Card/DeWitt/Lawrence 2009 Teaching Struggling Learners Teaching Struggling Learners Model Schools...
Transcript of Card/DeWitt/Lawrence 2009 Teaching Struggling Learners Teaching Struggling Learners Model Schools...
Card/DeWitt/Lawrence 2009Card/DeWitt/Lawrence 2009
Teaching Struggling LearnersTeaching Struggling LearnersModel Schools ConferenceModel Schools Conference
Conference Presenter: Conference Presenter: Peter De WittPeter De Witt
Averill Park Central School DistrictAverill Park Central School District
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Averill Park Central School Averill Park Central School DistrictDistrict
120 square miles120 square miles
3200 students 3200 students
4 elementary schools4 elementary schools
1 middle school1 middle school
1 high school1 high school
11 administrators 11 administrators
600 teachers/staff 600 teachers/staff
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District Structures in PlaceDistrict Structures in Place
Curriculum TeamsCurriculum Teams– Curriculum LeadersCurriculum Leaders– Curriculum AdministratorsCurriculum Administrators
Curriculum MappingCurriculum Mapping– TechpathsTechpaths
Edline – Online portal for parents, Edline – Online portal for parents, teachers and studentsteachers and students
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Goals For TodayGoals For Today
IdentifyIdentify
What is a struggling learner?What is a struggling learner?
What factors impact struggling What factors impact struggling learners?learners?
What interventions can you use at What interventions can you use at the classroom and building levels?the classroom and building levels?
Language DeficiencyLanguage Deficiency
““On average, professional parents spoke On average, professional parents spoke over 2,000 words per hour to their over 2,000 words per hour to their children, working class parents spoke children, working class parents spoke about 1,300, and disadvantaged mothers about 1,300, and disadvantaged mothers spoke about 600. So by age 3, children spoke about 600. So by age 3, children of professionals had vocabularies that of professionals had vocabularies that were nearly 50% greater than those of were nearly 50% greater than those of working-class children and twice as large working-class children and twice as large as those of disadvantaged children” as those of disadvantaged children” (Rothstein, 2004, p. 28).(Rothstein, 2004, p. 28).
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A Struggling Learner is… A Struggling Learner is…
How would you describe a How would you describe a struggling learner?struggling learner?
How do you think their teachers, How do you think their teachers, parents, and peers describe parents, and peers describe them?them?
Struggling to…teach
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Perspective TakingPerspective Taking
We need toWe need toincrease our sensitivity to student increase our sensitivity to student learning experiences learning experiences
provide support that allows students toprovide support that allows students to –maintain self-esteemmaintain self-esteem– improve performanceimprove performance–gain independence & ownership of gain independence & ownership of their learningtheir learning
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Here’s where you come Here’s where you come in…in…
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What Can Schools Do to What Can Schools Do to Help?Help?
Be aware of interfering Be aware of interfering factorsfactors
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Factors that Interfere Factors that Interfere with Student with Student PerformancePerformance
medicalmedicalsocial social emotional emotional behavioralbehavioralhome environment/stressorshome environment/stressorslearning stylelearning stylelearning impairmentlearning impairment
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What Can Schools Do to What Can Schools Do to Help?Help?
Be aware of interfering Be aware of interfering factorsfactors
Celebrate/Focus on student Celebrate/Focus on student strengthsstrengths
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What Affects Struggling What Affects Struggling Learners PositivelyLearners Positively
Interested adultsInterested adults
Peer relationshipsPeer relationships
Genuine praise/constructive Genuine praise/constructive feedbackfeedback
Recognition/affirmation of strengths Recognition/affirmation of strengths
Accommodations/interventionsAccommodations/interventions
Differentiated instructionDifferentiated instruction
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What Can Schools Do to What Can Schools Do to Help?Help?
Be aware of interfering Be aware of interfering factorsfactors
Celebrate/Focus on student Celebrate/Focus on student strengthsstrengths
Accommodate/Intervene at Accommodate/Intervene at student breakdown pointsstudent breakdown points
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““Breakdown Points”Breakdown Points”
The Big
3Functions
Memory
Attention
Language
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AttentionAttention
The parts of your mind The parts of your mind
that help you plan, that help you plan,
stay alert, stay alert,
check your work, check your work, and pick out the most important and pick out the most important
things for you to concentrate things for you to concentrate on.on.
