SUPPLEMENT TO PHI DELTA KAPPAN · help students with Asperger syndrome. Why do you think these...

SUPPLEMENT TO PHI DELTA KAPPAN

PROFESSIONAL DEVELOPMENT DISCUSSION GUIDEBy Lois Brown Easton

for the December 2012/January 2013 issue

for the for the December 2012/December 2012/January 2013 January 2013 issueissue

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Contents 3 Guide to Literature opens doors for all children By Donna L. Miller Phi Delta Kappan, 94 (4), 28-33

5 Guide to Making meaning: Asperger syndrome and literacy learning By Mary E. Styslinger Phi Delta Kappan, 94 (4), 40-44

7 Guide to G-R-O-U-P W-O-R-K doesn’t spell collaboration By Timothy Quinn Phi Delta Kappan, 94 (4), 46-48

10 Guide to R&D: What immigrant students can teach us about new media literacy By Wan Shun Eva Lam Phi Delta Kappan, 94 (4), 62-65

16 Applications

kappanmagazine.org V94 N4 Kappan Professional Development Discussion Guide 3

Literature opens doors for all children

By Donna L. Miller

Phi Delta Kappan, 94 (4), 28-33

OVERVIEW OF THE ARTICLE

Literature is a way that all students, especially adolescents, can build language skills, explore their own struggles and, at the same time, develop awareness and understanding of those who are differently able.

KEY POINTS

•Literatureisapowerfultoolforhelpingallstudentsdevelopawarenessofandempathyforpeoplewholivewithspecialneeds.

•Adolescents,inparticular,identifywithcharacterswhostruggle,asdomostyoungpeople,tofitin.

•Differentlyablestudentsneedtoseethemselvesinstoriesinwhichcharactersarenotmarginalized,arefullydeveloped,andtakean active role in life.

•Theauthordescribesseveralbooksindetailthatfeaturecharacterswhohave(orareclosetosomeonewhohas)autismspectrumdisorder,attentiondeficithyperactivitydisorder(ADHD),cerebralpalsy,mobilityimpairment,orsomeotherexceptionalchallenge.

•Theauthorlistsmanyotherbooksthataddressdisabilityandalsoprovidesasetofcharacteristicsforevaluatingsuchbooks.

•Sometimescalled“inclusionliterature,”thesebooksmayhelpyoungpeoplereconnectwithlearning(Andrews,1998).

•TheauthordescribesindetailThe Curious Incident of the Dog in the Night-time(aboutamathematicalwhizwhohasautism),Rules(aboutagirlwhosefriendisamusicianandhascerebralpalsyandwhosebrotherhasautism),andOut of My Mind(aboutagirlwhohasthegiftofwords,isacutelyawareofmusic,andhascerebralpalsy).

•Inclusionliteraturecanhelpyoungpeopleworktostopprejudiceandbullyinganddevelopgoodcitizenship.

•Withliteratureasthecore,theEnglishlanguageartscurriculumistheidealplaceforhelpingyoungpeople—oftenininclusiveclassrooms—getahealthyperspectiveondifferences(theirownandothers’),addresstheirfearsaboutbeingdifferent,refutenegative stereotypes, and see differently able people through different eyes.

DEEPEN YOUR THINKING

Choose one or more of these individual inquiry topics for thinking and writing.

1. Whathasbeenyourexperienceworkingwithdifferentlyablestudents?

2. Howdoyouthinkattitudesandapproachestowardsworkingwithdifferentlyablestudentshavechangedinthelast20years?

3. InwhatwayshastheIndividualswithDisabilitiesEducationActchangedovertheyears?

4. Whataretherepercussionsofthepolicyandpracticeknownas“inclusion”inschoolsyouknow?

5. Towhatextentdotheschoolsyouknowprovidewhattheauthorcalls“ademocraticEnglishlanguageartscurriculumthatreflectstheexperiencesandhistoryofallstudents,includingthosewhorepresentarangeofexceptionalities”?

6. HowdotheCommonCoreStateStandardssupportthekindofreadingtheauthoradvocates?

7. Towhatextentdoyouthinkadolescentreaderswillbeinterestedinreadingaboutyoungpeoplewhoaredifferentlyable?

EXTEND YOUR THOUGHTS THROUGH ACTIVITIES FOR GROUP DISCUSSION

Melody, the main character in Out of My Mind,oneofthebooksreferencedbytheauthor,declares,“Weallhavedisabilities.What’syours?”(p.168).Withyourcolleagues,usethefollowingprotocoltodiscussthisquoteasitrelatestoyourschool(oraschoolyouknowwell).


