summer kuba & ellen chance together is better: engaging students & evaluating outcomes
TRANSCRIPT
Today’s Agenda: IntroductionsParking LotFind Someone WhoOur Goals & ObjectivesJot ThoughtsCooperative LearningTeam BuildingBrain GymData Drives InstructionClass BuildingBack to ObjectivesWIIFM
Introductions:Summer Perhay Kuba
FSCA Board Member EBSCC Member ACA Member ACES Member ASCA Member Professional School Counselor @ Palm Pointe Educational Research School Doctoral Student @ Florida Atlantic University
Ellen Chance FSCA Member ASCA Member Doctoral Student @ Florida Atlantic University Professional School Counselor @ Pierce Hammock Elementary School in Palm
Beach County Florida Atlantic Graduate Assistant on randomized controlled
trial (RCT) of a school based intervention, Student Success Skills.
Parking LotThis is a place for you to place any additional questions you may have. Please include your name and email contact so we can reach you.
Let’s break the ICE!Find Someone Who…
1. Lives in another state.2. Works with elementary students.3. Works with middle school students.4. Works in the high school setting.5. Exercised this week.6. Skipped a session to sleep in this morning.7. Is here with family and/or children.8. Loves being a school counselor.9. Is a member of a professional organization. Which ones?10. Has a pet.
Our Goal Our goal as school counselors is to reach as many students as possible through a comprehensive and developmental program. During our time with students, we must create an atmosphere of cohesiveness and collaboration that promotes active engagement and overall success. By creating engaging lessons and utilizing effective strategies for tracking outcomes, we can better ensure that students take away the skills necessary to be successful lifelong learners and problem solvers.
Today’s Objectives
1. Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons.
2. Attendees will be able to embed cooperative learning strategies into their already utilized core curriculum by planning activities which align with the ASCA National Model and that promote academic, career or social-emotional development.
3. Attendees will be able to identify at least 4 methods for tracking outcome data.
We Learn:10% of what we read20% of what we hear30% of what we see50% of what we both see and hear
70% of what is discussed with others
80% of what we experience personally
95% of what we teach someone else
William Glasser
“Jot” down, what you think of when you hear, “cooperative learning”.
(Be honest and creative)Think TimeTeam ShareWhole Group Share
So what is it?Cooperative Learning
Johnson, Johnson, and Smith (1991) suggested that
cooperative learning is more than simply “working in
groups,” and should include the following……
1) Positive Interdependence where
team members are reliant on one another
to achieve a common goal, and the entire
group suffers the consequences if one
member fails to do his or her work.
2) Individual
Accountability where each
member of the
group is held
accountable for
doing his or her
share of the work.
3) Face-to-face Promotive
Interaction where, although some of the
group work may be done on an individual
basis, most of the tasks are performed
through an interactive process in which
each group member provides feedback,
challenges one another, and teaches and
encourages his or her group mates.
4) Appropriate use
of Collaborative
and Cooperative
Skills where students
are provided with the
opportunity to develop
and implement trust-
building, leadership,
decision-making,
communication, and
conflict management
skills.
5) Group
Processing in which
team members establish
group goals, the
assessment of their
performance as a team
occurs periodically, and
they often identify
changes that need to be
made in order for the
group to function more
effectively.
4 Basic Principles • Positive
Interdependence
• *Drives Cooperation*
• A gain for 1 benefits another
• Everyone must• contribute
• Individual Accountability
• *Drives Achievement*
• Each student must perform in front of another. They cannot hide.
• Equal Participation
• *Drives Students sense of importance –gets rid of hogs and logs*
• Equal time-Equal turns
• Simultaneous Interaction
• *Drives engagement*
• Visual/audible interaction=engagement
P I
ES
Spencer Kagan
What does it like?What does this teaching strategy
(cooperative learning) look like in your small groups and/or classroom guidance lessons right now? What do you do to create engagement? What could you add to your lessons?
Think TimePair ShareGroup Share
What did you hear someone say?
Data: A School Counselor’s Best Friend
It is no longer enough for Professional School Counselors to answer the question, “What do school counselors do?” Professional School Counselors must now respond to the question, “How are students different as a result of what we do?”
(ASCA National Model, 2014).
DATA
Student Achievement Data
Achievement Related Fata
Standards & Competency Related Data
Disaggregate Data
Data Over Time
Data
Drives
Decisions
Process Data Where and how is your time spent?
Recommended Tools For School Counselors:EZ Analyze (Time-Tracking Tool)
http://www.ezanalyze.com/Tracks time spent providing direct and indirect
servicesTracks time with individual students, small groups,
classroom guidance, parent meetings etc. Creates graphs, analyzes data automatically.
