michelle t. clanton presenter. 'no problem can be solved by the same consciousness that created...
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USING CURRICULUM MAPPING TO ASSIST
“AT RISK”STUDENTS
Michelle T. ClantonPresenter
'No problem can be solved by the same consciousness that created it. We need to see the world anew.'
Albert Einstein
'It is our belief that schools in the main are entering the twenty-first century with structures and more importantly, underlying assumptions which are nineteenth century in origins, or relating to the world of the 1950 or 1960s.' Bowring -Carr and Burnham West UK Educators
'Come to the edge', he said.They said, 'We are afraid''Come to the edge', he saidThey cameHe pushed them... and they flew. Guillaume Apollinaire Poet
The eagle has the longest life-span of its’ species
But to reach this age, the eagle must make a hard decision.
It can live up to 70 years
Its’ long and flexible talons can no longer grab prey which serves as food
In its’ 40’s
Its’ long and sharp beak becomes bent
Its’ old-aged and heavy wings, due to their thick feathers,
become stuck to its’ chest and make it difficult to fly.
Then, the eagle is left with only two options: die or go through a painful process of change which lasts 150 days.
The process requires that the eagle fly to a mountain top and sit on its’ nest.
There the eagle knocks its’ beak against a rock until it plucks it out.
After plucking it out, the eagle will wait for a new beak to grow back and then it will pluck out its’ talons.
When its’ new talons grow back, the eagle starts plucking its’ old-
aged feathers.
30 more years
And after five months, the eagle takes its’ famous flight of rebirth and lives for
CONTENTWe are in the second decade of the 21st century therefore teachers, schools and districts should be moving from discussing how to prepare students for 21st century skills towards doing. Sylvia Rosenthal Tolisano www.globallyconnectedlearning.com
There must be a change… and it will be painful.
An Essential QuestionWho is the “at-risk” student?At my school it was the over-aged and under-credited student who:
• Is 16 -21 years of age• Usually has dropped out of school• Repeated retentions • Has experienced traumatic situation(s) that has caused him or her to become a disaffected youth
• Is a Juvenile Justice offender, paroled or on probation• Is or has been a Pregnant Teen
• Is or has been a Gang Member
Who is the “at-risk” student at your school?
How do we address the academic needs and or deficiencies of the at-risk
student?
While this is not a new question, we assessed that we needed a different answer. Our process involves:
Curriculum Mapping“Is a process for collecting data representative of the operational(real) curriculum in a school and/ or district.” Heidi Hayes Jacobs
• Calendar Based
• An ongoing process
• Curriculum mapping makes use of a collaborative conversation between teachers and administrators to design the curriculum via ongoing examination of what is occurring in the educational process both horizontally (within a grade level) and vertically (from grade to grade)
• Builds Learning Communities
• Provides a tool to differentiate instruction to meet “Allen’s” specific needs.
Curriculum Mapping provides important components that work especially well with this population who has NOT succeeded in the traditional classroom. It presents the opportunity for students to experience learning in a connected, meaningful, community-based context; and that can make a difference.
The Seven Phases of
Curriculum Mapping
Phase 1:Data
CollectionPhase 2:The First
ReadThrough
Phase 3:Mixed GroupReview
Phase 4:LargeGroupReview
Phase 5:Determine
Points that can be Revised Immediately
Phase 6:Determine Points
that Require Research and
Planning
Phase 7:Plan for
NextReview
Laying the Foundation – Data Collection
Core Curriculum StandardsFormative AssessmentSummative AssessmentPortfoliosAttendance RecordsIncident Reports
We also looked at:
Curriculum manuals or guides;Cluster-based syllabus planning;Evaluation checklists;Weekly planning meetings;Activity archives;Learning objectives
How does what we know about our individual learner shape our
curriculum mapping?
Laying the Foundation
Who do we invite to the table?
• Administrators
• Teachers
• Guidance Counselors
• Representatives from Collaborating Social Service Agencies
• Parent Liaison
• Student Representatives
Let the Data talk to you.•Collect•Assess•Create the Action Plan – Ongoing
Process
WHAT IS YOUR DATA
SAYING TO YOU?