4 Kappan Professional Development Discussion Guide December 2012/January 2013

A Protocol for Deconstructing Text

Ifyouhavemorethanfivepeopleinyourgroup,haveonememberserveasfacilitatorandtimekeeper.Asfacilitatorandtimekeeper,this person should make sure group members stay on topic, follow the directions for each step, and move to the next step at the right time.Withfewerpeople,thegroupcandividethefacilitatorresponsibilitiesamongthemselves.

The group may also want to have a recorder who takes notes on key points, perhaps on a whiteboard or a large piece of chart paper, usingmarkers,orprojectedfromacomputerontoascreen.Theimportantthingisthattherestofthegroupcankeeptrackofwhatisbeing said. For the last step, the recorder might prepare in advance a large copy of the diagram on a piece of chart paper.

Step One: Writing(5minutes)Eachmemberofthegroupshouldwritedownthequotationandthendoa“freewrite”onit,thatis,writingwhatevercomestomindinterms of the quote.

Step Two: Discussion of key words(10minutes)The group should then focus on one word or phrase at a time and discuss what the word or phrase means. The discussion should firstfocusontheliteralmeaning(denotation)ofthewordorphraseandthenmovetothemetaphorical(connotative)meanings.Inthisdiscussion, participants should discuss these words or phrases:

“Weall....““Disabilities....”“What’syours?”

Step Three: Implications(15minutes)Havingcometosomesharedunderstandingofthemeaningofthewordsandphrases,thegroupshouldthendiscusswhattheentirephrasemeans.Havethegroupusethefollowingschematictoconsidertherangeofimplications.

IMPLICATIONS OF THE QUOTE

References

Andrews,S.(1998).Inclusionliterature:Aresourcelisting.ALAN Review, 25(3),28-30.

Draper,S.(2010).Out of my mind. New York, NY: Atheneum Books.

”Weallhavedisabilities.

What’syours?”

In classrooms

For parents For students

For teachers

Outside of classrooms

For community members

For policy makers


Making meaning: Asperger syndrome and literacy learning

ByMaryE.Styslinger



Children with Asperger syndrome are challenged when asked to make meaning through language, but their teachers can draw upon the characteristics of Asperger syndrome to help them with literacy learning.

KEY POINTS

•Theauthorisahighschoolteacher,literacyprofessor,andparentofachildwithAspergersyndrome.

•Aspergersyndromeisatypeofautismwithvaryingdegrees,butmostpeoplewithAspergersyndromeexperienceproblemsattendingtosocialcues,readingnonverbalbehaviors,understandingverbalconventionsandother’sbeliefs,shiftingandsharingattention, and differentiating relevancy.

•Thesecharacteristicsaffectlearningliteracy.

•StudentswithAspergersyndromearelikelytorecognizewordsbutnotaslikelytocomprehendmeaning.

•Asliteralthinkers,theyfinditdifficulttomakemeaningbeyondwhatisconcreteintext,suchasmakinginferencesorunderstanding metaphors.

•Similarly,indiscussion,they’reunlikelytounderstandthenuancesoffacialexpressionortone.

•They’realsounlikelytomonitortheirownlearning,adjustingwhattheydoinordertounderstandorcomprehendatadeeperthanliteral level.

•Someliteracystrategies,suchasuseofactivatingpriorknowledgeorfree-writing,mayactuallyconfusestudentswithAspergersyndrome.

•SomestrategiesworkwellwithstudentswithAspergersyndrome,suchasdefiningandillustratingforthemthemeaningofreadingbeyondliteralandword-levelcomprehension.

•StrategiessuchastheseworkwellwithAspergersyndromestudents:

ºModelingavarietyofreadingstrategiesthroughthink-alouds;

ºIncorporatingtheiroftenintensespecialinterestsintoliteracyexperiences;

ºEncouragingstudentstoreadaloud;

ºProvidingvisualpathwaystounderstanding;

ºDemonstratingexpectedbehaviorsindiscussion;and

º Adapting writing assignments.



