icsd co-teaching plc march 17, 2014
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ICSD Co-Teaching PLC March 17, 2014. Jenn Gondek, Instructional Specialist at TST BOCES Lee Ginenthal, Teacher on Special Assignment at ICSD. Session Objectives:. Morning Debrief:. How were you able to provide a social or behavioral support in a co-taught situation?. - PowerPoint PPT PresentationTRANSCRIPT
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ICSD Co-Teaching PLCMarch 17, 2014
Jenn Gondek, Instructional Specialist at TST BOCESLee Ginenthal, Teacher on Special Assignment at ICSD
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Session Objectives:
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Morning Debrief:
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How were you able to provide a social or behavioral support in a co-taught situation?
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Social Skills vs. Behavior
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What Are Social Skills? Social skills are not the same thing as
behavior. Rather, they are components of behavior that help an individual understand and adapt across a variety of social settings. Walker (1983) defines social skills as “a set of competencies that a) allow a`n individual to initiate and maintain positive social relationships, b) contribute to peer acceptance and to a satisfactory school adjustment, and c) allow an individual to cope effectively with the larger social environment” (p. 27).
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What Are Social Skills? Social skills can also be defined within the
context of social and emotional learning — recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically (Zins, Weissbert, Wang, & Walberg, 2004).
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Focuses on social and emotional learning strategies that encourage reflection and self-awareness.
Creates opportunities to practice effective social skills both individually and in groups.
Adjusts instructional strategies to address social skills deficits.
Tailors social skill interventions to individual student needs.
Quality Social Skills Instruction:
www.nichy.org
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Skill StreamingEmbedded Instruction
Explicit Instruction Teachable Moments
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Instructional Continuum Initial Instruction (whole group) Differentiated Instruction (small group) pre-
teach, re-teach, application, guided practice Classroom Intervention (diagnostic and in
class) Intensive Intervention (outside the classroom
setting)
As you move through the continuum, you provide more time and resources based on student need.
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Skill Streaming
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Provide Explicit Instruction Introduce the lesson – model multiple examples,
explain directly Provide Extensive Guided Practice – students
practice what was modeled, are given prompts and immediate feedback
Follow Through – support application of skills and content with scaffolding, structure ample review
Process – use a gradual release of responsibility, provide immediate corrective feedback
NOTE: The greatest mileage from explicit instruction occurs in small groups!
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One Size Does Not Fit All…
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Vast Wildness and Uncertainty Park
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Moment of DisruptionStrategies
Win-Win Discipline
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Win-Win Discipline
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Two by Ten Strategy 2 minutes each day Personal Conversation about a topic of student’s choice 10 consecutive days 85 % increase improvement in individual student’s behaior
Wlodkowski (1983)