"By concentrating on assets rather than deficits, these scholars argue, teachers are predisposed to see more potential in the children they are teaching and are able to treat the children's experiences and backgrounds as resources for learning rather than constraints on it. By developing more varied instructional routines, which by stages increase student control over learning activities, teachers can decrease learners' dependence on their teachers and broaden the range of learning experiences children encounter. The argument goes on to assert that, by deemphasizing (though not eliminating) repetitive practice of discrete skills, teachers may limit the monotony and lack of meaning that attends much instruction in high-poverty classrooms and elsewhere. Finally, by concentrating early on the 'advanced' skills of reasoning, problem solving, comprehension, and composition, teachers can engage children from the beginning in academic learning that has meaning and application in their lives both inside and outside of school." (p. 184)
Knapp, Shields, and Turnbull (1995):
Focus on Assets
Identify the assets that your students possess to assist you in seeing more potential in the students you teach.
Academically?
Culturally?
Family?
Peer?
Five Wrong Assumptions About Learning
1. People predictably transfer learning from one situation to another.
2. Learners are passive receivers of wisdom—vessels into which knowledge is poured.
3. Learning is the strengthening of bonds between stimuli and correct responses.
4. Learners are blank slates on which knowledge is inscribed.
5. Skills and knowledge, to be transferable to new situations, should be acquired independent of their contexts of use.
Source:Designing Effective Learning Environments: Cognitive Apprenticeship ModelsSue E. BerrymanInstitute on Education and The Economy, Box 174, Teachers College, Columbia UniversityNew York, New
We must create a
SCAFFOLD - something To keep the
student steady
while we are building
skills and assisting in
credit recovery.
“…the most promising alternatives focus on student assets (including their backgrounds and prior experiences), varied teaching strategies, and meaningful learning in collaborative settings. Also of critical importance to each child's success is the school's emphasis on high expectations for all students (Benard, 1995).”
Costello, Mary Ann. "Critical Issue: Providing Effective Schooling for Students at Risk." Learning Point Associates Home. North Central Regional Educational Laboratory, 1996. Web. 14 June 2010. <http://www.learningpt.org/>.
Reflect on the skill levels of your students that lend to successfully completing collaborative work. Identify the strengths and challenges.
Think creatively about how to move them up Bloom’s Taxonomy to develop higher levels of critical thinking (i.e. - analyzing, evaluating, creating).
Knowledge
Comprehension
Application
Analysis
Synthesis
EvaluationTRADITIONALBloom’ s Taxonomy
We must also consider a
continuum of skills that are necessary to incorporate in
building thescaffold.
Remembering
Understanding
Applying
Analyzing
Evaluating
CreatingREVISED BLOOM’S TAXONOMY
Identify bridges that exist in the building (Social Worker, Special Programs), what’s working?)
CHALLENGE
THE Our classes were composed of students from the ages 16 to 21 years, but because they needed to gain proficiency in a particular subject matter they are grouped together. You can have a 20 year student who has repeated 12th grade retentions with a 16 year old 10th grade student. We have to address three concerns:
1. REMEDIATION OF SKILLS
2. CREDIT RECOVERY
3. ADDRESS BEHAVIORS AND MINDSETS THAT IMPACT LEARNING
DO NOW….
List the 5 Biggest Problems You Experienced with Students that
hindered their academic success.
So what can we do about this?
The Challenge for Today’s Educators
We know the problem:
Many students today fall far short of their potential.
The consequence is poor retention and declining graduation rates.
Everyone loses – students forfeit their dreams, faculty are frustrated, and schools scramble to improve retention.
No panacea exists, but educators Neil Postman and Charles Weingartner
offered valuable insight when they wrote:
“Good learners are good learners precisely because they believe and do
certain things that less effective learners do not believe and do.
And therein lies the key.”
But just what is it that good learners believe and do?
And how can educators get students to believe and do them?
As we shape our curriculum mapping consider the
following:
ON COURSE is an intervention process through which educators (re)empower students to be the kind of active, responsible learners who make wise choices at critical forks in the road and, thus, achieve more of their goals in school and in life.
The ON COURSE Success Principles
Synthesizing the best wisdom from innovators in psychology, education, business, sports, and personal effectiveness, the ON COURSE Success Principles represent eight of the essential “things” that good learners believe and do.
