pbis in the classroom: differentiated instruction for high school: jessica swain-bradway, ph.d., il...
TRANSCRIPT
PBIS in the Classroom: Differentiated Instruction for High School:
Jessica Swain-Bradway, Ph.D., IL PBIS Network
PBIS in the Classroom: Seating
Your role??• Special Educator• Administrator• General Educator• PBIS Coach • Other
Please sit…
Agenda
The Big Idea Why and What?!
Supportive School ClimatesFoundations of Differentiation Pilot
English Math
Feedback from the teachers and students Questions and Answers
Objectives
Explain the relationship between academic and social success.
Describe the rationale for differentiating instruction within the high school content area classroom.
Describe 2-3 strategies for increasing differentiated content delivery.
Describe the importance of regular coaching in maximizing meaningful instruction.
Fred and Carrie
The Big Idea
Increasingly diverse student population Language, SES, Academic ability (range) Social behaviors Stressors at home / community
To meet the range of needs, teachers need to: Employ a range of instructional strategies Teach classroom routines to support higher level
thinking skills Encourage student behaviors Pointed toward self-management
Think, Pair, Share
Turn to the person next to you and talk about how the range of needs in your classes / schools impacts: Teaching? Staffing? Planning?
Share with another pair.Share the top two issues of concern with
the whole group.
Impacts…your responses
Supportive Climates: School Retention Literature
Schools that are the most successful with supporting graduation…
Supportive Climates
High ExpectationsCoupled with High Supports
Adult positive interactions (Croninger & Lee, 2001) Home school connection (Dynarski, 2001) Predictable, structured day /activities (Lee & Burkham,
2003) Social and Academic supports (Kemple, Herlihy, & Smith,
2005). Fewer “basic” level classesMore advanced classes, with adequate support
(Jerald, 2006)
Supportive Climates
Have classes that reflect the level of achievement we want to see
NOT Where student “begin”
Universal Design Differentiation of Instruction Routines, activities, environment, encouragement
= academic self management and achievement
Supportive Climates
Universal Design Approach Differentiation of routines, activities,
environment, encouragement
Show of Hands
How many of you feel as though your schools is currently providing differentiated supports in the classroom?
How many of you feel as though you are maximizing academic self-management?
Differentiation: Foundations of Special Education
Differentiated Instruction
Aware of and responsive to student learning needs: Includes environmental, climate, social needs to access
content INCLUDES: Scaffolding
Consider WHERE a student is in stages of learning Model, Lead, Test
Provide as much or as little support as necessary to move to next stage
Opportunities to respond that match level skill level Error analysis to guide instruction
Differentiated Instruction
Error analysis to guide instruction Equitable distribution of opportunities:
Receive instruction Engage in learning activities Receive reinforcement for engagement
Differentiating Content by Promoting Self-Management
We want to increase meaningful opportunities to respond and receive feedback in CONTENT
We are going to maximize self-management skills to: Increase those opportunities to respond Increase immediate corrective feedback Increase opportunities to receive
encouragement (acknowledgements)
Encouragement
Classroom Routines
Instructional Practices
Academic Self-Management
FOUNDATIONS
Foundations for Success
Instructional Planning
Arrange our environment & routines to maximize time engaged.
To do that we need to treat self-management like a content area!
Model, lead, test EVERY social and academic behavior If you want to see it, teach it
Book use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc.
Instructional Practices
Increase Opportunities to Interact with Content: Teacher as facilitator: talk in 5-7 minute increments All “teaching” is followed by practice opportunities Small group, paired, independent, whole group Student lead instruction with peers Think, Pair, Share with peers Break instruction into small “chunks” by skill,
concept, not an entire unit
Instructional Practices
Increase Opportunities for Corrective Feedback Small groups, pairs “Expert” peers Answer keys for self/ small group check Teacher rotates among groups Share outs (in small groups) Answer cards (Example) Answers on board
Classroom routines
Aren’t these for elementary school?On your own list some routines that happen
regularly in your classrooms: Admin group, take a guess. Write 3-5 routines. Content specific is good.
PEOPLE on the right side of the room ONLY: Pick an unsuspecting human on the left side of the room.
ALL: Exchange ideas verballyALL: Write down 2 that you don’t have. ALL: Be prepared to share.
Classroom routines
Your responses (someone who is good at writing on board / Has or Needs social capital)
Classroom routines
TEACH routines: Teacher and student identified
• Entering and leaving classroom• Test taking • Asking questions • Checking progress (grades, missing work, projects, etc.)• Constructive feedback to peers • Synthesis of material• Participating in groups
Practice and encourage
Think Aloud
In a small group, share the most difficult classroom routines to manage
Write down the top 3Move to another group
Share the top three most difficult routine As a group select 1 Generate a strategy to manage this routine
effectivelyBe prepared to share with the entire group
Encouragement
Teacher encouragement of student effortsAcademic / Social
Asking questions Constructive feedback Active listening Using index
Encouragement
Specific verbal praiseGradesStars on boardPost-it notes
GROUP REWARDS Sit where you want on Friday Pick the order of activities Quiet music during work time Make the teacher do something silly…
How do you feel?
