
t
Avoid task, remove from
class
Triggering Antecedent
Problem Behavior
Maintaining Consequences
function
Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.
SAME PROBLEM, BUT HAVE GIVEN HIM A REPLACEMENT BEHAVIOR
Science lesson is difficult.
Afraid he will be asked a question he
doesn’t know.
Making noises,
disrespectful to
classmates and
teachers, noncomplian
t
Avoid task, remove from
class
Ask for break
Triggering Antecedent
Problem Behavior
Maintaining Consequences
function
Acceptable Alternative
Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.
SOMETIMES WE HAVE TO MODIFY THE ANTECEDENT
Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. While the class is fi nishing up their math assignment, Mrs. Williams calls Carl to her desk where she shows him an igneous and metamorphic rock and points out one observable similarity and diff erence. Carl returns to his seat and Mrs. Williams goes to the front of the classroom where she begins her discussion on igneous and metamorphic rocks by showing examples of each rock. She then has the class create a simple chart of similarities and diff erences based on their observations of each rock. The teacher notices Carl getting fi dgety because he is having diffi culty organizing his thoughts, so Mrs. Williams gives the class a graphic organizer to assist with organizing the similarities and diff erences, in a logical way. After each student has completed their chart, they are asked to share one similarity and one diff erence with a partner, and Carl is asked to share his answer fi rst. Mrs. Williams is able to continue her lesson on igneous and metamorphic rocks.
MODIFY THE ANTECEDENT
Science lesson is difficult.
Afraid he will be asked a question he
doesn’t know.
Making noises,
disrespectful to
classmates and
teachers, noncomplian
t
Avoid task, remove from
class
Ask for break
Triggering Antecedent
Problem Behavior
Maintaining Consequences
function
Acceptable Alternative
Do work without
complaining
Desired Alternative
Grades, Points,
questions, more work.
Typical Consequence
Classrooms in which… Percent
There was evidence of a clear learning objective. 4%
High yield strategies were being used. 0.2%
There was evidence of higher order thinking. 3%
Students were either writing or using rubrics. 0
Fewer than one half of students were paying attention 85%
Students were using worksheets 52%
Non-instructional activities were occurring. 35%
SOBERING STATISTICS
“Only 5 years of above average teaching could eliminate the achievement gap in some states.”
(Schmoker, 2006, p.21)
Instruction is the single greatest determination of learning and has the largest influence on achievement
That improved classroom instruction is the prime factor to produce student achievement gains
(Schmoker, 2006)
RESEARCH TELLS US…
Intelligence Area
Strengths Preferences Learns best
through Needs
Verbal / Linguistic
Writing, reading, memorizing dates, thinking in words, telling stories
Write, read, tell stories, talk, memorize, work at solving puzzles
Hearing and seeing words, speaking, reading, writing, discussing and debating
Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.
Mathematical/ Logical
Math, logic, problem-solving, reasoning, patterns
Question, work with numbers, experiment, solve problems
Working with relationships and patterns, classifying, categorizing, working with the abstract
Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.
Visual / Spatial
Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization
Draw, build, design, create, daydream, look at pictures
Working with pictures and colors, visualizing, using the mind's eye, drawing
LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.
Bodily / Kinesthetic Athletics, dancing, crafts, using tools, acting
Move around, touch and talk, body language
Touching, moving, knowledge through bodily sensations, processing
Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.
MULTIPLE INTELLIGENCES
It’s not how smart
you are, It’s how you are
smart-Howard Gardner
Intelligence Area
Strengths Preferences Learns best
through Needs
Musical
Picking up sounds, remembering melodies, rhythms, singing
Sing, play an instrument, listen to music, hum
Rhythm, singing, melody, listening to music and melodies
Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.
Interpersonal
Leading, organizing, understanding people, communicating, resolving conflicts, selling
Talk to people, have friends, join groups
Comparing, relating, sharing, interviewing, cooperating
Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc.
Intrapersonal
Recognizing strengths and weaknesses, setting goals, understanding self
Work alone, reflect pursue interests
Working alone, having space, reflecting, doing self-paced projects
Secret places, time alone, self-paced projects, choices, etc.
