ICSD Co-Teaching PLCMarch 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?

Social Skills vs. Behavior

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).

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).

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

Skill StreamingEmbedded Instruction

Explicit Instruction Teachable Moments

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.

Skill Streaming

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!

One Size Does Not Fit All…

Vast Wildness and Uncertainty Park

Moment of DisruptionStrategies

Win-Win Discipline

Win-Win Discipline

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)