Own your own…What thoughts do you have when you hear
“teach and reward everything you want to see in your classroom”? What will your co-workers feel? Take a guess
Think about it (give it a hug)
Academic Self-Management
Instructional practices, classroom routines, and encouragement are all set up to explicitly support academic self-management on the part of the students.
What tools and skills do students need to operate independently in your classroom?
Academic Self-Management
Identify the skills (and pre-skills) and set up the classroom to explicitly teach, and acknowledge these skills as if you expect the students to not have them at all.
Point all instructional practices, classroom routines, and encouragement toward self-management
Include Students in the Process
Maximize student input Routines Acknowledgements Agenda (order, content, types of activities)
Increase motivationModel and lead executive thinking skills
Pilot
Math and English Classrooms1 hour per weekWorked on foundations COACHING
Provided small, doable tips at each meeting, coached on use of those tips via email, or at next session
Cody: Algebra and Geometry
Met for one hour per week March- June
Coached on teaching to mastery: Efficient teaching Small groups with like skills Catch students before making errors repeatedly
Cody: Algebra and Geometry
Explicit teaching of classroom routines that provide access to academic success: Working in groups Peer tutoring Using text book Asking questions Preparing to take a concept test Self-monitoring
Class arrangement: Small groups with like skills Flexible groups Independent work at end of semester to allow students to
work on own goals
Fred: Literature Met 5-6 times for 90 minutes each
March – JuneCoached on:
Social routines to increase academic access• Expectations and reinforcers for work completion
Explicit teaching of academic pre-skills• How to complete focus questions• How to lead and contribute to class discussion
Facilitating learning versus dictating learning• Students gradually took over the discussions• Increase higher-level critical thinking skills
Fred: Literature Modified Class arrangement:
1 group (12 students) “Book club” All students sitting at 1 large table facing each
other and Fred Conversational – hand raising not necessary
Coaching
Both Cody and Fred indicated that the coaching was the most important component Numerous in-services / trainings Train and Hope
Coaching was contextual, real-life and in the NOW Sustained implementation of strategies for the
duration of the coaching
Outcomes: English Lit.
The first week of the “new” model, first time all year that ALL students completed homework reading (persisted over the semester)
Increased student participationHigher quality academic outputIncreased student satisfaction Less teacher stress and more increased work
satisfaction
Direct Observation Data
1 2 3 4 5 6 70%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent Academic Engagement for Students in Arts, Cody's and Fred's Classrooms
ARTSCODYFRED
20 minute Observation Sessions
Perc
ent E
ngag
emen
t
Outcomes: Math Better attendanceMore participation Faster rate of completion of concept testsLess teacher stress and increased job
satisfactionReduction in office referralsIncreased student initiative in work
completion and asking for assistance
From the teachers…
I have learned that establishing tight systems of classroom management, along with individual and whole-class goals, relies on increasing motivation.
I have WAY fewer discipline issues when I do considerably less talking to the entire class.
It ended up being about self-management; a life skill that these kids need to learn immediately.
Kids who could help felt more empowered. Kids who needed help felt the power of asking questions without feeling embarrassed by asking in front of the whole class.
From the teachers… Most of the students hated coming to the class and I disliked
teaching it. The majority of the fifteen students were not doing their work –
… the class took ownership of their book club… by asking them how we should handle motivation.
As the weeks moved on, the students were given more and more responsibility for leading our discussions and for asking for what they needed
Twice during the quarter, I asked the class to write how they felt about this "new" way of working. The responses were overwhelmingly positive.
From the students…
Being in a small group helps me concentrateThe help is focused on meI get embarrassed / frustrated in a big group Small groups work better because people don’t need to
worry about asking “stupid” questionsIt feels good to accomplish something on my ownI can learn at a comfortable paceI enjoy independent work more because I like working
at my own pace with no pressure.I get more work done in small groupsIt’s funner and more interactive!
From the students
I feel like I did better than most, boosting my self-esteem! I felt respected! The rewards were nice but not necessary- this was fun! I get more help and the checklists help you set goals and
when goals are set it makes you want to reach them. I can pay attention better It’s easier to take notes and get work done without dealing
with distractions I feel like I get more work done this way I get more help With small groups I push myself harder to do the work and
gain more understanding.
Thinking back
What are your “take aways”?What else do you need to know?
Resources
Anita Archer (reading) Universal DesignNational center of Accessible Instructional
materials: http://aim.cast.org/Differentiated Instruction and Response to
Intervention: http://www.differentiatedinstruction.net/
Coaching Opportunity
I would love to coach a coach, a team, or a teacher!
Please contact me: [email protected]