Partners in Learning: Supporting Students with Disabilities in Post-Secondary Programs 2008
Supporting Students in the Secondary Content Areas
description
Transcript of Supporting Students in the Secondary Content Areas
Pennsylvania Training and Technical Assistance Network
Supporting Students in the Secondary Content Areas
Allegheny Intermediate Unit 3
Adapted from, PaTTAN Harrisburg
Pam Kastner Allen Muir
Teresa Stoudt
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PaTTAN’s Mission
The Pennsylvania Training and Technical Assistance
Network is an initiative of the Pennsylvania Department of
Education working in partnership with families and local education agencies to
support programs and services to improve student learning and achievement.
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District, IU, Preschool, Agency Policy
Your local district’s policies regarding paraprofessional job descriptions, duties, and responsibilities provide the final word!
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Agenda
• Introduction and Learner Outcomes• Overview of Effective Instruction• Effective Instruction Within
Secondary-Level Reading & Math– Principles of Effective Instruction– Strategies for Implementing Effective
Instruction
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Learner Outcomes
Participants will:– Identify key principles of effective
instruction– Identify strategies for incorporating the
key principles in a secondary setting– Clarify the role of a paraprofessional
supporting the teacher in implementing secondary-level reading and math instruction
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Two Engagement Strategies
• Think-Pair-Share• Give 1/Get1
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Definition of a Strategy
• Individual’s approach to a task• Systematic “plans” that one uses
to accomplish a learning task• Cognitive Strategies are the
“Tools”• Metacognitive Strategies are the
“Process”
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Ten Principles of Effective Instruction
Principle 1: Engagement Time
Students learn more when they are actively engaged in instructional
tasks.
Ellis & Worthington (1994),Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Engagement Time-Definition
• Academic Engaged Time
• The amount of allocated time a student spends actively engaged in appropriate tasks that s/he can perform with a high rate of success.
This is learning!!!
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Engagement Time
• Students learn more when they are actively engaged in instructional tasks
• Three aspects of time that directly impact student learning:
1. Time allocated for the activity 2. Degree to which students are
engaged 3. Rates of Success that students
experience
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#1: Time AllocatedHow much time do we allocate to
content areas?Based on:• State Recommendations/Standards• District/School Goals and Objectives• Characteristics of students
“We don’t have control over many of these decisions!”
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#2: Degree of EngagementIncrease Intrinsic Motivation - Gain attention for 10-90 min.• CHOICES
• RELEVANT
• ENGAGING
Increase apathy and resentment Gain attention for 10 min or <• REQUIRED
• IRRELEVANT
• PASSIVEWe do have control of this aspect of time!
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• The rates of success the students experience while engaged in the activity directly impacts student learning.
• Success rate is a critical variable: when students are provided with high rates of success during instructional activities, student learning is increased.
• They say that practice makes perfect, but only
perfect practices makes perfect, therefore it is important to aim for 90% engagement.
#3: Rates of Success
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Engagement Time: Selected Strategies
• Response Cards (yes, no, why)• Choral Responding• Think-Pair-Share
• Think-write-pair-discuss• Reciprocal Teaching
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Ten Principles of Effective Instruction
Principle 2: Incorporate High Rates of Success
Students who experience high and moderate success rates are
correlated positively with student learning outcomes.
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Incorporate High Rates of Success
• High student success rates (and to a less extent, moderate success rates) correlate positively with student learning outcomes.
• Low success rates correlate negatively with student learning outcomes.
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Incorporate High Rates of Success
• Selected Strategies:– “Errorless” Learning– Constructive Feedback– Skill Sequencing– Pacing
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Incorporate High Rates of Success • Selected Strategies: Constructive Feedback Is… Is Not…Highly Specific Non-Specific
adviseblame or praise
Compares current performance Assuming that theto a standard process (instruction,
hard work, advice) is enough to reach the
goalFrequent, on-going, timely Delayed or
erratic
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High Rates of Success Activity
• Given a list of potential feedback, identify examples and non-examples of constructive feedback.
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Incorporate High Rates of Success Selected Strategies:Formative Assessment• Formative assessment is assessment for
learning.• Using formative assessment provides
students with feedback that helps students take control of their own learning and become successful self-regulated learners.
