my transition to a student-centered classroom
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My Transition to a student-centered classroom. A look at the theories, tools, problems, and solutions from the journey. “A child mis -educated is a child lost.” -JFK. Contents:. Layer C Layer B Layer A implementation L to J RtI Technology & Tools Resources. page 5 page 10 - PowerPoint PPT PresentationTRANSCRIPT
MY TRANSITION TO A STUDENT-
CENTERED CLASSROOM
A look at the theories, tools, problems, and solutions from the
journey.
“A child mis-educated is a child lost.”
-JFK
CONTENTS:Layer CLayer BLayer A
implementationL to J
RtITechnology &
ToolsResources
page 5page 10Page 12page 14page 19page 23page 27page 28
MORSELS THAT PROMPT CHANGE: was working my tooshie off and not
seeing the hoped-for achievement Students lacking passion for their
education Block schedule
Students must feel acceptance and success to strive for their best.
A feeling of control means survival is not threatened.
LAYERED CURRICULUM: “Every student deserves a special
education.” Kathie F. Nunley, PhD
3 Keys 1) choice 2)encourage complex thinking 3) increase accountability
Goal – improve student’s lives without doing harm.
C LAYER: Goes first Highest grade possible with satisfactory
completion of this level – C
Add to bank of knowledge, basic facts, basic skills
Have 3-4x as many choices as you want them to complete
C LAYER EXAMPLES:
Listening to “lecture”** Notes Discussion Flashcards Informative poster (next slides will break it down by learning type)
**Dr. Nunley suggests making the direct instruction optional; she stresses it’s not actually becoming optional – it’s just a perspective shift in the students. In her experience, they all still participate in
direction instruction, but believe it to be their choice.
LAYER C FOR VISUAL: Traditional Textbook:
Read chapter, answer questions, explain illustrations
Periodical Literature: Read & give 60 sec. summary, highlight article,
answer worksheet on article
Video: Watch video, take notes, write 15 interesting things,
fill-out worksheet
Demonstrations: Watch demo & do worksheet/discuss/make own
demo
Computers: Summarize key ideas, online worksheet, online quiz
LAYER C FOR AUDITORY: Taped textbook reading:
Listen & follow along in book/answer questions, listen & do activities, listen & answer questions orally
Lectures: Listen & take notes, listen & fill out outline
Debates: plan a group debate using 3 sources, read an
article & debate with a friend
Song writing: Write a song & include 10 facts in it
LAYER C FOR KINESTHETIC: Computer programs Flashcards Bulletin board Posters Dioramas Construct a book/booklet Collages Mobiles Models Board game creation
B LAYER: Start after layer C is complete Highest possible grade upon completion
is a B
Take layer C info and manipulate it; hook it to other concepts and situations
Lab time! Or, problem solve! (NO pre-fabricated labs.)
B LAYER EXAMPLES: Lab, and lab questions
Make 5 questions to follow steps of Inquiry Diagrams Vocab stories Puppet show Make a Prezi, Powerpoint, or webpage THIS is the place for interdisciplinary
projects
A LAYER: Last layer - Ideal end-point Highest possible grade upon completion
is a A
Critical thinking and analysisThey need to think!
A LAYER EXAMPLES: Science mysteries (short stories with
critical thinking questions at the end) Current events
Find 3 sources Read write opinion using knowledge gained in
layer C
Questions to ask: Is cloning research a good idea? When will we have a cure for cancer?Was there ever life on our moon?
GRADING: Partial points vs. all-or-nothing Who is responsible for keeping track?
Student – binder with sheetTeacher – spreadsheet, iPad
If you do it in class – include it in the layersL to JVocab flashcard practiceVocab bingoBell ringers
MODIFICATIONS (HIGHER &
LOWER): lower - Removing a layer
Lower - Reducing number of items to complete per layer
Higher – “quizzing” out of layer C
Higher – test at the endAs per Dr. Nunley’s suggestion, points of
test should equal the total points needed from layers C,B, and A
WHEN TO START: Mid-year:
If not already a highly student-centered operation, keep things clear with opening the flood-gate little by little. Ex: those of you doing choice 1 please sit on
west side of room, choice 2 please sit on the right
Start of year:Limit number of choices for each layer, walk
kids through the schedule
PACING & COMMUNICATION:
Ease into it.
Students will need to be “led” through the first time
Give the “menu” to students at the start of the chapter.
TROUBLESHOOTING: Reluctant students
Student absence
Front-loading!
Making contact with each student on each choice for each layer
L TO J
L TO J - OVERVIEW: Used as a “preview/review” Great way to collect data to gauge
effectiveness in vocabulary acquisition
Students quizzed weekly on the square root of the year’s vocab bank
Students graph their result in classroom binder
Class average recorded on wall chart. Meet or exceed week’s goal = lollipop
L TO J ARTIFACTS: Student
Word bank Individual graphTest blank
Teacher Word bank Definition bank Random
generatorwww.random.or
g Class wall charts
L TO J – RESULTS: Students who struggle with vocabulary
are actively engaged A nice way to reinforce that students do
not have permission to forget material Helps build connections within words
Minor: weekly exposure to graphing, organizational skills, another routine for familiarity, a quiz students get excited for!
RESPONSE TO INTERVENTION (RTI) – EXPLICIT TEACHING
“It’s not what you say or do that ultimately matters… It IS what you get the students to do as a result of what you said and did that counts.”
-Archer, Feldman, Kinsella
MY SOCKS ARE STILL MISSING… “If it’s worth one student doing it – they
all should do it.”-Anita Archer,
Ed.D.
Engagement is essential; those students we really need to reach are those who are not typically engaged.
They all need to do everything!
RTI – WORTH LOOKING INTO: Choral responses Partner/small group work Written responses Random/strategic calling on students
NO HAND RAISING. If you only call on students raising hands to
answer, you will get the same 3 kids every time, and no one else will be engaged.
RTI - Too much information to go into more
depth here…but it reinforces why layered curriculum is important.
Worth looking into the website/going to the seminars.
Basically tells us what we’ve been doing all our lives could be greatly improved.
Paradigm shift can be uncomfortable.
TECHNOLOGY & OTHER TOOLS: Technology usage is imperative.
In my room:Clickers – used for quizzes and
teststeacher lead & student lead
vocab bingoflashcardsclassroom bindersonline textbookconsumable textbook
*website utilized: lots of resources
SOURCES:
Layered Curriculum – Kathie F. Nunley, Ed.D.L to J – Lee Jenkins, Ph.D.Response To Intervention (RtI) – Anita Archer, Ph.D.;
Kevin Feldman, Ed.D.; Kate Kinsella, Ed.D.
www.help4teachers.com www.brains.org
www.toolsfordifferentiation.pbworks.com
www.nerds.unl.edu/layered