1. WhatexperienceshaveyouhadwithyoungpeoplewhohaveAspergersyndrome?

2. WhatdoyouknowaboutAspergersyndromefromthemorfromothersourcesofinformation?

3. WhatkindsofdifficultiesdoyouthinkstudentswithAspergersyndromewouldhavelearningtoread,write,listen,andspeakinschools?



4. HowdoyouthinkthestrengthAspergersyndromestudentshavewith“visualcuesystems,seeingandrememberingpatternsinletters,words,andtexteasily”couldbehelpfulintermsoflearningliteracy?

5. HowcouldthetendencyofAspergersyndromestudentstounderstandthingsliterallybutnotinotherways(suchasunderstandingdenotativemeanings)interferewithlearninginschool?

6. Howdoyouthinkproblemswithsocialcues,suchasknowingtheunspokenrulesforconversation,andnonverbalcues,suchasfacialexpressionsandtone,couldinterferewithlearninginschool?

7. Howdoyouthinktheinabilitytoself-monitorlearningandadjustlearningstrategiesaccordinglycouldinterferewithlearninginschool?

8. Theauthorsuggeststhatotherwiseusefulliteracyskills,suchasaccessingbackgroundknowledgeandfree-writing,mightnothelpstudentswithAspergersyndrome.Whydoyouthinktheseskillsmightactuallyhampertheirlearningefforts?

9. In what ways would it help to teach students with Asperger syndrome what reading comprehension is, as well as several strategiesforreadingtounderstand?

10. WhywouldreadingaloudandusingavarietyofvisualsupportshelpAspergersyndromestudentsunderstandwhatthey’rereading?


WorkwithcolleaguestoapplywhatyouhavelearnedaboutliteracyandstudentswithAspergersyndrome.Discussthefollowing4th-gradeCommonCoreStateStandardsforEnglishlanguageartsandliteracyinhistory/socialstudies,science,andtechnicalsubjects.WhichofthestrategiesdescribedbytheauthormighthelpAspergersyndromestudentsachievethestandards?

Reading

1. Knowandapplygrade-levelphonicsandwordanalysisskillsindecodingwords.(PhonicsandWordRecognition)

a.Usecombinedknowledgeofallletter-soundcorrespondences,syllabicationpatterns,andmorphology(e.g.,rootsandaffixes)toreadaccuratelyunfamiliarmultisyllabicwordsincontextandoutofcontext.

2. Readwithsufficientaccuracyandfluencytosupportcomprehension.(Fluency)

a.Readon-leveltextwithpurposeandunderstanding.

b.Readon-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

c.Usecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.

Writing

1. Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasonsandinformation.(TextTypeandPurposes)

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped tosupportthewriter’spurpose.

b. Provide reasons that are supported by facts and details.

c.Linkopinionandreasonsusingwordsandphrases(e.g.,forinstance,inorderto,inaddition).

d. Provide a concluding statement related to the opinion presented.

2. Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,andediting.(ProductionandDistributionofWriting)

3. Recallrelevantinformationfromexperiencesorgatherrelevantinformationfromprintanddigitalsources;takenotesandcategorizeinformation,andprovidealistofsources.(ResearchtoBuildandPresentKnowledge)


G-R-O-U-P W-O-R-K DOESN’T SPELL COLLABORATION

By Timothy Quinn



Insteadofassumingthatstudentscancollaborate—askillthatisimportantinthe21st century—teachersmustdirectlyteachthemto do so and provide various forms of scaffolding to ensure their mastery of the skill.

KEY POINTS

•Collaborationisanimportantskillforthe21stcentury.

•Collaborationthroughtechnologyhasevensolvedscientificproblemsthatscientistsworkingalonehavebeenunabletosolve.

•Groupwork,whichcanbeusedasanunproductivetime-filler,doesnotcountascollaboration.

•Teacherscannotassumethatstudentsknowhowtocollaborate;theymustsystematicallyteachandmodeltheappropriateskillsand scaffold the learning and application of those skills.

•Collaborationskillsincludelistening,establishinggroupgoals,compromising,assigningroles,determininghowtobeaccountable,giving helpful feedback, and assessing group progress.

•Teacherscanscaffoldcollaborationbycreatinganagendaandrolesforthefirstfewexperiencesincollaborating.

•Studentscanbeaccountablefortheircollaborativeworkbysettinggoalsfortheirwork,creatingadivisionoflaborchart,keepinga log, and checking in with the teacher at key points.

