Engaged students LEARN!

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ENGAGED STUDENTS LEARN! Daphne Cofer, Ed.S. and Jodie Williams, Ed.S. Special Education Instructional Coaches Newton County Schools

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Engaged students LEARN!. Daphne Cofer, Ed.S . and Jodie Williams, Ed.S . Special Education Instructional Coaches Newton County Schools. Who are we?. We ARE. We ARE NOT. Behavior Specialists Certified Behavior Analysts Behavior Support Personnel. Experienced in classroom situations - PowerPoint PPT Presentation

Transcript of Engaged students LEARN!

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ENGAGED STUDENTS LEARN!

Daphne Cofer, Ed.S. and Jodie Williams, Ed.S.Special Education Instructional Coaches

Newton County Schools

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We AREExperienced in classroom

situationsInstructional specialistsCoaches in the classroomConstantly learning

because we know we don’t have all the answers

Always looking for new innovative ways to engage students

Members of the leadership team

We ARE NOTBehavior SpecialistsCertified Behavior

AnalystsBehavior Support

Personnel

WHO ARE WE?

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System was performing low on CRCTWe were not reaching the state’s AMOsSome schools were not making AYPGroup with the most significant deficits

was SWD

WHAT’S GOING ON?

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Total Enrollment: 19,16824 Schools

13 Elementary Schools (grades Pre-K through 5)

5 Middle Schools (grades 6-8)3 High Schools (grades 9-12)1 Theme School (grades K-8)1 Charter Schools1 Alternative School

ABOUT OUR COUNTY

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Economically Disadvantaged: 65%

Students with Disabilities: 12.7%

Enrolled in Gifted: 9.2%

English Language Learners: 2.4%

(37 different languages spoken)

Ethnicity: Black 52% White 38% Hispanic 5.5% Multi-Racial 3.5% Asian 0.9% American Indian

.04% Pacific Islander

.06%

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High suspension ratesPoor Attendance Numerous office referralsISSConstant disruptionsChronic misbehaviors and disrespect

DRILLING DOWN FURTHER…

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Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She begins by asking the class what igneous rocks look like and what metamorphic rocks look like. She notices Carl getting fidgety when she begins comparing and contrasting the rocks and how the rocks are formed. When Mrs. Williams continues her questioning, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then asks Carl, to please be still, quiet, and pay attention. Carl, then shouts, “Make me, Fat Albert”. Mrs. Williams then says, “Carl, if I hear another outburst from you, you are going to the principal’s office” Carl then shouts in his loudest voice, “Good, I don’t want to be in your stupid class anyway.” Carl was then removed from the classroom and placed in ISS for the remainder of the day.

PROBLEM

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WHAT STANDS OUT TO YOU IN THIS SCENARIO?

IDENTIFY THE ANTECEDENT, BEHAVIOR, AND CONSEQUENCE

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Science lesson is difficult.

Afraid he will be asked a question he

doesn’t know.

Making noises,

disrespectful to

classmates and

teachers, noncomplian

t

Avoid task, remove from

class

Triggering Antecedent

Problem Behavior

Maintaining Consequences

function

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Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.

SAME PROBLEM, BUT HAVE GIVEN HIM A REPLACEMENT BEHAVIOR

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Science lesson is difficult.

Afraid he will be asked a question he

doesn’t know.

Making noises,

disrespectful to

classmates and

teachers, noncomplian

t

Avoid task, remove from

class

Ask for break

Triggering Antecedent

Problem Behavior

Maintaining Consequences

function

Acceptable Alternative

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Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. Mrs. Williams begins her lecture on igneous and metamorphic rocks. She notices Carl getting fidgety when she begins comparing and contrasting how rocks are formed. When Mrs. Williams asks a question, Carl, begins to make noises, tap his pencil on his desk, and tries to talk to his neighbor in a loud voice. Mrs. Williams, then cues Carl, to use his break card. Carl uses his break card to go to his chill zone within the classroom, where he goes and puts on his headphones to listen to music and calm himself. Mrs. Williams is able to continue her lesson with the other students on igneous and metamorphic rocks.

