National Para-Professional Conference 2015

Hartford Connecticut

Dr. Ashleigh Molloy

President TransEd Instituteamolloy@transedinstitute.org

www.transedinstitute.org

Navigating the Labyrinth of Constant Change

Session Objectives

• To comprehend the concept of change and its impact on the role of a para

• To understand the expectations needed to be a successful 21st Century Para

• To be more culturally competent

• To become knowledgeable about the generational differences among students and their parents

Greetings from Lindsey Molloy

“Hello everyone, my name is Lindsey. Dr. Ash is my dad. Enjoy yourself, happy learning. Goodbye. “

Activity30 Second Connections

Places outside this current state that both of you have been.

Foods you’ve eaten in the last month

Movies or TV shows in the last year

Labyrinth & Change

• Labyrinth: is defined as an intricate combination of paths or passages in which it is difficult to find one’s way or to reach the exit.

• Change: to become transformed or altered.

• The world of today’s student is fast moving and media rich.

• Recently live in a world that is in constant flux.

Change:

“Nothing Endures but Change”- Heraclitus

“When the winds of change blows, some build walls, others build windmills.”

- Anonymous“It is change… that is the dominate factor in society today.

No sensible decision can be made without taking into account not only the world as it is, but the world as it will be.”

- Isaac Asimov“If we don’t change we don’t grow.”

- Anonymous

Think Outside the Box

Draw a Pig Personality Test

The pig serves as a useful test of the personality traits of the drawer.

If the pig is drawn:

• Toward the top of the paper – You are positive and optimistic.

• Toward the middle– You are a realist.

• Toward the bottom– You are pessimistic, and have a tendency to

behave negatively.

• Facing left– You believe in tradition, are friendly, and

remember dates (birthdays, etc.)

• Facing right– You are innovative and active, but don’t have a

strong sense of family, nor do you remember dates.

• Facing front (looking at you)– You are direct, enjoy playing devil’s advocate and

neither fear nor avoid discussions.

• With many details– You are analytical, cautious, and distrustful.

• With few details– You are emotional and naïve, you care little for

details and are a risk-taker.

• With less than 4 legs showing– You are insecure or are living through a period

of major change.

• With 4 legs showing– You are secure, stubborn, and stick to your

ideals.

• The size of the ears indicates how good a listener you are. The bigger the better.

• The length of the tail indicates intelligence. And again more is better!

Technology

When was this first introduced to the classroom?

1890

When was this first introduced to the classroom?

1951

When was this first introduced to the classroom?

1958

When was this first introduced to the classroom?

1970

When was this first introduced to the classroom?

1980

When was this first introduced to the classroom?

1972

When was this first introduced to the classroom?

1985

When was this first introduced to the classroom?

1999

When was this first introduced to the classroom?

2000

Generation ZInternet generation aka:

Net generation

Generation 9/11

Born during mid-1990s to present

Born and raised after the Cold war era and fall of Soviet union

Differs from Gen Y by that Gen Z were born completely into an era

of mass technology and globalization.

Traits

Grown up with the World Wide Web

They are highly connected

Lifelong use of communications and media technologies such

as instant messaging, text messaging, online social media sites

such as Facebook, Youtube, etc., mp3 players, mobile phones,

smartphone, computer technologies

Nicknamed “digital natives”

Are known for curating online at a rapid pace: sharing thoughts and

observations on variety of media, topics and products.

Minding the Generation Gap

“07734. 2bh I 2tali 4got about the paper 2day. IDC. But btw 10q 4 de idaful 4war. V r bff.”

Terminology

DIVERSITY – reflecting difference

(culture, language, heritage etc)

www.transedinstitute.org

Diversity

• “A little over a million legal immigrants arrive annually to the United States…” Charlie Riggs

• One in four children in the united stages today are Hispanic.

• Nearly one-third of Hispanic children live in households in poverty.

Student Profile

Education Identification re Assistance

Designation: i.e. Autism, Down Syndrome etc

Contributing Factors of Diversity

Para needs to be

sensitive as he/she

develops competency

Cultural Competency

Culture

• When the non-Native Americans speech-language pathologist questioned an Inuit teacher about the students’ performance in class, the teacher responded that well-raised Inuit children learn by looking and listening, and thus they do not talk in class.

• All people are shaped by the culture in which they live.• That principle now extends to studying students’ cultures,

being attuned to their languages, appreciating their experiences and histories, and valuing their lenses on the world.

• The educator’s job includes welcoming every student who walks through the door

• True cultural sensitivity requires person sensitivity as well.

