response to intervention (rti) + the autonomous learner model (alm) = the 21 st century lifelong...
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Quotable The real voyage of discovery consists not of seeking new landscapes, but in having new eyes… ~ Marcel ProustTRANSCRIPT
Response to Intervention (RtI) +The Autonomous Learner Model (ALM) =
The 21st Century Lifelong Learner
George BettsUniversity of Northern Colorado
Robin CareyDouglas County School District
Quotable
The real voyage of discovery consists
not of seeking new landscapes,but in having new eyes…
~ Marcel Proust
The goal of RtI is improved achievement & behavior.Individual student data are collected and used to monitor progress, and those results are used to make decisions about further interventions (National Center for Learning Disabilities, 2006).
RtI Goal Number One
RtI Goal Number Two The second goal of RtI is to develop the
whole person: the cognitive, emotional, social, and physical aspects, with the skills to be effective at processing content and to become productive, in order to become the lifelong, autonomous, 21st Century learner (Betts & Betts, 2009).
Definition
Response to Intervention or “RtI” is defined as: “… a framework that promotes a well-integrated
system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction & intervention that is matched to students’ academic, social–emotional, and behavioral needs.”
Profiles of Today’s Learners
Type I The SuccessfulType II The ChallengingType III The UndergroundType IV The At-RiskType V The Twice ExceptionalType VI The Autonomous Learner
Essential Elementsof RtI & ALM
Positive Nourishing Environment High Quality Instruction Continuous Review Collaboration The Direction & the Goal: The
Autonomous Learner
The Five Dimensions of the Model
Major Rolesof the Student & Teacher
Teacher(Dispenser of Knowledge through Direct Instruction)
Facilitator(Facilitator of the Learning Process)
Student(Receiver of Knowledge from the Teacher)
Learner(Lifelong Learner & Producer of Knowledge)
Orientation, Individual DevelopmentTeacher/Facilitator I AM
by Robin J. Carey
I am a woman - on a new journeyI wonder about the future
I hear the drums beating a new rhythmI see the stars in the distant sky
I want to know what is going to happenI am a woman - on a new journey
I pretend I am a famous recording artistI feel the notes and words mesh
I touch the souls of all who hear meI worry that it will not last
I cry when I realize it’s just a dreamI am a woman - on a new journey
I understand that life is what you make itI say the future is in my hands
I dream but can’t quite rememberI try to be the best me there is
I hope that all around me can feel itI am a woman - on a new journey
Orientation, Individual DevelopmentStudent I Am
byMolly Brooks
I am a girl who is shy and always listens.I wonder why nobody sees things like I do.
I hear the crickets playing a song just for me.I see a circus on a blank wall.
I want to say what is on my mind without fear.I am a girl who is shy and always listens.
I pretend to be all right when I am not.I feel like I want to burst with ideas.
I touch my pen to paper and I am in a different world.I worry about what the future holds.
I cry when I see a child suffering from hunger.I am a girl who is shy and always listens.
I understand that life always goes on, you can’t stop time.I say that every snowflake is a magnificent work of art.
I dream about the sunshine and rain splashing down on my face.I try to help everyone I can.
I hope to see an end to the earth’s problems.I am a girl who is shy and always listens.
Quotable
“Differentiation is not a checklist of strategies,
but a philosophical approach to teaching all students.”
~ Carol Ann Tomlinson
ALM & RtI Curriculum Differentiation
Learner Differentiated Curriculum
Teacher Differentiated Curriculum
Standard-based Curriculum
RtI & ALM from the Teacher’s Perspective
1. What is the theme, topic, or goal of the lesson?2. What content is evident in standards and/or courses of study?3. What part of the content is necessary for all, most, some of the
students in the classroom?4. Which students already know some or all of the content to be
taught?5. What differentiated activities are needed?6. How will the differentiated activities take place?7. Who will work in each group?8. When, where, and how long will all lessons take place?9. Who is primarily responsible for all activities and
assessments?