•Theyshouldalsoreflectontheircollaborativeexperiences.

•Interpersonalandproceduralissues(suchaswhenandwheretomeet)canbechallengingtotheteacherwhowantsstudentstocollaborate.

•Teachersalsoneedtodecidehowtomakesureallstudentsareparticipatingequallyandhowtoassessworkcreatedbygroups.

•Itisbecauseoftheseworkplaceissues—inequality,unfairness,interpersonalconflict,andbureaucratichurdles—thatcollaboration should be part of classroom life.



1. Towhatextentdidyouexperiencegroupwork—asopposedtocollaboration—whenyouwereinschool?

2. Towhatextentdoyouthinkgroupworkismorecommonintoday’sschoolsthancollaboration?

3. Howdoyouthinkgroupworkinschoolsisperceivedbyeducators?Bycommunitymembers?Bybusinesspeople?

4. Towhatextentdoyouthinkcollaborationisimportantintoday’sworkplaceandinstitutionsofhighereducation?

5. Whatdoweassumestudentsknowaboutcollaboratingwithpeers?

6. Whatarethecomponentsofagoodcollaborativeassignment?Whatshouldteachersdobefore,during,andafterassigningcollaboration?

7. Howcanateachermodelcollaboration?

8. Inyouropinion,whatarethemostseriousobjectionstocollaboration?

8Kappan Professional Development Discussion Guide December 2012/January 2013


Withcolleagues,collaborateonlinetocreateaplanformorecollaborationatyourschool.UseGoogleDocsoranotheronlineprogramthatpromotescollaboration.DirectionsaregivenforGoogleDocsandwillvaryforotherprogramsthatallowyoutocreatecollaboratively online.

1. AllparticipantsshouldcreateaGoogleaccountorsignintoaGoogleaccounttheyalreadyhave.

2. Select one person in your group to be the initiator. All members of the group should give the initiator their email addresses.

3. If there are more than three people in the group, the group should divide into writing groups of no more than three persons each, staggering the times that they work on the document. For example, three people may sign up to work on the document from2:00to2:15,followedbythreemore,andthenbythreemore.Eventually,everyonewillreviewthenearlyfinalversionofthedocumentandagreetochangesthatwillleadtoafinalversion.

4. AfteraccessingtheGoogleDocssite,theinitiatorshouldclickCREATEontheleftsideofthescreen.Clickingthatbuttonwillyield a list of products the group can cocreate: Document, Presentation, Spreadsheet, Form, Drawings, Folder, or More. For the purpose of this activity, select Document.

5. AfterselectingDocument,theinitiatorshouldfindascreencalled“Untitleddocument”andwhatlookslikeablankpage.Theinitiatorshouldtype“OurSchool’sPlanforCollaboration”onthedocumentitself.

6. Then,theinitiatorshouldsavethedocumentbyclickingonthetitle“Untitleddocument”andtypinginthename“OurSchool’sPlanforCollaboration.”

7. Thesimplestwaytoshareadocumentandallowmultiplepersonstoworkonitistoclickthe“Share”buttonintheupperrightcorner.

a.Thisleadstoascreenthathasthewords“SharingSettings”atthetop.Theinitiatorshouldclickonthebuttonmarked“Change”inblue,nexttothe“Private—Onlythepeoplebelowhaveaccess.”

b. This will lead to three choices: 1. Public on the web. 2. Anyone with the link. 3. Private. The initiator should click next to the “Anyonewiththelink.”

c.Then,theinitiatorshouldclickthewordsinblue“Canview”togivetheotheroptions.Theinitiatorshouldchoosethe“Canedit”optionbyclickingit.

d. The initiator should click the Save button on the bottom of this screen.

e.Then,theinitiatorshouldclickontheURLthatisprovidedonthetopintheboxofthescreencalled“SharingSettings.”TheinitiatorshouldemailthisURLtoeveryoneinthegroupwithaninvitationtoaccessthesite.Theinitiatorshouldgobacktotheblankdocumenttitled“OurSchool’sPlanforCollaboration.”

f. GroupmembersreceivingtheURLinanemailmessageshouldclickonit,andtheywillfindthemselvesonthesamepageas the initiator.