SOMETIMES WE HAVE TO MODIFY THE ANTECEDENT

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Carl, a student in Mrs. Williams’ class, is sitting in his desk and looking at the board. While the class is finishing up their math assignment, Mrs. Will iams calls Carl to her desk where she shows him an igneous and metamorphic rock and points out one observable similarity and difference. Carl returns to his seat and Mrs. Williams goes to the front of the classroom where she begins her discussion on igneous and metamorphic rocks by showing examples of each rock. She then has the class create a simple chart of similarities and differences based on their observations of each rock. The teacher notices Carl getting fidgety because he is having difficulty organizing his thoughts, so Mrs. Will iams gives the class a graphic organizer to assist with organizing the similarities and differences, in a logical way. After each student has completed their chart, they are asked to share one similarity and one difference with a partner, and Carl is asked to share his answer first. Mrs. Williams is able to continue her lesson on igneous and metamorphic rocks.

MODIFY THE ANTECEDENT

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Science lesson is difficult.

Afraid he will be asked a question he

doesn’t know.

Making noises,

disrespectful to

classmates and

teachers, noncomplian

t

Avoid task, remove from

class

Ask for break

Triggering Antecedent

Problem Behavior

Maintaining Consequences

function

Acceptable Alternative

Do work without

complaining

Desired Alternative

Grades, Points,

questions, more work.

Typical Consequence

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Classrooms in which… PercentThere was evidence of a clear learning objective. 4%High yield strategies were being used. 0.2%There was evidence of higher order thinking. 3%Students were either writing or using rubrics. 0Fewer than one half of students were paying attention 85%Students were using worksheets 52%Non-instructional activities were occurring. 35%

SOBERING STATISTICS

“Only 5 years of above average teaching could eliminate the achievement gap in some states.”

(Schmoker, 2006, p.21)

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Instruction is the single greatest determination of learning and has the largest influence on achievement

That improved classroom instruction is the prime factor to produce student achievement gains

(Schmoker, 2006)

RESEARCH TELLS US…

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KnowDifferentiateImplement Adapt Promote

HOW DO WE IMPROVE CLASSROOM INSTRUCTION?

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KNOW THE LEARNER

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Intelligence Area Strengths Preferences Learns best

through Needs

Verbal / Linguistic Writing, reading, memorizing dates, thinking in words, telling stories

Write, read, tell stories, talk, memorize, work at solving puzzles

Hearing and seeing words, speaking, reading, writing, discussing and debating

Books, tapes, paper diaries, writing tools, dialogue, discussion, debated, stories, etc.

Mathematical/ Logical

Math, logic, problem-solving, reasoning, patterns

Question, work with numbers, experiment, solve problems

Working with relationships and patterns, classifying, categorizing, working with the abstract

Things to think about and explore, science materials, manipulative, trips to the planetarium and science museum, etc.

Visual / Spatial Maps, reading charts, drawing, mazes, puzzles, imagining things, visualization

Draw, build, design, create, daydream, look at pictures

Working with pictures and colors, visualizing, using the mind's eye, drawing

LEGOs, video, movies, slides, art, imagination games, mazes, puzzles, illustrated book, trips to art museums, etc.

Bodily / Kinesthetic Athletics, dancing, crafts, using tools, acting

Move around, touch and talk, body language

Touching, moving, knowledge through bodily sensations, processing

Role-play, drama, things to build, movement, sports and physical games, tactile experiences, hands-on learning, etc.

MULTIPLE INTELLIGENCES

It’s not how smart

you are, It’s how you are

smart-Howard Gardner

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Intelligence Area Strengths Preferences Learns best

through Needs

Musical Picking up sounds, remembering melodies, rhythms, singing

Sing, play an instrument, listen to music, hum

Rhythm, singing, melody, listening to music and melodies

Sing-along time, trips to concerts, music playing at home and school, musical instruments, etc.

Interpersonal

Leading, organizing, understanding people, communicating, resolving conflicts, selling

Talk to people, have friends, join groups

Comparing, relating, sharing, interviewing, cooperating

Friends, group games, social gatherings, community events, clubs, mentors/ apprenticeships, etc.

Intrapersonal

Recognizing strengths and weaknesses, setting goals, understanding self

Work alone, reflect pursue interests

Working alone, having space, reflecting, doing self-paced projects

Secret places, time alone, self-paced projects, choices, etc.