Naturalistic
Understanding nature, making distinctions, identifying flora and fauna
Be involved with nature, make distinctions
Working in nature, exploring living things, learning about plants and natural events
Order, same/different, connections to real life and science issues, patterns
MULTIPLE INTELLIGENCES
Musical/Rhythmic
Verbal/Linguistic
Logical/Mathematical
Visual/Spatial
Sing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem
Read it Spell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics
Make a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics
Mind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster
LEARNING STYLES
Body/Kinesthetic
Intrapersonal Interpersonal Naturalist
Role playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language
MetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership
Think-Pair-ShareJigsawCooperative groupingDrama DebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared journals
Label itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns
LEARNING STYLES
What should stay the same?
Learning GoalsRespectful TasksFormative AssessmentsHigh expectations
What should change?
ContentProcessProductLearning Environment
DIFFERENTIATEFOR EVERY LEARNER…
Tomlinson & Moran, 2012
Educators should differentiate according to a students’ readiness, interest,
learning profile, and affect.
ProductGiving students options
of how to express required learning
Using rubrics that match and extend students’ varied skills levels
Allowing students to work alone or in small groups
Encouraging students to create their own product assignments
Learning EnvironmentMaking sure there are quiet
places to work without distraction
Providing materials that refl ect a variety of cultures and home settings
Setting out clear guidelines for independent work
Developing routines that allow students to get help when teachers are busy
Allow opportunities for movement if needed
DIFFERENTIATION
ContentUsing materials at
varying readability levelsPutting text materials on
tapeUsing spelling or
vocabulary lists at readiness levels
Meeting with small groups to re-teach an idea or skill or to extend the thinking of some learners
ProcessUsing tiered activitiesProviding interest centers
that encourage students to explore subsets of the class topic
Developing personal agendas
Off ering manipulative or other hands-on supports
Varying the length of time a student may take to complete a task
DIFFERENTIATION
Categories of Instructional Strategies That Affect Student Achievement
Category Ave. Effect Size (ES)
Percentile Gain
Identifying similarities and differences
1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort and providing recognition
.80 29
Homework and practice .77 28
Nonliguistic representations .75 27
Cooperative Learning .73 27
Setting objectives and providing feedback
.61 23
Generating and testing hypotheses .61 23
Questions, cues, and advance organizers
.59 22Marzano, Pickering, & Pollock (2001), p.7)
IMPLEMENT
1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)
2.Understand it. (What does it make you think of?)
3.Apply it. (What can you do with it? How is it used?)
4.Analyze it. (How is it made or what is it composed of?)
5.Evaluate it. (Take a stand and list reasons for supporting it.)
6.Create it. (Generate a new version of it. How is it an improvement from the original?)
CUBING 2010
Mulligan, D. (2011)
Essential Characteristics of effective instruction -
Improves through regular assessments and evaluations
Focuses on essential knowledge and essential skills
Builds on students’ prior knowledge
Integrates higher level and basic skills
Provides instruction on specific strategies
Includes the frequent review of key concepts
Consistently uses
collaborative learning
Focuses on student-directed instruction
Strives to be culturally and linguistically relevant
Relies on shared responsibility and collaboration
EFFECTIVE INSTRUCTION FOR SWD’S
Office of Educational Research and Improvement (OERI), US DOE, 2010
Picture SymbolsObjectsColor CodingManipulativesTactile Cues Thematic UnitsAssistive Technology
ADAPT
Resource for special education teacherscolor laser printerLaminatorLending library Instructional materials/interventionsMaterials used for adaptations and work station tasks
Binding machineAssistive technology equipment
Average 10-15 teachers per week
CURRICULUM LAB
Positive learning environment where students feel safebuild self-confidenceare respectedare Not threatening learn appropriate social interactionsare expected to performare engaged in active learning experiencesare treated fairly
PROMOTE
Fair isn’t everybody getting the same
thing…fair is everybody getting what they need in
order to be successful. Author unknown
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD
Mulligan, D. (2011). Thinking goes to school. Strategies to Foster Higher Achievement in the Primary Grades. PowerPoint Presentation.
Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD
REFERENCES