8. Analternativetothismethodislistedbelow.

a.TheinitiatorcanclickthethirdchoiceinStep6b,“Private.”Thisleadstoascreenthatallowstheinitiatortoentereveryone’semails(“Addpeople”)atthebottomofthescreen.Thegroup’semailaddressesmayalreadybeintheinitiator’scontactlist,inwhichcase,placingthecursorintheboxfortheemailaddressesofothersbringsupthebox“Choosefromcontacts,”and the initiator can click on those. Otherwise, the initiator needs to add the emails manually.

b.Theinitiatorshouldclicktheboxmarked“Notifypeopleviaemail”andclick“Addmessage.”Themessagecouldbeassimpleas“YouareinvitedtocollaborateonadocumentinGoogleDocs.”

c.Nexttheinitiatorshoulddeterminehowtherestofthegroupwillinteractbyclickingontheblue“Canedit”button,whichbringsuptwootherchoices:“Cancomment”and“Canview.”Theinitiatorshouldselect.“Canedit.”

d.Finally,theinitiatorshouldcompletethesharingprocessbyclickingon“ShareandSave”aswellas“Sendacopytomyself”andthenclickthe“Done”buttonatthebottomofthisscreentoreturntothemainscreen.

e. Participants should receive this message in their inboxes:


I’vesharedanitemwithyou.

YouareinvitedtocollaborateonadocumentinGoogleDocs.

Followingthatmessagewillbeanicon(probablyinblue)followedbythewords“OurSchool’sPlanforCollaboration.”

Participantsshouldclickonthewords“OurSchool’sPlanforCollaboration,”andtheywillfindthemselvesonthesamepage the initiator is on.

9. Onceeveryoneisonthepagecontainingthedocumentcalled“OurSchool’sPlanforCollaboration,”anyonecancontributetothe document as well as comment on it.

a.Namesofparticipantsarefeaturedintheupperrightcornerofthedocumentpage,color-coded.

b. To make a contribution/change/delete something, participants simply begin to type on the document. As participants type, thecursorchangescolor(matchingthecolorfortheparticipantintheupperrighthandcorner)andtheemailaddress(exceptfor.com)isdisplayedsoeveryonecantellwhoistyping.

c. To comment on the document, participants can click on the participant list to bring up a chat box, which everyone can use to talk about the document, entering text at the bottom of the chat box and pressing enter to display.

d.Atthispoint,theinitiator(orsomeoneelse)mayneedtobecomethefacilitator,especiallyifmorethanthreepeopleareworkingonthedocumentatonce.Thefacilitatormayneedtokeepordersothatpeopledonot“interrupt”eachothertotype in additions/changes/deletions. The chat box can be used for this purpose. The facilitator might also help participants followsomecommonnormsofcollaboration(seeGarmston&Wellman,1999,p.37).

e.Ifmorethanthreepeopleareworkingonthedocument,theroombecomestoocrowded;instead,assuggestedinStep3, writing groups can stagger their work, paying respectful attention to what has been written earlier and making changes/additions/deletions carefully. After everyone has worked on the document in a writing group, the whole group needs to look at it and discuss changes through the chatbox. The facilitator should make changes that are agreed upon by the entire group.

f. Thefinaldocumentcanbeprintedandsharedorsharedonline.


What immigrant students can teach us about new media literacy

ByWanShunEvaLam



Young people who have immigrated have developed highly effective media literacy skills to get information and network with people from their countries of origin, and these skills can help them become more effective learners in schools.

KEY POINTS

•Manyadolescents—asmanyas72%—infamiliesthathaveimmigratedareusingsocialmediaandonlinetoolstocommunicate.

•Theyaredevelopinglanguage,literacy,andsocialskillsthatteacherscanusetohelpthemlearninotherareas.

•Inadditiontonetworkingandgettinginformation,theyengagein“interest-drivenpractices,suchasonlinegaming,music,fanfiction,andfanart.”

•Theyareprimecandidatesfor“connectedlearning,”whichadvocatesfortheuseofmultipleresources,includingdigitalnetworks.

•Culturallyresponsivelearning—connectingtostudents’culturesandidentities,firstlanguages,andhomeaswellasoriginalcommunities—canhelpstudentsengageinlearningandachieve.

•Youngpeoplewhohaveimmigratedshow“dexterityoflanguageuse”astheycommunicatewithdifferentpeopleusingdifferentlanguagesandtools,suchassocialnetworkingsites,instantmessaging,andonlinejournals;navigateavarietyofwebsites;andnegotiate“varyingsocialandculturalcontextsandcommunities.”