RtI & ALM from the Learner’s Perspective
1. What is the theme, topic, or goal of my study ?2. What content is evident in my study? How do I increase the content I
want to study?3. When do I explore? When do I investigate? When do I learn in-depth? 4. What do I already know about my content and what do I want to learn?5. How long will I work in the area of Explorations?6. How will I complete my Investigation and In-depth Study Contracts?7. What differentiated activities will I develop and complete?8. How will I demonstrate content, process and product in my learning
plans?9. How will my actual learning take place?10. Will I work independently or in a small group?11. What products and presentations will I develop to demonstrate my on-
going learning?12. How will I complete the assessment of my self, my learning, my products
and my presentations.
RtI & ALM from the Facilitator’s Perspective
1. What is the theme, topic, or goal of the learner’s study ?2. What content is evident in the levels of study as the learner begins and continues
working independently?3. What is being explored? What is being investigated? When will the learner be
ready for an in-depth study? 4. What does the learner already know about the content and what do he/she want to
learn?5. How will the learner complete the Investigation and In-depth Study Contracts?6. What differentiated activities does the learner need to develop?7. How will the learner demonstrate content, process and product in the learning
plans?8. How will the learning take place? Describe this through a completed contract.9. Will the learner work independently or in a small group of learners?10. What products and presentations will the learner develop to demonstrate learning?11. How will the learner complete the assessment of self, the learning process, the
products and presentations?
RtI & ALM from the Mentor’s Perspective
1. Why is this learner and teacher contacting me? Do I want to be involved?2. What is my role in this learning process?3. Will I provide specific learning tasks or find out what learning is wanted by the
learner?is the theme, topic, or goal of the learner’s study ?4. What knowledge-base does the learner already possess? Is the learner able to work
independently on a project? What happens if this doesn’t work?5. What does the learner want to explore? Investigate? When will the learner be ready
for an in-depth study and will my role change throughout this learning process?6. How will the learner complete the Investigation and In-depth Study Contracts?7. What differentiated activities does the learner need to develop?8. How will the learner demonstrate content, process and product in the learning plans?9. How will the learning take place? Describe this through a completed contract.10. Will the learner work independently or in a small group of learners?11. What products and presentations will the learner develop to demonstrate learning?12. How will the learner complete the assessment of self, the learning process, the
products and presentations?
Quotable
“Our greatest natural resource is the minds of our children.”
~ Walt Disney
Differentiated Curriculum
Knowledge/ Comprehension
Application Analysis Synthesis Evaluation
Content Process Product
Unit of Learning TKAM (Teacher developed)
Knowledge/ Compr
Application Analysis Synthesis Evaluation
Content Process Product
Characters
List the major and minor characters in TKAM.
Using a web, show how the characters are related and connected.
Inspect the relationship between Scout, Jem and Atticus. Relay your findings in a Power Point Presentation
What would the entries in Boo Radley’s diary say? Write 5 entries as you believe he would.
Which character in the novel has the greatest impact on the reader? Be ready to defend your choice in a debate with classmates.
ListWebPPTDiaryDebateOralSummaryMovie PosterChartMap/Model
Pers SpListJournalInterviewMoviePanel disc.Wr. OutlineDrawingsChartCollageEditorial
Plot/ settingRecall the major plot points of TKAM.
Choose a setting or settings that you would put on a movie poster for TKAM. Create it!
Using a chart, compare/contrast the Finch and Radley homes.
Create a map or model of Maycomb, using descriptions from the novel as your guide.
Write a persuasive speech on the use of setting in the novel.
Themes/ issues
List the main themes/issues encountered in TKAM.
Keep a response journal as you read the novel, keeping track of feelings, confusion, expectations, etc.
Using your journal as a guide, create an interview to conduct with three classmates about their feelings regarding the journal.
Rewrite a scene from the novel, using current language and slang. Cast the scene and videotape it to show the class.
Choose an issue from the novel to become an expert on. Be ready to demonstrate your expertise during a Panel Discussion.
