All Teaching is Remedial
description
Transcript of All Teaching is Remedial
All Teaching is Remedial
• Beth Hahn• Educational Consultant
• Ohio Department of Education• Office for Exceptional Children
Carrollton Exempted Village Schools• January 7, 2010
Putting the “All” in Student Learning
Setting the Stage
• Even with a mandate for service, providing for Students with Disabilities (SWD) in the 13 different areas of disability is a challenge in many districts.
• Ohio’s English Language Learners (ELL) students perform well on NAEP compared to the nation as a whole, and the gaps between Ohio’s ELL students and native English speakers is smaller than the national average. However, this population of students continues to increase and our system must be prepared to serve them.
• Gifted students often arrive in class knowing 40-50% of what will be taught that year.
Putting the “All” in Student Learning
• Class sizes in many districts are increasing.
• The diversity of the student populations in classes is widening.
• And accountability measures demand that “all” students learn.
The Climate
SOMETIMES FEEL OVER-WHELMED?
Wondering how you’re going to teach all these students in today’s climate?
THE GOOD NEWS?
We know how to teach all students because. . .
. . . all teaching is remedial.
• It’s about teaching to both strengths and weaknesses.
• It’s understanding that -if the student doesn’t know it - he/she has to learn it. If he/she already knows it – it isn’t learning.
• It’s about being a “teacher” for every student – even the ones who already know a lot.
• It’s about choosing the right lessons and strategies for the various groups of learners in your class.
IT’S ABOUT PROVIDING GOOD INSTRUCTION.
The Face of Good Instruction
GOOD INSTRUCTION FOR THE 21ST CENTURY LOOKS A LITTLE DIFFERENT -Although students through the centuries have needed to be motivated and engaged . . .
1. Flexibility and adaptability2. Initiative and self-direction3. Social and cross-cultural skills4. Productivity and accountability5. Leadership and responsibility
21st Century learners must learn five competencies:
• Thinking skills embedded in core subjects • Thinking skills embedded in 21st century
themes: global awareness, economic literacy, civic literacy, health literacy, environmental literacy
• Thinking skills applied across content domains through performance-based activities
• Technology and resources beyond classroom walls are utilized
Framework for Curriculum & Instruction
Approaches, Frameworks, and Entry Points
Apprentice Expert
Novice
RTI and Progress Monitoring• An approach something like piano
lessons with a little soccer practice thrown in. . .
• Standard Protocol DIBELS
AIMSwebCurriculum Compacting
College of William & Mary Units Renzulli Learning Systems
• Problem-Solving Identify Design & Implement Monitor Progress & Modify Plan Next Steps
Response to Intervention Models
RtI Resources• http://www.rti4success.org/
How Can RtI Help Your Challenging Student?
• Pre-assessment• Continual assessment of strengths &
weaknesses• Adequate instruments (for gifted – enough
ceiling)• Varied assessments – running records,
checklists, work samples, portfolios, achievement tests, student interviews, curriculum-based measures, above/below-grade- level tests, performance-based
• Frequent assessment
Progress Monitoring
The National Center for Student Progress
Monitoring• http://www.studentprogress.org/
How Can You Use Progress Monitoring to Help Your Challenging Student?
GUIDING PRINCIPLES & COMPASS POINTS
Some ODE guidance documents. . .
UNIVERSAL DESIGN FOR LEARNING & BRAIN RESEARCH
A Framework
Brain NetworksRecognitio
n
Strategic
Affective
Recognition, Strategic, Affective
•Multiple Means of Representation
Recognition
•Multiple Means of Action•Multiple Means of ExpressionStrategic
•Multiple Means of EngagementAffective
Universal Design for Learning
UDL Resources• http://www.cast.org/udl/index.html
How Can UDL Principles Help Your Challenging
Student?
• challenging and meaningful • pursue individual interests • elicit the background knowledge • learning through different modalities? • “show what they know” in a variety of ways?
ODE - Designing Performance Tasks for ALL Students (with specific suggestions for English Language Learners)
is a teacher’s response to learners’ needs
guided by general principles of differentiationsuch as:
respectful tasks flexible groupingclear learning goals positive learning environment
Teachers can differentiate:
Content Process Product
Based on students’
Readiness Interests Learning Profile
ongoing assessment and adjustment
Differentiated Instruction
Differentiation for Written Education Plans
Van Tassel Baska’s Conceptual Framework:
• Acceleration• Complexity• Depth of understanding• Challenge• Cognitive Creativity• Abstractness
Bloom’s Revised Taxonomy
Wrap Up
Questions - gifted @ode.state.oh.us
• Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing.
• Coleman, M.R. & Johnsen, S. K. (2011). RtI for gifted students. Waco, TX: Prufrock Press, Inc.
References