•Educatorsneedtounderstandhowtotapintoimmigrants’expertiseandexperiencesincommunicatingacrossnationalbordersoutside school and to reconsider how teaching practices could take advantage of these within school.

•Indeed,immigrantyouth’slinguistic,research,andsocialskillscanbeseenasculturalcapital,comparabletotheskillsandexperiencesofupper-classchildren.

•Immigrantyouth,whomayseeissuesfromlocal,national,andglobalperspectives,canhelpbroadenthetreatmentofcurriculumtopics.



1. Whatexperienceshaveyouhadworkingwithimmigrantchildrenandyouth?

2. Generally,whatassetsdoimmigrantstudentsbringtoschoollearningexperiences?Whatchallengesdotheyoffereducators?

3. Howdotheschoolsyouknowhelpimmigrantstudentsacculturatetotheirnewlearningenvironments?

4. Intheschoolsyouknow,howwellisschoollearningconnectedtostudents’cultures,nativelanguages,identities,andcommunities?

5. Towhatextentdoschoolsyouknowrecognizeandusethedigitalexpertisethatstudentsofallbackgroundsbringtoschool?Immigrantstudents?

6. Towhatextentdoschoolsunderstandhowdexterousimmigrantstudentsareintermsoflanguageuse?Informationaccess?Abilitytobuildsocialnetworks?

7. Whataresomeactionsschoolscantaketounderstandwhattheirimmigrantstudentsbringtothelearningenvironment?




Workwithcolleaguestohaveadialogueaboutthisarticleaccordingtotheprotocol“TheMostImportantThing”(Killion,2001).Selectany of the subtopics below and follow the rules of dialogue.

Subtopics: The most important thing . . . .

About immigrant students is. . . .

About digital media in schools is. . . .

About media literacy is. . . .

About literacy learning is . . . .

About socialization is. . . .

About culturally responsive pedagogy is. . . .

Aboutinterest-drivenpracticesis....

About connected learning is. . . .

About home and community experiences is. . . .

Aboutperspectivesfromoutsidetheimmigrant’snewcountryis....

About dexterity of language use is. . . .

About the ability to navigate the Internet is. . . .

About plural literacy practices is. . . .

About cultural capital is. . . .

RULES OF DIALOGUE

•Engageininquiry,notadvocacy.

•Listenfirsttounderstand.

•Avoidmakinggrandpronouncements(“Everyonesaysso.”)

•Speakforyourself(notforpeopleinyourdepartment,forexample).

•Refrainfromcharacterizingtheviewsofothersinacriticalway.

•Listenwithresilience(willingnesstoholdyourthoughtsbutreadinesstocontributethem whenappropriate).

•Avoidmakingnegativeattributions(“Youonlysaythisbecauseyouare....”).

•Refrainfromsideconversations.

•Worktogetheronideas.

•Discussassumptions.

•Keepanopen-mindedattitudeabouttheoutcome(andtheinterim).

•Shareyourbestthinking.

•Suspendyourdisbeliefs,opinions,andjudgments.

•Searchforstrengthsineveryidea.

•Followothernormsasagreeduponinyourgroup.

Reference

Killion,J.(2001).The most important thing. Personal communication.


ApplicationsThisProfessionalDevelopmentGuidewascreatedwiththecharacteristicsofadultlearnersinmind(Tallerico,2005):

•Activeengagement •Relevancetocurrentchallenges

•Integrationofexperience •Learningstylevariation

•Choiceandself-direction

As you think about sharing this article with other adults, how could you fulfill the adult learning needs above?

ThisProfessionalDevelopmentGuidewascreatedsothatreaderscouldapplywhattheyhavelearnedtoworkinclassrooms(Marzano,Pickering,&Pollock,2001):

•IdentifyingSimilaritiesandDifferences •SummarizingandNote-Taking

•ReinforcingEffortandProvidingRecognition •HomeworkandPractice

•NonlinguisticRepresentations •CooperativeLearning

•SettingObjectivesandProvidingFeedback •GeneratingandTestingHypotheses

•Cues,Questions,andAdvanceOrganizers

As you think about sharing this article with classroom teachers, how could you use these strategies with them?

