meeting the needs of all students brookings, sd august 3 & 4, 2009
TRANSCRIPT
Meeting the Needs of ALL Students
Brookings, SD
August 3 & 4, 2009
Introduction
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 workshopComplete all required activities and readingDevelop a follow-up action plan for implementation
Out-of-Workshop:Complete readingsDevelop 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-VideoMotivation Theory-Handout
BreakClassroom 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 solutionThe second school considers failure an important part of the learning process-students 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, modern-day 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
“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
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
Memory difficulties Attention difficulties Difficulties with reading,
writing ,or math Difficulties with expressive
language Difficulties understanding
task demands Difficulties generalizing
information Trouble following directions
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 CognitionExamples include:
Memory difficultiesAttention difficultiesDifficulties with reading, writing, or mathDifficulties with expressive languageDifficulties understanding task demandsDifficulties generalizing informationTrouble following directions
Categorizing Characteristics of Students with Learning Disabilities
Attitudes/Beliefs/Emotions Examples Include:
Expectations of failure Low tolerance for frustration Low motivation to engage in and complete a task Negative task orientation
Behaviors Examples Include:
Organizational skill difficulties Hyperactive & Impulsive behaviors Distractibility & Withdrawn behaviors
Characteristics Affecting Learning
Learning may be affected by difficulties in learning and cognition, attitude and motivation, and behaviors. For example, students may have difficulty 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:
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
Accommodations respond to a student’s need
Accommodations do not give the student an unfair advantage
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
We are familiar with…
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
The strategy itself must be designed. These are the specific “steps” that are directly related to completing the task.
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.orgQuestion: What are effective strategies that can be used in classrooms to assist low achieving students?
McRel-Noteworthy Perspectives
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
What Works-Marzano
Factors Affecting Student Achievement-Teacher Instructional strategies
Classroom management Classroom curriculum design
What Works-Marzano
Factors Affecting Student Achievement-Student
Home atmosphere Learned intelligence and background
knowledge Motivation
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
What Works in Schools-MarzanoClassroom 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-ScheduleReflection-Day 1*Objectives-Activity-Goal SettingIntroduction-Background-Research-Feedback-Motivation Theory
Motivating the Unmotivated StudentsSession #1-Motivating Students-DVD-The Five Dials of Student Motivation
BreakSession #2-Instructional Techniques for Unmotivated Students-DVD-Instruction That Works
LunchSession #3-Positive Discipline for Unmotivated Students-DVD-Positive Disciple and Relationships
BreakSession #4-The Ten Characteristics of Life-Changing Schools-DVD-The Ten Characteristics of Life-Changing Schools
***Wrap-up***
Objectives-Day 2
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-praised2nd Group-identified by name-criticized3rd Group-ignored-present to hear responses to other students4th Group-removed-received no comments on workStudents 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 spanPositive 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 performanceSpecific-instead of generalPrecise-includes evidence that helps the person see cause and effectGrowth-Oriented-gives direction for further improvementPreserves 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 EnergyMissing InformationThe Self-systemMild PressureMild Controversy
Research-Marzano
High Energy as a Stimulus for EngagementPaying 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 engagementControversy 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 information-they 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: 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 StudentsEveryone 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 SchoolsLearn 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 SettingIntroduction-Background-Research-Feedback
Motivating the Unmotivated StudentsSession #1-Motivating Students-The Five Dials of Student
MotivationSession #2-Instructional Techniques for Unmotivated
StudentsSession #3-Positive Discipline for Unmotivated StudentsSession #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].