Leyton SchnellertOctober 2007Rural Schools

Renewal Conference

Success for all:

Working together to support students with special needs

EnduringUnderstandings

Self-regulation and Metacognition

Cognitive Strategies

Learning Sequences

What do we know about the brain and diverse

learners?

SUCCESSFUL MEANING

MAKING DEPENDS ON THE COMPLEX INTERACTION OF

MANY OVERLAPPING

DIMENSIONS

What do we know about the brain and diverse

learners?

Brozo, IRA, 2007

SUCCESSFUL MEANING MAKING DEPENDS ON THE COMPLEX INTERACTION

OF MANY OVERLAPPING DIMENSIONS

COGNITIVE DIMENSION

- Skills, - Strategies,

- Background Knowledge

TEXTUAL DIMENSION

- Difficulty Level- Considerate/Inconsiderate

- Format

SOCIAL DIMENSION

- Apprenticing and Scaffolding

- Culture- Funds of Knowledge

PERSONAL DIMENSION

- Engagement- Goals

- Identity and Agency

What do we know about the brain and diverse

learners?

Butler & Cartier, 2004; Butler, Schnellert & Cartier, 2005

What the individual brings

Personal objectives

Managing motivation and emotions

Adjusting engagement in learning

Self-regulation(planning, self-monitoring, self-evaluating)

Task interpretation

What key elements of learning work for all

students?

Helping students process new content/ building their repertoire of meaning making strategies(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )

…work for all students?

What key elements of learning…

Formative assessment to determine students strengths and needs(Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006)

Activating prior knowledge/ helping students connect what they are learning to what they already know(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)

Ensuring students self-assess, set goals and take actions to manage and improve their learning(Brownlie, Feniak & Schnellert, 2006; Butler, Schnellert, & Cartier, 2005; Davies, 2000; Zimmerman & Schunk, 2001)

…work for all students?

What key elements of learning…

Provide opportunities for students to personalize

and transform (synthesize) their learning in reference to key concepts and essential questions (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar,2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)

Use regular guided-thinking experiences to introduce key

comprehension strategies

Instructional considerationsTry to…

demonstrate response activities, stopping frequently to explain your “moves” as you deal with unfamiliar terms, structures,

and ideas.

repeat instructions

set a purpose

Clearly define assessment tasks so that students, understand the

steps they must take to complete the work.

(West, 2000; Booth, 2002)

Gradual Release of Responsibility

Independent

Guided

Shared

Modeled I show, you watchI show, you watch

I do, you help

You do, I help

You do, I watch

Pearson & Gallagher, 1983

Stage

Purpose: Engage/Activate prior knowledge/Predict content/ Focus on a purpose:

Purpose: Construct meaning/Monitor understanding/ Process ideas

Purpose: Process ideas/Apply knowledge/Reflect on thinking and learning

Assessment: 4. 3. 2. 1.

Connecting

Transforming &

Personalizing

Processing

(key concepts/essential understandings):Students will understand that…

(important skills or processes):Students will be able to…

Student outcomes

‘Big ideas’

Connecting Skimming the text,

what are 4 big questions I think will

be answered?

Things I already

know about the topic

and/or text

Purpose: reading to find Key Ideas about…

Name: _____________

ProcessingRead the information with your partner.-Together find the most important information-Then use pictures, words, diagrams, charts, images, webs or icons to make notes.-Talk to your partner about why this is important; make some notes under ‘why’

Purpose: reading to find Key Ideas about…

Name: _____________

Why is this important?

(and how do I know?)

Most Important Idea, Event or Action (use pictures, words, icons)

Schnellert, 2006

Purpose: reading to find Key Ideas about…

Name: _____________

Why is this important?

(and how do I know?)

Most Important Idea, Event or Action (use pictures, words, icons)

Schnellert, 2006

Synthesizing/ Transforming

What is the big

idea in this text?

How do I know?

What is an image or symbol that represents this?

Synthesizing/Transforming

Purpose: reading to find Key Ideas about…

Name: _____________

Schnellert, 2006

What clues can I use to figure out main ideas when reading this kind

of text?

The next time we read focusing on main idea and

details, I want to…

How might we design classroom

experiences to ensure

achievement for all?

Historically, architects have designed buildings to be accessible for the majority of people, but not for all people.

Universal Design

Stairs are the

access most of us

have to buildings.

Universal Design

originated in

the field of

architecture.

For some people, though, stairs are a barrier to access: • people in wheelchairs, people on roller blades, baby strollers

The Challenge of Learners

with Diverse Needs

orRedesign

the curriculum?

Retrofit the curriculum?