Cultural Lenses

A THE SINGLE CULTURAL LENS

The uni-cultural lens (Unity and University)

Focuses on unitive vision

“Our way and your way (we) are ONE”

BTHE MONO-CULTURAL LENS

(Uniformity and Dominance)

Focuses on strategies of assimilation

“Our way is the ONLY way.”

CTHE SILO-CULTURAL LENS

(Isolation and Fortification)

Fortifies the specific needs, values, and

worldwide of one’s own cultural group in

contrast to other cultural groups.

“Our way is NOT your way and we need to

KEEP IT THAT WAY”

DTHE PLURI-CULTURAL LENS

(Diversity and Collaboration)

Focuses on the needs, values and worldwide

of EACH cultural group in collaboration with

other cultural groups

“Our way is NOT your way and that’s OKAY”

Through the Looking Glass Lens by Ricky Manalo, CSP

Cultural Sensitivity

A recognition that there are difference between cultures reflected in the ways

that different groups communicate and relate to one another

A culturally sensitive person would understand other countries’ traditions and

ways of life, or attempt to learn and apply new understandings. They attempt

to be free from prejudices and preconceptions about other cultures.

Tolerance, inter-cultural dialogue and respect for diversity are more

essential than ever in a world where peoples are becoming more and more

closely interconnected.

-Kofi Annan, Former Secretary-General of the United Nations

Diversity (multiculturalism):

It is an ideology that promotes the instutionalisation of communities containing

multiple cultures.

Multiculturalism

• Multiculturalism begins when we each appreciate

the legacy of our own culture and the influence it

has on our life and work. With that background of

appreciation, we then afford the same degree of

respect to cultures different from our own.

Source; Ten Steps to a learning Organization peter

Peter Kline Bernard sanders

www.transedinstitute.org

Ethnicity

• A term used to describe a person’s cultural

heritage in the broadest sense. It can

include national affiliation, language, and

religious background. Everyone belongs to

an ethnic group. Individuals who are

members of the same ethnic group can

experience and express their ethnicity in a

variety of ways.

www.transedinstitute.org

Neurodiversity

Problem Solving

Neurodiversity• The word was coined in the late 1990’s by Harvey Blume and Judy

Singer.• Definition: Is it a concept that provides a paradigm shift in how we

think about mental functioning. Instead of viewing individuals as having a deficit or dysfunction in their mental processing, we should recognize and respect neurological differences as a social category on par with gender, ethnicity, class, or disability.

• It encourages more inclusive and integrated programs that value diversity in thought and behavior.

• For children with disabilities, the cognitive processing strengths and weaknesses interfere with achievement and/or behavior adjustment.

OVERVIEW OF BRAIN-BASED LEARNING (BBL)Definition: BBL is a way of thinking about the learning process (Jensen, 2008). Of course, brain-based instruction is part of a new generation in the evolution of instructional practice in classroom. ln recent years, educational reforms based on brain-based studies have investigated how students' academic achievement can be improved (Wortock, 2002; Getz, 2003; Ozden & Gultekin, 2008). At the same time, they have explained the best learning methods as aligned with the functioning of the brain (Fogarty, 2002; Prigge, 2002; Goswami, 2004; Hall, 2005; Caine, Caine, McClintic, & Klimek, 2005; Sousa, 2006; Jensen, 2008).

• there is a need to reorganize the classroom teaching processes in line with the methods complying with the functioning of the brain and by considering metacognitive dimensions.

Brain-Based Learning1. The brain works in unity2. Each brain is unique3. The brain is divided into two hemispheres

and they have different functions.4. The left brain is analytic and abstract; the

right brain is holistic and concrete.5. The brain has four lobes, and each lobe

serves different functions and duties.

• The objectives of brain research studies include teaching to individual differences, diversifying teaching strategies, and maximizing the brain’s natural learning processes (Gülpınar, 2005; Tileston, 2005; Zadina,2004).

• Without knowing the working system of the brain, it is not possible to understand the nature of learning. According to Zull (2002), the art of teaching must be the art of changing the brain.

• For Kolb and Kolb (2005), meaningful learning does not occur in a single way, but in a unity of circulation because the brain works in a unity while learning. Teaching should start with the exploration of the brain.

• While challenges may promote learning, threats may hinder it (Caine and Caine, 1994).

• Based on the findings of neuroscience, BBL guides according to the principles and workings of the brain to improve the best way of learning, increase academic achievement, and provide equal opportunities for individual differences (equity)

• Learning styles are factors directly affecting students’ learning processes. Individual differences observed in the acquisition and processing of information during the learning process result in style differences in learning (Felder, 1996).