Naturalistic

Understanding nature, making distinctions, identifying flora and fauna

Be involved with nature, make distinctions

Working in nature, exploring living things, learning about plants and natural events

Order, same/different, connections to real life and science issues, patterns

MULTIPLE INTELLIGENCES

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Musical/Rhythmic

Verbal/Linguistic

Logical/Mathematical

Visual/Spatial

Sing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem

Read it Spell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics

Make a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics

Mind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster

LEARNING STYLES

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Body/Kinesthetic

Intrapersonal Interpersonal Naturalist

Role playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language

MetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership

Think-Pair-ShareJigsawCooperative groupingDrama DebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared journals

Label itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns

LEARNING STYLES

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What should stay the same?

Learning GoalsRespectful TasksFormative AssessmentsHigh expectations

What should change?

ContentProcessProductLearning Environment

DIFFERENTIATEFOR EVERY LEARNER…

Tomlinson & Moran, 2012

Educators should differentiate according to a students’ readiness, interest,

learning profile, and affect.

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ProductGiving students options

of how to express required learning

Using rubrics that match and extend students’ varied skills levels

Allowing students to work alone or in small groups

Encouraging students to create their own product assignments

Learning EnvironmentMaking sure there are quiet

places to work without distraction

Providing materials that reflect a variety of cultures and home settings

Setting out clear guidelines for independent work

Developing routines that allow students to get help when teachers are busy

Allow opportunities for movement if needed

DIFFERENTIATION

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ContentUsing materials at

varying readability levelsPutting text materials on

tapeUsing spelling or

vocabulary lists at readiness levels

Meeting with small groups to re-teach an idea or skill or to extend the thinking of some learners

ProcessUsing tiered activitiesProviding interest centers

that encourage students to explore subsets of the class topic

Developing personal agendas

Offering manipulative or other hands-on supports

Varying the length of time a student may take to complete a task

DIFFERENTIATION

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Categories of Instructional Strategies That Affect Student Achievement

Category Ave. Effect Size (ES)

Percentile Gain

Identifying similarities and differences

1.61 45

Summarizing and note taking 1.00 34Reinforcing effort and providing recognition

.80 29

Homework and practice .77 28Nonliguistic representations .75 27Cooperative Learning .73 27Setting objectives and providing feedback

.61 23

Generating and testing hypotheses .61 23Questions, cues, and advance organizers

.59 22Marzano, Pickering, & Pollock (2001), p.7)

IMPLEMENT

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Similarities a

nd Differences Nonlinguistic

representations

Ancient

inspect

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1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)

2.Understand it. (What does it make you think of?)

3.Apply it. (What can you do with it? How is it used?)

4.Analyze it. (How is it made or what is it composed of?)

5.Evaluate it. (Take a stand and list reasons for supporting it.)

6.Create it. (Generate a new version of it. How is it an improvement from the original?)

CUBING 2010

Mulligan, D. (2011)

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Essential Characteristics of effective instruction -

Improves through regular assessments and evaluationsFocuses on essential knowledge and essential skillsBuilds on students’ prior knowledgeIntegrates higher level and basic skillsProvides instruction on specific strategiesIncludes the frequent review of key conceptsConsistently uses

collaborative learning

Focuses on student-directed instructionStrives to be culturally and linguistically relevantRelies on shared responsibility and collaboration

EFFECTIVE INSTRUCTION FOR SWD’S

Office of Educational Research and Improvement (OERI), US DOE, 2010

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Picture SymbolsObjectsColor CodingManipulativesTactile Cues Thematic UnitsAssistive Technology

ADAPT

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EXAMPLES

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Resource for special education teacherscolor laser printerLaminatorLending library Instructional materials/interventionsMaterials used for adaptations and work station tasks

Binding machineAssistive technology equipment

Average 10-15 teachers per week

CURRICULUM LAB

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CURRICULUM LAB

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Positive learning environment where students feel safebuild self-confidenceare respectedare Not threatening learn appropriate social interactionsare expected to performare engaged in active learning experiencesare treated fairly

PROMOTE

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Fair isn’t everybody getting the same

thing…fair is everybody getting what they need in

order to be successful. Author unknown

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Engagement =

Inappropriate Behaviors

Summary

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Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD

Mulligan, D. (2011). Thinking goes to school. Strategies to Foster Higher Achievement in the Primary Grades. PowerPoint Presentation.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD

REFERENCES