AuthorOutline the life of Harper Lee
Choosing specific aspects of Ms. Lee’s life, demonstrate through drawings how they led her to become an author.
Using a chart, compare/contrast the views of Harper Lee with those of Black American authors who wrote about the time period from 1920-1940.
Gather clippings from multiple sources to create a collage depicting the life of Harper Lee.
Write an editorial about Harper Lee and her novel, To Kill a Mockingbird.
In DepthUnit of Learning Role of Bombers in the South Pacific (Learner Developed)
Knowledge/ Comprehension
Application Analysis Synthesis Evaluation
Content Process Product
American Bombers
List of specs for three American Bombers
Model of a Bomb Sight
Chart of Design Influences on the Bombers today
Aviation in the South Pacific Card Game
Discuss if Bomber use in the South Pacific was too extensive
ListModelChartGameDiscussionSummaryTimelineDrawingsDebateOral desc.PosterScheduleMemoran.Persuasivepaper
Japanese Bombers
Oral Repetition of Japanese Bombers
Summary of Japanese Bombers in the War’s outcome
Series of drawings comparing Japanese and American Bombers
Model of a Kamikaze Battle
Debate if Kamikaze pilots were effective
Bomber Escorts
Oral Description of Fighters used
Timeline of Fighters
Chart of weaponry used
Air Force recruitment poster
Discuss if escorts helped or hindered bombing runs
Bomber Bases
Schedule of bombing runs
Model of Anti-Aircraft gun
Timeline of Aircraft Carriers
Memorandum of Disciplinary Procedures
Persuasive Paper on our justification in putting Military Bases on these islands.
Quotable
True motivation Is as mysterious as life itself.
It must begin within…
~ George Betts
Erin’s JourneyLearner Differentiated Curriculum
In-Depth StudiesInvestigationsExplorations
Explorations Student Based Diverse Possibilities Short Term Information Gathering Knowledge/Comprehension Emphasis is on Content
Investigations Student/Learner Based Diverse Possibilities Longer Term Passion Discovery Multiple Means of Reporting Emphasis on Content & Process
In-depth Studies Learner Based Diverse Possibilities within Passion Passion Development Mentorship Presentation & Assessment of Learning, the
Learner & the Product Content + Process + Product
Topic: The Moon (Exploration) Brainstorm & make a mind map of the
different topics associated with the moon. Find three poets who write about the moon
and share their poetry with a friend. Collect information about the manned flights
to the moon. Interview the personnel at the local
planetarium Find three websites about the moon
Topic: The Moon (Investigation) Write poetry or a story about the man on the
moon (Verbal Linguistic) Chart the phases of the moon for your
location & make a moon watching calendar (Logical Mathematical)
Demonstrate a moon dance or walk (Bodily Kinesthetic)
Develop a nature walk done by the light of the moon for your locality (Naturalist)
Topic: The Moon (Investigation) Journal the effects that phases of the moon
have on people from your observations (Interpersonal)
Moodle (Intrapersonal) Create a pattern of rhythms related to phases
of the moon (Musical) Develop a model that portrays the myths
about the moon using five different geometric shapes (Spatial)
Topic: The Moon (In-Depth Study)
Design a collection of original poems based on myths about the moon.
Create a photographic essay on the thirteen moons of the Native American Culture.
Create a planetarium show about the roles & influences of moons in our solar system.
Complete an essay on the knowledge bases concerning the moon for the past century.
Putting It All Together
CommunicationConsultationCollaboration
A lifelong learner is one who loves the moment, seeks truth, friendship, knowledge and wisdom. This person accepts self and others, and realizes the chance to make this a better world. A life-long learner discovers new paths for growth, joy, knowledge and friendship. Our journey continues today . . .
george betts
The Autonomous Learner
Quotable
“I saw the angel in the marble and carved until I set him free.”
~ Michelangelo
Additional Information ALPS Publishing 1-800-345-2577 www.alpspublishing.com [email protected]
23rd Annual ALM Conference June 16 - 21, 2009 Estes Park, Colorado