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Encourage physical Encourage physical activityactivity
Some type of physical activity helps Some type of physical activity helps students sustain their attention students sustain their attention during classroom instructionduring classroom instruction– DoodlingDoodling– Squeezing a ballSqueezing a ball– Rolling clayRolling clay– Tapping a pencil on one’s thighTapping a pencil on one’s thigh– Moving to a rocking chairMoving to a rocking chair
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Model internal controlsModel internal controls
internal dialogue, or internal dialogue, or self-talkself-talk, to , to delay gratification so task can be delay gratification so task can be completedcompleted
brainstorm brainstorm rewards for task rewards for task completioncompletion for motivation during for motivation during low interest and low excitement low interest and low excitement activitiesactivities
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Provide guidelines Provide guidelines for self-monitoringfor self-monitoring
Explicit Explicit guidelinesguidelines for for checking checking progressprogress
during task completionduring task completion
following the completion of a task following the completion of a task -Did I follow all of the directions? -Did I follow all of the directions?
-What have I left out? -What have I left out?
-What information could I include to make -What information could I include to make my my work better?work better?
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LanguageLanguage
The parts of your mind The parts of your mind
that help you to understandthat help you to understand what you hear and read what you hear and read and to communicate your and to communicate your thoughts and feelings.thoughts and feelings.
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Listening Activity Listening Activity
Close your eyes…Close your eyes…
Fold the paper in halfFold the paper in half
Rip the top right cornerRip the top right corner
fold in half againfold in half again
Rip the middleRip the middle
Unfold the paperUnfold the paper
Open your eyesOpen your eyes
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Draw focus to Draw focus to important informationimportant information
Underlining or highlighting Underlining or highlighting key key wordswords
help students “help students “decode” decode” directionsdirections, questions, word , questions, word problemsproblems
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Check for understandingCheck for understanding
Identify Identify where breakdownswhere breakdowns in in understanding understanding occuroccur
check progress frequentlycheck progress frequently by by observing student workobserving student work
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Books are a Mysterious Thing…
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Provide ample timeProvide ample time
Time to Time to collect and organize collect and organize thoughtsthoughts and ideas and ideas
Don’t assume silence means that Don’t assume silence means that they don’t know the answer…need they don’t know the answer…need more more timetime to formulateto formulate their their answer into wordsanswer into words
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MemoryMemory
The place in your mind The place in your mind
where you store where you store
and find informationand find information
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Model how to connect Model how to connect new information new information
to prior knowledgeto prior knowledge
Ask how Ask how newnew information relates to information relates to previously learnedpreviously learned material or a material or a personal experiencepersonal experience
Build connectionsBuild connections to help store and to help store and access informationaccess information
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Encourage sub-Encourage sub-vocalization vocalization
and mental imageryand mental imagery
Sub-vocalizeSub-vocalize or whisper or whisper key key informationinformation (adds a modality for (adds a modality for input)input)
Create Create mental imagesmental images to to organize important informationorganize important information
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EncourageEncourage mnemonic mnemonic strategiesstrategies
use use memory aidsmemory aids to to consolidate and access of consolidate and access of informationinformation
use use movementmovement to represent to represent informationinformation (again, adds a modality for input)(again, adds a modality for input)
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““Breakdown Points”Breakdown Points”
The Big
3Subjects
Writing
Reading
Math
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Sharing Best PracticesSharing Best Practices• Examples:Examples:
• Blogs, blogs, blogs – Edline, Google Blogs, blogs, blogs – Edline, Google • Daily 5Daily 5• Book ClubsBook Clubs
• What is your best practice?What is your best practice?• Identify one best practice shared at Identify one best practice shared at
the table that you would try.the table that you would try.• What is your biggest roadblock?What is your biggest roadblock?
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Classroom ApproachesClassroom Approaches
CollaborationCollaboration
Differentiated instructionDifferentiated instruction
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Search for interventions based upon a description of student’s exhibited behavior
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Averill Park CSD homepage http://www.averillpark.k12.ny.us/
APnet
Educational Resources- Response to Intervention (RTI)
To search interventions using a description of student behavior…
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Classroom ApproachesClassroom Approaches
CollaborationCollaboration
Differentiated instructionDifferentiated instruction
Student Breaks Student Breaks
Change the look of the Change the look of the environmentenvironment
Data driven decision makingData driven decision making
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Data driven decision Data driven decision makingmaking
Pre- and Post- TestingPre- and Post- Testing
Formative assessment during Formative assessment during instructioninstruction
State Exam performance on State Exam performance on standards/skills strandsstandards/skills strands
Other school assessmentsOther school assessments
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What can you do to Help What can you do to Help Struggling Learners?Struggling Learners?