References

Marzano,R.J.,Pickering,D.,&Pollock,J.E.(2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Tallerico,M.(2005).Supporting and sustaining teachers’ professional development: A principal’s guide(pp.54-63).ThousandOaks,CA: Corwin.

About the AuthorLois Brown Eastonisaconsultant,coach,andauthorwithaparticularinterestinlearningdesigns—foradultsandforstudents.SheretiredasdirectorofprofessionaldevelopmentatEagleRockSchoolandProfessionalDevelopmentCenter,EstesPark,Colo.From1992to1994,shewasdirectorofRe:LearningSystemsattheEducationCommissionoftheStates(ECS).Re:LearningwasapartnershipbetweentheCoalitionofEssentialSchoolsandECS.Beforethat,sheservedintheArizonaDepartmentofEducationinavarietyofpositions:English/languageartscoordinator,directorofcurriculumandinstruction,anddirectorofcurriculumandassessment planning.

AmiddleschoolEnglishteacherfor15years,EastonearnedherPh.D.attheUniversityofArizona.Eastonhasbeenafrequentpresenteratconferencesandacontributortoeducationaljournals.

She was editor and contributor to Powerful Designs for Professional Learning(NSDC,2004&2008).Herotherbooksinclude:

•The Other Side of Curriculum: Lessons From Learners(Heinemann,2002);

•Engaging the Disengaged: How Schools Can Help Struggling Students Succeed(Corwin,2008);

•Protocols for Professional Learning(ASCD,2009);and

•Professional Learning Communities by Design: Putting the Learning Back Into PLCs(LearningForwardandCorwin,2011).

[email protected].

ApplicationsThisProfessionalDevelopmentGuidewascreatedwiththecharacteristicsofadultlearnersinmind(Tallerico,2005):

•Activeengagement •Relevancetocurrentchallenges

•Integrationofexperience •Learningstylevariation

•Choiceandself-direction

As you think about sharing this article with other adults, how could you fulfill the adult learning needs above?

ThisProfessionalDevelopmentGuidewascreatedsothatreaderscouldapplywhattheyhavelearnedtoworkinclassrooms(Marzano,Pickering,&Pollock,2001):

•IdentifyingSimilaritiesandDifferences •SummarizingandNote-Taking

•ReinforcingEffortandProvidingRecognition •HomeworkandPractice

•NonlinguisticRepresentations •CooperativeLearning

•SettingObjectivesandProvidingFeedback •GeneratingandTestingHypotheses

•Cues,Questions,andAdvanceOrganizers

As you think about sharing this article with classroom teachers, how could you use these strategies with them?

References

Marzano,R.J.,Pickering,D.,&Pollock,J.E.(2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Tallerico,M.(2005).Supporting and sustaining teachers’ professional development: A principal’s guide(pp.54-63).ThousandOaks,CA: Corwin.

About the AuthorLois Brown Eastonisaconsultant,coach,andauthorwithaparticularinterestinlearningdesigns—foradultsandforstudents.SheretiredasdirectorofprofessionaldevelopmentatEagleRockSchoolandProfessionalDevelopmentCenter,EstesPark,Colo.From1992to1994,shewasdirectorofRe:LearningSystemsattheEducationCommissionoftheStates(ECS).Re:LearningwasapartnershipbetweentheCoalitionofEssentialSchoolsandECS.Beforethat,sheservedintheArizonaDepartmentofEducationinavarietyofpositions:English/languageartscoordinator,directorofcurriculumandinstruction,anddirectorofcurriculumandassessment planning.

AmiddleschoolEnglishteacherfor15years,EastonearnedherPh.D.attheUniversityofArizona.Eastonhasbeenafrequentpresenteratconferencesandacontributortoeducationaljournals.

She was editor and contributor to Powerful Designs for Professional Learning(NSDC,2004&2008).Herotherbooksinclude:

•The Other Side of Curriculum: Lessons From Learners(Heinemann,2002);

•Engaging the Disengaged: How Schools Can Help Struggling Students Succeed(Corwin,2008);

•Protocols for Professional Learning(ASCD,2009);and

•Professional Learning Communities by Design: Putting the Learning Back Into PLCs(LearningForwardandCorwin,2011).

[email protected].

SUPPLEMENT TO PHI DELTA KAPPAN · help students with Asperger syndrome. Why do you think these...

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