• An understanding of learning styles requires some knowledge of how the brain works and learns, and how the brain functions. As the feelings, emotions, attitudes and backgrounds of individuals are different from each other, each person acquires and learns information in different ways.

• It is claimed that the learning styles of the individuals are determined by the ways the brain functions. Thus, the content, design and presentation of each learning activity should be developed in such a way as to cater to the different thinking and learning styles of students (De Vita, 2001).

The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles

Helping 21st century students

address complex thinking tasks

In order to prepare students effectively for 21st Century learning, schools need to fortify students with ability to “know how to act on information, know what questions to ask… and be able to think critically about content and origin. (Costa, 2000).” Costa describes a constellation of dispositions (or attitudes), referred to as the Habits of Mind, that provide a useful framework to describe these behaviours that shape effective inquiry and encourage independent learning.

A concern mentioned by many school personnel is the lack of persistence that many students demonstrate, especially when engaged in complex thinking tasks. Students are quick to give up if an answer is not readily apparent and students can seem easily frustrated when the answer is not discovered in quick fashion.

Health and

Wellness

The Art of Relaxation

We all have different responses to stress and different ways of coping

with stress. The following are techniques which are useful methods of

controlling and relieving stress.

Deep Breathing – When you react to stress, your body’s physical state

changes. Your heart rate and breathing rate increase and your blood

pressure increases. Deep breathing is a simple way to help slow this

down.

Sit comfortably in a chair. Note where you feel the stress in your body.

Inhale slowly and deeply through your nose allowing your body to

expand fully. Hold. Then exhale slowly through your mouth. Repeat for

three to five minutes. Concentrate on only your breathing and try to

eliminate any outside noises or distractions while deep breathing.

Muscle Relaxation – Muscles in our bodies tend to

become tight when we feel tense. When we purposely

tense our muscles more, the muscles then will be in a more

relaxed state when we stop. This is a natural response in

muscle tissue.

Sit comfortably or lie on your back. Close your eyes. Begin

by tensing the muscles in your face and neck as tight as

you can. Hold for three seconds. Then let your muscles

relax. Concentrate on the warm feeling in those muscles

and breathe slowly and deeply. Next tighten the muscles in

your arms. Hold and relax. Continue with this till you have

gone through all the areas of the body. Finish by doing

some deep breathing.

Imagery – Imagery takes you away from where you are

and lets you imagine you are in a favourite place. When

you practice imagery, you want to include all five senses if

possible to make the situation more real to you.

Find a quite space, preferably with dim light and a

comfortable place to sit. Sit with your eyes closed and

breathe deeply. Imagine yourself walking along the beach

on a summer’s evening, watching the sun set. Feel the

warmth of the setting sun on your skin and the sand

between your toes. See the gold, orange and blue colours

as they change in the sky. Listen to the seagulls calling and

hear the water lapping on the shore. Smell the salt in the

air.

The Life Balance Wheel

Cultural Activities

Work Activities

Intellectual Activities

Social Activities

Family Activities

Spiritual Activities

Physical Activities

Dr. Ash’s “Para Feel Good” Kit

LifesaverTo keep you from drowning in everyday chores.

Candy KissTo remind you that everyone needs a kiss or a hug everyday.

ToothpickTo remind you to pick out the good qualities in others

Chewing GumTo remind you to stick with it, and you can accomplish anything.

Sweet TartTo help you accept and appreciate the differences in others.

EraserTo remind you that everyone makes mistakes, and it’s okay.

Tea BagTo remind you to relax daily and go over your list of blessings.

NailTo help you remember that suffering is part of life.

ButtonTo remember to button your lip when needed.

Band AidTo remind you to heal hurt feelings, yours or someone else’s.

Rubber BandTo remind you to be flexible, things might not always go the way

you want, but it will work out.

MintTo remind you that you are worth a mint.

Dr. Ash’s “Para Feel Good” Kit

Food For Thought

“Do not undermine your worth by

comparing yourself with others it is

because we are all different that

each of us is special.”

- Annonymous

www.transedinstitute.org

Privileged Position

as a

Paraprofessional• You influence the future.

• You teach students who are

abled-bodied and differently-

abled to be the best that they

can be.

• You believe that each student

is unique and view difference

as a strength.

• You teach from the heart.

“We are all meant to shine as children do. It’s not just in some of us; it is in everyone. And as we let our light shine, we unconsciously give other people permission to do the same.”

- Maya Angelou

This little light of mine, I'm gonna let it shine.

