exemplary, research-based thematic transition instruction dcdt conference albuquerque, nm october...
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![Page 1: Exemplary, Research-Based Thematic Transition Instruction DCDT Conference Albuquerque, NM October 21, 2005 Albuquerque, NM October 21, 2005 Pamela Luft,](https://reader035.vdocuments.mx/reader035/viewer/2022062421/56649d485503460f94a24375/html5/thumbnails/1.jpg)
Exemplary, Research-Based Exemplary, Research-Based Thematic Transition InstructionThematic Transition Instruction
DCDT ConferenceDCDT Conference
Albuquerque, NM October 21, 2005Albuquerque, NM October 21, 2005
Pamela Luft, Ph.D.Pamela Luft, Ph.D.
Kent State UniversityKent State University
[email protected]@kent.edu
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Rationale for Thematic InstructionRationale for Thematic Instruction
• Transition’s scope should be broad and life-longTransition’s scope should be broad and life-long• Transition often is limited to separate classes:Transition often is limited to separate classes:
• home echome ec• career development career development • world of workworld of work• functional or life skillsfunctional or life skills
• Instruction becomes delimited and fragmentedInstruction becomes delimited and fragmented
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Thematic InstructionThematic Instruction
• Overcome fragmentation through Overcome fragmentation through
Integrated Thematic Instructional UnitsIntegrated Thematic Instructional Units
• Design units across the full range of Design units across the full range of academic content areasacademic content areas
• Incorporate a transition focus to “anchor” Incorporate a transition focus to “anchor” units in relevance and meaningunits in relevance and meaning
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Research-Based Unit DesignResearch-Based Unit Design
• Thematic instructional units:Thematic instructional units:• Increase redundancy and retention of key Increase redundancy and retention of key
conceptsconcepts• Enhance learning of cross-curricular Enhance learning of cross-curricular
relationships and processesrelationships and processes• Life cycles: of people, animals, plants, cities, Life cycles: of people, animals, plants, cities,
countries, solar systemscountries, solar systems
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Understanding by Design Understanding by Design (Wiggins & McTighe, 2005)
• Utilizes research-based processesUtilizes research-based processes• Bloom’s research and learning theories Bloom’s research and learning theories http://http://
www.ubdexchange.org/resources.htmlwww.ubdexchange.org/resources.html • Project-specific research results and outcomesProject-specific research results and outcomes• Used at:Used at:
• Teachers College at Columbia University, Teachers College at Columbia University, • Penn State University Penn State University • Old Dominion UniversityOld Dominion University• Vanderbilt University Vanderbilt University • University of Maryland. University of Maryland.
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Unit Design and TransitionUnit Design and Transition
• Design process that focuses on:Design process that focuses on:• Authentic, relevant, and enduring learningsAuthentic, relevant, and enduring learnings• The “heart” of each curricular areaThe “heart” of each curricular area
• Transition provides:Transition provides:• The conceptual link among these learnings through…The conceptual link among these learnings through…• The authentic, relevant, and enduring topicsThe authentic, relevant, and enduring topics
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Understanding by DesignUnderstanding by Design
• ““Backward design” processBackward design” process• Stage 1:Stage 1:
• Review external standards and student needs, to… Review external standards and student needs, to… • Stage 2:Stage 2:
• Develop assessments to evaluate achievement of the Develop assessments to evaluate achievement of the standards and needs, that ends with…standards and needs, that ends with…
• Stage 3:Stage 3:• Develop lessons and instructional activities thatDevelop lessons and instructional activities that
• Prepare the student to adequately perform on the assessments Prepare the student to adequately perform on the assessments and and
• Demonstrate thorough Demonstrate thorough understandingunderstanding. .
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Stage 1: Incorporate Transition Issues Stage 1: Incorporate Transition Issues
• State standards are “unpacked” into State standards are “unpacked” into meaningful and teachable chunks according to meaningful and teachable chunks according to elements that are elements that are • (a) worth being familiar with, (a) worth being familiar with, • (b) important to know and understand, and (b) important to know and understand, and • (c) what is authentic and relevant and of life-long (c) what is authentic and relevant and of life-long
value to the student (i.e., value to the student (i.e., transition needstransition needs))
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Transition-Focused UnitsTransition-Focused Units
• Transition Services Preparation Project• Years 1-2: Teachers identified topics and units Years 1-2: Teachers identified topics and units • Years 3-4: Transition units based on research Years 3-4: Transition units based on research
resultsresults• Student participation in IEP meetings: MS Student participation in IEP meetings: MS
and HS unitsand HS units• Vocational preparation and courseworkVocational preparation and coursework
• Career Development units (Brolin’s LCCE)Career Development units (Brolin’s LCCE)• Career AwarenessCareer Awareness• Career ExplorationCareer Exploration• Career PreparationCareer Preparation• Career AssimilationCareer Assimilation
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Project Website Project Website http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm
Units are found:
Transition Teaching Units
Research-Based Priorities
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Transition Teaching Units
Unit Design Processes
Unit Examples
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
Research-Based Priorities and Practices
Summary: Literature Review of Research
Grant Activities: Yearly listing with unit development process
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October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training
ReferencesReferences
• Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. disabilities: Predictive factors and student perspectives. Exceptional Children, 66Exceptional Children, 66, 509-529., 509-529.
• Kohler, P.(1993). Best practices in transition: Substantiated or Kohler, P.(1993). Best practices in transition: Substantiated or implied? implied? Career Development for Exceptional Individuals, 16Career Development for Exceptional Individuals, 16, , 107-121.107-121.
• Wiggins, G., & McTighe, J. (2005). Wiggins, G., & McTighe, J. (2005). Understanding by design Understanding by design (2(2ndnd ed). Alexandria, VA: Association for Supervision and Curriculum ed). Alexandria, VA: Association for Supervision and Curriculum Development.Development.