CalendarsGoogle Calendar
Perception DataMeasures
Competency Achieved Every 5th grade student have completed a career interest
inventoryKnowledge Gained
96% of student report gaining knowledge of how to handle and report bullying in their school.
Attitudes/Beliefs of Students 85% of students feel safe at school.
Tools to Measure:Pre-Post TestsActivity CompletionEvaluationsSurveys & Rating Scales
Outcome DataHow effective are we? What changes have we seen?
Proof is in the data!
Examples: Attendance improved among 5th graders by 53%. Referrals decreased by 39% among the at-risk cohort.
Outcome Data Tools:Vary by school district. Example (Educational Data
Warehouse EDW)School Improvement Plans/Student Development PlansEZAnalyze
Strategies:Making Data Less Daunting!
Start and Stay OrganizedEnsure efficient Record Keeping by utilizing
effective tools (example EZAnalyze) to track time & outcomes.
Provide Needs Assessments at Beginning of YearUse of Pre-Post Tests for every small group and
classroom lesson. Surveys & Rating Scales
Suggestion: Use Google Forms or Survey Monkey to disseminate needs assessments & Pre-Post surveys to students, teachers & parents online. Data is collected and analyzed seamlessly.
Utilize excellent resources to assist you!
Data Resources Dimmitt, C., & Carey, J. (2007). Evidence-based school
counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Hatch, T., & Wilkinson, D. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, Calif.: Corwin.
Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School Counselor Association.
Stone, C., & Dahir, C. (2006). The transformed school counselor. Boston: Lahaska Press.
Class Building Example:Hand Up-Stand Up-Pair Up
Each pair shares 1 way you collect and/or analyze data at your school.
Don’t forget to thank the person for sharing!Move on.
Back to Our Objectives
1. Attendees will be able to identify at least 4 cooperative learning strategies that can be incorporated into small group & classroom guidance lessons.Pair ShareJot ThoughtsFind Someone WhoThink TimeTeam ShareWhole Group ShareHand Up-Stand Up-Pair Up
Back to Our Objectives2. Attendees will be able to embed
cooperative learning strategies into their already utilized core curriculum by planning activities which align with the ASCA National Model and that promote academic, career or social-emotional development. Academic
A:A3.2 Demonstrate the ability to work both independently and cooperatively with other students
Personal/Social PS:A1.9 Demonstrate cooperative behavior in
groupsCareer
C:A1.4 Learn how to interact and work cooperatively in
teams
Back to Our Objectives
3. Attendees will be able to identify at least 3 methods for tracking outcome data.Process DataPerception DataOutcome Data
What’s In It For Me? WIIFMCreate a caring, cooperative classroom Make your lessons come aliveUse strategies to reach all your studentsFoster belonging for students of all ability levels Identify ways to track outcomesEstablish a classroom environment where everyone wants to be—
including youReduce discipline problems Improve student relations in your class and beyondBuild Your Students’ Social SkillsPromote caring, kindness, empathy, respect, and responsibility Develop your students’ character in the context of learning
together Improve student relations in your class and beyondTogether Everyone Achieves More Increase students ability to value differences in teammates and
themselvesDevelop synergy to increase energy and cooperationMake learning more fun for everyoneEngage ALL students
Take-A-WaysSet 1 goal related to tracking student data
Set 1 goal related to keeping your students engaged.
Parking LotThis is a place for you to place any additional questions you may have. Please include your name and email contact so we can reach you.
Thank youPlease email us if you have any questions.
Summer Kuba [email protected]
Ellen Chance [email protected]
References American School Counselor Association (2004). The ASCA national model: A framework for
school counseling programs (2nd ed.). Alexandria, VA: Author
Dimmitt, C., & Carey, J. (2007). Evidence-based school counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin Press.
Hatch, T., & Wilkinson, D. (2014). The use of data in school counseling: Hatching results for students, programs, and the profession. Thousand Oaks, Calif.: Corwin.
Kaffenberger, C., & Young, A. (2007). Making data work. Alexandria, VA: American School Counselor Association.
Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning.
Kagan, S., & Rodriguez, C. (2000). Silly sports and goofy games. San Juan Capistrano, CA: Kagan Publishing.
Stone, C., & Dahir, C. (2006). The transformed school counselor. Boston: Lahaska Press.
Tsay, M., & Brady, M. (2010). A case study of cooperative learning and communication pedagogy: Does working in teams make a difference? The Journal of Scholarship of Teaching and Learning, 10, 78-
89.