Exemplary, Research-Based Exemplary, Research-Based Thematic Transition InstructionThematic Transition Instruction

DCDT ConferenceDCDT Conference

Albuquerque, NM October 21, 2005Albuquerque, NM October 21, 2005

Pamela Luft, Ph.D.Pamela Luft, Ph.D.

Kent State UniversityKent State University

pluft@kent.edupluft@kent.edu

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Rationale for Thematic InstructionRationale for Thematic Instruction

• Transition’s scope should be broad and life-longTransition’s scope should be broad and life-long• Transition often is limited to separate classes:Transition often is limited to separate classes:

• home echome ec• career development career development • world of workworld of work• functional or life skillsfunctional or life skills

• Instruction becomes delimited and fragmentedInstruction becomes delimited and fragmented

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Thematic InstructionThematic Instruction

• Overcome fragmentation through Overcome fragmentation through

Integrated Thematic Instructional UnitsIntegrated Thematic Instructional Units

• Design units across the full range of Design units across the full range of academic content areasacademic content areas

• Incorporate a transition focus to “anchor” Incorporate a transition focus to “anchor” units in relevance and meaningunits in relevance and meaning

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Research-Based Unit DesignResearch-Based Unit Design

• Thematic instructional units:Thematic instructional units:• Increase redundancy and retention of key Increase redundancy and retention of key

conceptsconcepts• Enhance learning of cross-curricular Enhance learning of cross-curricular

relationships and processesrelationships and processes• Life cycles: of people, animals, plants, cities, Life cycles: of people, animals, plants, cities,

countries, solar systemscountries, solar systems

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Understanding by Design Understanding by Design (Wiggins & McTighe, 2005)

• Utilizes research-based processesUtilizes research-based processes• Bloom’s research and learning theories Bloom’s research and learning theories http://http://

www.ubdexchange.org/resources.htmlwww.ubdexchange.org/resources.html • Project-specific research results and outcomesProject-specific research results and outcomes• Used at:Used at:

• Teachers College at Columbia University, Teachers College at Columbia University, • Penn State University Penn State University • Old Dominion UniversityOld Dominion University• Vanderbilt University Vanderbilt University • University of Maryland. University of Maryland.

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Unit Design and TransitionUnit Design and Transition

• Design process that focuses on:Design process that focuses on:• Authentic, relevant, and enduring learningsAuthentic, relevant, and enduring learnings• The “heart” of each curricular areaThe “heart” of each curricular area

• Transition provides:Transition provides:• The conceptual link among these learnings through…The conceptual link among these learnings through…• The authentic, relevant, and enduring topicsThe authentic, relevant, and enduring topics

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Understanding by DesignUnderstanding by Design

• ““Backward design” processBackward design” process• Stage 1:Stage 1:

• Review external standards and student needs, to… Review external standards and student needs, to… • Stage 2:Stage 2:

• Develop assessments to evaluate achievement of the Develop assessments to evaluate achievement of the standards and needs, that ends with…standards and needs, that ends with…

• Stage 3:Stage 3:• Develop lessons and instructional activities thatDevelop lessons and instructional activities that

• Prepare the student to adequately perform on the assessments Prepare the student to adequately perform on the assessments and and

• Demonstrate thorough Demonstrate thorough understandingunderstanding. .

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Stage 1: Incorporate Transition Issues Stage 1: Incorporate Transition Issues

• State standards are “unpacked” into State standards are “unpacked” into meaningful and teachable chunks according to meaningful and teachable chunks according to elements that are elements that are • (a) worth being familiar with, (a) worth being familiar with, • (b) important to know and understand, and (b) important to know and understand, and • (c) what is authentic and relevant and of life-long (c) what is authentic and relevant and of life-long

value to the student (i.e., value to the student (i.e., transition needstransition needs))

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Transition-Focused UnitsTransition-Focused Units

• Transition Services Preparation Project• Years 1-2: Teachers identified topics and units Years 1-2: Teachers identified topics and units • Years 3-4: Transition units based on research Years 3-4: Transition units based on research

resultsresults• Student participation in IEP meetings: MS Student participation in IEP meetings: MS

and HS unitsand HS units• Vocational preparation and courseworkVocational preparation and coursework

• Career Development units (Brolin’s LCCE)Career Development units (Brolin’s LCCE)• Career AwarenessCareer Awareness• Career ExplorationCareer Exploration• Career PreparationCareer Preparation• Career AssimilationCareer Assimilation

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Project Website Project Website http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Units are found:

Transition Teaching Units

Research-Based Priorities

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Transition Teaching Units

Unit Design Processes

Unit Examples

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Research-Based Priorities and Practices

Summary: Literature Review of Research

Grant Activities: Yearly listing with unit development process

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

ReferencesReferences

• Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. disabilities: Predictive factors and student perspectives. Exceptional Children, 66Exceptional Children, 66, 509-529., 509-529.

• Kohler, P.(1993). Best practices in transition: Substantiated or Kohler, P.(1993). Best practices in transition: Substantiated or implied? implied? Career Development for Exceptional Individuals, 16Career Development for Exceptional Individuals, 16, , 107-121.107-121.

• Wiggins, G., & McTighe, J. (2005). Wiggins, G., & McTighe, J. (2005). Understanding by design Understanding by design (2(2ndnd ed). Alexandria, VA: Association for Supervision and Curriculum ed). Alexandria, VA: Association for Supervision and Curriculum Development.Development.