This little light of mine, I'm gonna let it shine.

This little light of mine, I'm gonna let it shine.

Let it shine, let it shine, let it shine.

All around our schools, I'm gonna let it shine.

All among paras, I'm gonna let it shine.

All around our students, I'm gonna let it shine.

Let it shine, let it shine, let it shine.

Let it shine, let it shine, let it shine.

Thank You Paras

Dr. Ashleigh Molloy Director of TransEd Institutiondr.ashleighmolloy@gmail.com

www.transedinstitute.orgDr. Ashleigh Molloy TransEd Institute @Dr_AshMolloy

ResourcesLiterature • Haager, D., Klingner, J,. & Vaughn, S. (2007).

Evidence-Based Reading Practices for Response to Intervention. Baltimore, MD: Brookes.

• Lock, R., Hauge, J. & Babkie, A.M. (2006). Develop collaborative special educator-paraprofessional teams: One para’s view. Intervention in School and Clinic, 42 (1), 51-53

• Marston, D. (2005). Tiers of intervention in responsiveness to intervention: Prevention outcomes and learning disabilities identification patterns. Journal of Learning Disabilities, 38, 539-544.

• Aylward M., Lynn & Bruce, Cynthia (2014). Inclusive Post-Secondary Education in Canada: Transition to Somewhere for Students with Intellectual Disabilities. The Journal of the International Association of Special Education. Vol. 15, No. 2

• Evans, Chan Ph. D. & Weiss, Stacy L. Ph. D. (2014). Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive Bahavior in Inclusive Classrooms. The Journal of the International Association of Special Education. Vol. 15, No. 2

• Krol-Gierat, Werona (2014). Using Captioned Tactile Jigsaw Flashcards in Teaching Vocabulary to Children with Special Education Needs. The Journal of the International Association of Special Education. Vol. 15, No. 2

• The Compass (2008). Helping Paraprofessionals Navigate the Profession: Basic Professional Development Curriculum. CREC. Hartford, CT 06106

• Gerlach, Kent Ed. D. (2005). The Paraeducatorand Teacher Team: Strategies for Success. Communication and Team Building 5th Edition

Resources

DVDs

• Wright, Jim (2009) The Power of RTI*: Classroom Management Strategies (K-6)

• Heintzman, Lynn and Hanson, Helen (2009) RTI & DI Response to Intervention & Differentiated Instruction ‘The Dynamic Duo’

• Rief, Sandra (2008) ADHD & LD Powerful Teaching Strategies and Accommodations

• Thompson, Michael Ph.D. (2006) Raising Cain Exploring the Inner Lives of America’s Boys

ResourcesWeb and Others

•Indiana Institute on Disability and Community - Observing Behavior Using A-B-C Data

www.iidc.indiana.edu/?pageId=444

•Christine Hoffner Barthold, Ph.D., BCBA - ABC Data Collection Sheet www.bartholdautism.com/datasheets/abc.pdf

•Behavior-Consultant.com - ABC Data Collection Form www.behavior-consultant.com/ABC%20-%202%20page%20form.pdf

•Miltenberger, R.G. (2008). Behavior Modification: Principles and Procedure, 4th edition. Belmont, CA: Thomson Wadsworth

•Newman, B, Reeve, K.F., Reeve, S.A., &Ryan, C.S (2003). Behavior speak: A Glossary of Terms in Applied Behavior Analysis. Dove and Orca

•Reid, D.H. & Parsons, M.B. (2007). Positive Behavior Support Training Curriculum. Washington DC: American Association on Intellectual and Developmental Disabilities

• Elwick, A. (2014, January 1). An Awareness of Neuroscience in Education: Can learning about the brain transform pupils’ motivation to learn? Retrieved January 15, 2015, from http://files.eric.ed.gov/fulltext/ED546812.pdf

• Gafoor, A. (2013, October 5). Principles of Integration of Sustainability Science in Educational Practice. Retrieved February 1, 2015, from http://files.eric.ed.gov/fulltext/ED545554.pdf

• Costley, K. (2012, January 11). Who Are Today’s Students in a Diverse Society? Retrieved December 6, 2014, from http://files.eric.ed.gov/fulltext/ED528453.pdf

• Fehr, M., & Agnello, M. (2012, January 11). Engaging in Diverse Classrooms Using a Diversity Awareness Survey to Measure Preservice Teachers’ Preparedness, Willingness, & Comfort. Retrieved February 3, 2015, from http://files.eric.ed.gov/fulltext/EJ1001523.pdf