By guiding students to adopt these principles and tools, you’ll empower them to become effective partners in their own education, giving them the outer behaviors and inner qualities to create greater success in school and in life.
• The most successful people are empowered people.
• In formal education, the deepest learning is provided by well-designed experiences.
• At the intersection of an empowered person and a well-designed experience lies the path to wisdom and the opportunity to achieve one’s greatest potential.
Going beyond the programs to the heart of the child:
What is your definition of an empowered learner a
well-designed experience ?
Eight Principles of Student Success
Personal ResponsibilitySelf-MotivationSelf-Management InterdependenceSelf-AwarenessLife-Long LearningEmotional IntelligenceSelf-Esteem
Personal Responsibility
Successful Students
Accept personal responsibility seeing
themselves as the primary cause of their
outcomes & experiences
Struggling Students
See themselves as victims, believing that what
happens to them is determined by external
forces such as fate, luck, and powerful others
Self-Motivation
Successful Students
discover self-motivation, finding purpose in their
lives by discovering personally meaningful goals and dreams
Struggling Students
have difficulty sustaining motivation, often feeling depressed, frustrated,
and/or resentful about a lack of direction in their
lives
Self Management
Successful Studentsmaster self-management, consistently planning and
taking purposeful actions in pursuit of their goals and
dreams.
Struggling Students
seldom identify specific actions needed to
accomplish a desired outcome. And when they do, they tend to
procrastinate.
Interdependence Successful Students
employ interdependence, building mutually
supportive relationships that help them achieve their goals and dreams (while helping others do
the same).
Struggling Students
are solitary, seldom requesting,
even rejecting, offers of assistance from those who
could help.
Self-Awareness
Successful Students
gain self-awareness, consciously employing behaviors, beliefs, and
attitudes that keep them on course.
Struggling Students
make important choices unconsciously, being
directed by self-sabotaging habits
and outdated life scripts
Life-Long Learning
Successful Students
adopt life-long learning, finding valuable lessons
and wisdom in nearly every experience they
have
Struggling Students
resist learning new ideas and skills, viewing learning as fearful or boring rather
than as mental play
Emotional Intelligence
Successful Students
develop emotional-intelligence, effectively managing their emotions in support of their goals
and dreams.
Struggling Students
live at the mercy of strong emotions such as
anger, depression, anxiety, or a need for instant gratification.
Self-Esteem
Successful Students
believe in themselves, seeing themselves as capable, lovable and
unconditionally worthy human beings
Struggling Students
doubt their competence and personal value, feeling inadequate to create their
desired outcomes and experiences
SWOT ANALYSIS: STRENGTH, WEAKNESSES, OPPORTUNITIES AND THREATS
ORIGINATED BY ALBERT S HUMPHREY IN THE 1960S
What is a SWOT analysis and why should you use one?
The name says it: Strength, Weakness, Opportunity, Threat. A SWOT analysis guides you to identify the positives and negatives inside your organization (S-W) and outside of it, in the external environment (O-T).
Developing a full awareness of your situation can help with both strategic planning and decision-making.
The Challenge:
Incorporating one or more of the Eight Principles of Success:
Each groups has 15 minutes to brainstorm and fill out their own strengths, weakness, opportunities and threats chart for your school, initiative or effort.
Remember do not to rule out any ideas at this stage, or the next.
INTERNAL EXTERNAL
Strengths Weaknesses Opportunities Threats
What advantages
does your
organization have?
What do you do
better than anyone
else?
What unique or
lowest-cost
resources can you
draw upon that
others can't?
What could you
improve?
What should you
avoid?
What are
families/business
es in your
community likely
to see as
weaknesses?
What good
opportunities can
you spot?
What interesting
trends are you
aware of?
Is changing
technology
improving your
educational
program?
What obstacles do
you face?
What are your
competitors/Charte
r/Parochial schools
doing?
Are quality
standards or
specifications for
your services
changing?
Take a breath,
Count to ten,
and tackle each taskone
Linda Shalaway
DEEP
step at a time.
MICHELLE T. CLANTON
Reconnecting Youth to Their Dreams
10204 Crystal Ridge Drive Watchung, New Jersey, 07069
732-372-9033
mtclanton@yahoo.com
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