“fix” the child

“fix” the curriculum

goals

assessm

en

ts

meth

od

s

mate

rials

so that it can meet diverse learner needs.

The Goal…

HOW IS THIS ACHIEVED?

Flexible curricular materials and activities

that provide alternatives for students with differing abilities.

These alternatives are built into the

instructional design of educational materials. They are NOT added on

after-the-fact.

Universal Design principles can apply to

lectures, classroom discussions, group work, handouts, web-based

instruction, and other academic activities.

3 Guiding Principles:

1

2

3

Multiple means of engagement

Multiple means of representation

Multiple means of expression

• to tap into learners' interests, offer appropriate challenges, and increase motivation.

• to give learners various ways of acquiring information and knowledge

• to provide learners alternatives for demonstrating what they know

Teaching approaches that respond to diversity

Differentiation

Literature andinformation

circles

Open-ended teaching

Inquiry learning

Multiple intelligences

Workshop

Say Something

What is teaching to diversity?

How does UDL

relate to your work?

What comes to mind?

In a trio…

What service-delivery models

most support learners with

special needs?

Menu for Resource Teachers

specials• Help administer, score and create a plan from a bi-monthly performance-based assessment

• Collaborative planning

• Co-teaching

• Working with small groups or individual students

•Peer/parent/tutor programming

•Special education assistants

Long term gains for struggling readers/learners…

Deshler, Lenz, Bulgren, Schumaker, & Marquis, 2004

these adolescents also need to participate in the general education curriculum so they do not fall behind their peers in content knowledge; and

“adolescents who lack literacy skills can learn these skills if they have intensive, focused and sustained instruction that helps them catch up with their peers;

a shared responsibility for literacy instruction is needed -deliberate steps

must be taken to coordinate instruction across teachers and classes.”

Source: Ensuring content-Area learning by secondary students with learning disabilities by Deshler et al., 2001

The Content LiteracyContinuum

Developing a school-wide approach to

improving adolescentliteracy

is about

IntensiveClinical

Interventions(level 5)

that requires

SLPs

DevelopingA plan

that requires

Professionaldevelopment

Strategiesintervention

model

Adolescentliteracy

that clearly addresses

Embeddedstrategy

instruction (level 2)

Intensivestrategy

instruction(level 3)

Intensivebasic skill

instruction (level 4)

Contentmastery

instruction(level 1)

that requires teacher

attention to

in which students learn how to approach literacy through

for those students who need more

explicit strategy instruction

by offering

for students who read at

approximately grade 4 level

and need

Consultative

Consultation regarding

specific issues that arise

Co-planning

Suggestions for supporting the continued progress of students toward achieving

their IEP goals beyond initial levels

Adaptations/modifications

Responding to emergent

issues

Co-instruction

Introduction of strategies

Curriculumdesign

Next Steps…

In Class

Co-teaching

Complementary instruction

Supportiveactivities

Teamteaching

Next Steps…

Next Steps…Instruction outsideof class based on

IEP goals

Pre-teaching and/orre-teaching introducedin regular classroom

Intensive literacy instruction

that reinforces classroominstruction

Memory strategies Vocabulary

Study skills

Readingstrategies

Writingprocess

i.e. second shot

Literacy interventionNumeracy tools

Organizationstrategies

How can we provide

students with alternativesfor demonstrating

what theyknow?

How can we help These students interact with the ideas they encounter?

Questions

to think

about when

planning

How can we tap into these students’ interests, offer appropriate challenge and increase motivation?

How can we work together to best meet the needs of diverse learners?

Develop collaborative, community-minded classrooms

Provide personalized, descriptive feedback

Multiple modes for input and output

Develop authentic, engaging tasks

Determine enduring understandings

Cognitive strategy development

Metacognition and self-regulation

Establish shared goals (see Lenz & Deshler)

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Integration. Bookation.Booth, D. (2002). Even hockey players read: Boys, literacy and learning. Markham, ON:

Pembroke.Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How People Learn: Brain, Mind,

Experience, & School. National Academy Press.Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers.Brownlie, F. (2005) Grand Conversations, Portage & Main Press.Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.Buehl, D. (2001). Classroom Strategies for Interactive Learning, IRAButler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents' engagement in "reading to

learn": Bridging from assessment to instruction. BC Educational Leadership Research, 2.

Cohen, P. (1995). Designing performance assessment tasks. Education Update, 37(6), 1–5.Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12

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Research-Based Strategies for Increasing Student Achievement ASCD.Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary

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Throneburg, R.N., Calvery, L.K., Sturm, J. J., Paramboukas, A.A., & Paul, P.J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20.

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