(Building Level)(Building Level)
Proactive Approach – student Proactive Approach – student connectednessconnectedness– Kids Club Kids Club – Morning ProgramMorning Program
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Kids’ ClubKids’ ClubAll staff members are involvedAll staff members are involved
Every staff member has a group Every staff member has a group of students from K-5of students from K-5
Kids’ Club takes place every Kids’ Club takes place every other Wednesday for fifteen other Wednesday for fifteen minutesminutes
Follow the students through their Follow the students through their elementary careerelementary career
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Magic MomentsMagic Moments
K- 2K- 2
Three mornings a weekThree mornings a week
Kick-off to the dayKick-off to the day
Parental involvementParental involvement
Theme/StructureTheme/Structure
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Proactive Approach – student Proactive Approach – student connectednessconnectedness– Kids Club Kids Club – Morning ProgramMorning Program
Professional DevelopmentProfessional Development
CSTCST
PACPAC
What can you do to Help What can you do to Help Struggling Learners? Struggling Learners?
(Building Level)(Building Level)
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Professional DevelopmentProfessional Development
Book ClubsBook Clubs– Daily FiveDaily Five
Common Planning TimesCommon Planning Times
Best Practice BlogsBest Practice Blogs
Peer CoachingPeer Coaching
MentoringMentoring
Educational Links/Resources on Educational Links/Resources on WebsiteWebsite
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Child Study TeamChild Study Team
Classroom level solutions for classroom level Classroom level solutions for classroom level issuesissues
Problem SolvingProblem Solving
Data CollectionData Collection– AimswebAimsweb
BrainstormingBrainstorming
Follow-up Follow-up
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PACPAC
Building level solutions for building level Building level solutions for building level issuesissues
ChairChair
Co-ChairCo-Chair
Stakeholder RepresentativesStakeholder Representatives
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Common Mission StatementCommon Mission StatementCollaborative K-12 Administrative TeamCollaborative K-12 Administrative TeamCurriculum MappingCurriculum MappingDistrict Level PlansDistrict Level Plans– AIS/RTIAIS/RTI– HALHAL– Technology PlanTechnology Plan– Professional DevelopmentProfessional Development– MentoringMentoring
AccountabilityAccountability
What can you do to Help What can you do to Help Struggling Learners? Struggling Learners?
(District Level)(District Level)
Enabling Students
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Thank You!!!Thank You!!!
If you have any questions or If you have any questions or comments, please e-mail us at:comments, please e-mail us at:–[email protected] –www.averillpark.k12.ny.us
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““Breakdown Points”Breakdown Points”
The Big
3Subjects
Writing
Reading
Math
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ReadingReadingWhen reading, have students frequently When reading, have students frequently stop and ask themselves questions about stop and ask themselves questions about information they have just read and information they have just read and attempt to make connections to current attempt to make connections to current content as well as prior knowledge.content as well as prior knowledge.Have students practice underlining or Have students practice underlining or highlighting key words to more easily highlighting key words to more easily identify what they are being asked to do.identify what they are being asked to do.Cross out unimportant, redundant, or Cross out unimportant, redundant, or irrelevant information in reading passages irrelevant information in reading passages and mathematical problems to avoid being and mathematical problems to avoid being distracted by this unneeded information.distracted by this unneeded information.
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Encourage rereadingEncourage rereading
Require students to reread information they Require students to reread information they have determined to be important. have determined to be important.
Students also may underline, write down, or Students also may underline, write down, or write a “?” beside information they don’t write a “?” beside information they don’t understand and then reread it before understand and then reread it before seeking help.seeking help.
When answering comprehension questions, When answering comprehension questions, they should indicate where they found the they should indicate where they found the information that answers the question by information that answers the question by placing the ? # in the margin. placing the ? # in the margin.
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WritingWriting
Create a safe environment for writing Create a safe environment for writing Balance feedback between what is Balance feedback between what is
good about the writing and what good about the writing and what needs improvement (be specific by needs improvement (be specific by using examples from their work)using examples from their work)
Always highlight whatever is positive Always highlight whatever is positive in a student’s writing. in a student’s writing.
Avoid comparing one student’s writing Avoid comparing one student’s writing with another’s.with another’s.
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Check that the student Check that the student has the optimum setup has the optimum setup
for writingfor writingBe consistent with the modifications being provided Be consistent with the modifications being provided
in the classroomin the classroomslanted work surfaceslanted work surfacestabilization of paper (ex. taped to desk, on a stabilization of paper (ex. taped to desk, on a clipboard, holding it with her free arm) clipboard, holding it with her free arm) comfort (writing while lying on the carpet, or at comfort (writing while lying on the carpet, or at waist level sitting upright at a desk, or at an waist level sitting upright at a desk, or at an upright surface like the chalkboard or whiteboard)upright surface like the chalkboard or whiteboard)assistive technology (keyboarding or using writing assistive technology (keyboarding or using writing support software like Co-Writer, ReadWriteGold)support software like Co-Writer, ReadWriteGold)appropriate writing utensils (pens vs pencils, grips)appropriate writing utensils (pens vs pencils, grips)scribescribe
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Emphasize self-Emphasize self-monitoring during and monitoring during and
after completing after completing a writing taska writing task
For example, have students ask For example, have students ask themselves a series of questions themselves a series of questions such as:such as:
“ “What have I left out?”What have I left out?”
““Where can I give more details?”Where can I give more details?”
““Could I better explain Who, What, Could I better explain Who, What, When, Where, Why, How something When, Where, Why, How something happens?”happens?”
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Encourage students to Encourage students to read their writing aloud read their writing aloud
while editing itwhile editing it
Help students to listen for where Help students to listen for where sentences begin and end so that sentences begin and end so that they may apply proper punctuation they may apply proper punctuation and capitalization, and also listen for and capitalization, and also listen for grammatical errors and missing or grammatical errors and missing or incorrect word usage.incorrect word usage.
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Encourage students to Encourage students to use brainstorming before use brainstorming before starting an assignmentstarting an assignment
For creative writing, start the brainstorming For creative writing, start the brainstorming process with something of interest to the process with something of interest to the student. Allow them to brainstorm in any student. Allow them to brainstorm in any way they prefers—for example, if the way they prefers—for example, if the student has difficulty with writing, let him student has difficulty with writing, let him brainstorm orally.brainstorm orally.
Help by providing sentence starters to Help by providing sentence starters to trigger thoughts. trigger thoughts. Ask students to finish a Ask students to finish a sentence, such as “Jack runs . . . .” by sentence, such as “Jack runs . . . .” by asking them questions about the sentence asking them questions about the sentence starter, such as, “What kind of person was starter, such as, “What kind of person was Jack?” and “Where was Jack running?”Jack?” and “Where was Jack running?”
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MathMath
Use effective reading strategies such Use effective reading strategies such as rereading, identifying key words, as rereading, identifying key words, and crossing out unimportant, and crossing out unimportant, redundant, or irrelevant information redundant, or irrelevant information
Use effective writing strategies such Use effective writing strategies such as organizing thoughts before as organizing thoughts before writing, and reading the answer writing, and reading the answer aloud to check for clarity and details aloud to check for clarity and details
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Encourage students to Encourage students to check their work check their work
Emphasize that completing math Emphasize that completing math assignments is a process. Encourage assignments is a process. Encourage students to become comfortable students to become comfortable reviewing their work, making reviewing their work, making changes, or asking questions when changes, or asking questions when they are unsure of their answers.they are unsure of their answers.
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Have students draw Have students draw pictures to represent pictures to represent
what is going what is going on in a math problemon in a math problem
Suggest they draw representations of Suggest they draw representations of objects from the problem (e.g., three objects from the problem (e.g., three shirts, a 6-by-12 foot garden plot).shirts, a 6-by-12 foot garden plot).
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Help students maintain Help students maintain their mental energy for their mental energy for
taskstasks
Allow them to take frequent breaks Allow them to take frequent breaks while working. Suggest that they get while working. Suggest that they get up and walk around during these up and walk around during these breaks . Encourage finger and hand breaks . Encourage finger and hand stretching exercises before and stretching exercises before and during writing activities.during writing activities.
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Encourage self-gradingEncourage self-grading
Allow students to self-assess the Allow students to self-assess the quality of their work before turning it quality of their work before turning it in. When rubrics or other grading in. When rubrics or other grading criteria are provided, have students criteria are provided, have students grade their work and submit their grade their work and submit their assessment of the final product.assessment of the final product.
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Encourage Encourage self-testing strategiesself-testing strategies
Have students ask themselves Have students ask themselves questions they think might be on a questions they think might be on a quiz or test.quiz or test.
This process can help with This process can help with consolidation of information because consolidation of information because students will need to understand the students will need to understand the content in order to write good test content in order to write good test questions.questions.
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Provide consistent Provide consistent feedbackfeedback
Be consistent with your feedback Be consistent with your feedback system so students understand system so students understand which behaviors, actions, or work which behaviors, actions, or work products are acceptable and which products are acceptable and which are not. are not.
Use specifics to praise good work and Use specifics to praise good work and recognize when students use recognize when students use strategies effectively. strategies effectively.