• paraprofessionals should provide feedback which includes opportunities to improve and guidance on how to improve.
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Ten Principles of Effective Instruction
Principle 3: Content Coverage/Opportunities to Learn
Increased opportunities to learn content is correlated positively with increased
student achievement.
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Content Coverage/Opportunities to Learn
Selected Strategies:• Identify Essential Content• Reduce Transition Time• Begin and End Lessons on Time
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Ten Principles of Effective Instruction
Principle 4: Grouping for Instruction
Students achieve more in classes where they spend the most of their
time being directly taught by a teacher. The manner in which a
paraprofessional delivers instruction is an important instructional principle
that directly impacts student achievement.
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Selected Strategies:• Small Group Instruction• Individual Instruction• Whole Group Instruction• Flexible Grouping
Grouping for Instruction
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Ten Principles of Effective Instruction
Principle 5: Scaffolded Instruction
Students become independent, self-regulated learners through
instruction that is deliberately and carefully scaffolded.
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Scaffolded Instruction
• Skillfully structuring the environment to make it easier for students to achieve more than they can on their own.
• Scaffolded instruction serves as a temporary and adjustable support for students to develop new skills and abilities.
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Scaffolded Instruction
Teacherassumes mostof the control
Independentself-regulated
learning
Initial instruction Ultimate goal
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Scaffolded Instruction: the Process
Explicit
Modeling
Prompts
StudentEfforts
IndependentPractice
StudentMastery
StudentParticipation
Corrective Feedback
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Scaffolded Instruction
Examples:• Guided Notes• Think Alouds• Verbal Prompting• Physical Prompting
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Ten Principles of Effective Instruction
Principle 6: Addressing Forms of Knowledge
The critical forms of knowledge must be addressed in order for students to become independent, self-regulated
learners.
Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)
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Addressing Forms of Knowledge
• Declarative (the what) – factual information
• Procedural (the how) – how to use the knowledge in specific ways
• Conditional (the when and where) – knowing when and where to apply the knowledge
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Ten Principles of Effective Instruction
Principle #7- Activating and Organizing Knowledge
Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and
retrieving information.
– Organizing– Storing – Retrieving
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Activating and Organizing KnowledgeWhy the inability to access prior
knowledge?• Students lack sufficient knowledge
base.• Students have poorly organized
knowledge so have difficulty retrieving it.
• Students are unaware of the conditions under which the knowledge they possess is relevant.
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Activating and Organizing Knowledge• Selected Strategies• Mnemonics• Note taking• Content Organizers• Study Guides• Instructional Organizers/Graphic Organizers
– Advance Organizers– Lesson Organizers– Post-Organizers
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Activating and Organizing Knowledge
Guided Practice Activity:
• Complete Frayer Diagram 1 to illustrate the term “Constructive Feedback”.
• Share your results with the Group.
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Chinese Graphic Organizer
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Activating and Organizing KnowledgeIndependent Practice Activity:At each Table:• Set of sample content organizers:
– Timeline– Compare/Contrast with Summary– KWLS
• Select one that you would use to support a student with an instructional task
• Share your work with the group
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Ten Principles of Effective Instruction
Principle #8: Teaching Strategically
Strategic instruction is designed to teach students how to apply
techniques, principles, or rules in order to solve problems and
complete tasks successfully and independently and will help students to become more independent, self-
regulated learners.
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Goal of Teaching Strategically
To teach students how to learn effectively
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Teaching Strategically: What the Research Says• Expert learners
– Know how and when to use specific cognitive strategies
– Access particular strategies with flexibility
– Develop a repertoire of cognitive and metacognitive strategies spontaneously
• Novice Learners (ineffective) – Do not have a
repertoire of problem solving strategies
– Do not exhibit strategy flexibility
– Have difficulty integrating subskillsJones, et al (1987)
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Definition of a Strategy
• Individual’s approach to a task• Systematic “plans” that one uses to
accomplish a learning task• Cognitive Strategies are the “Tools”• Metacognitive Strategies are the
“Process”
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Teaching Strategically
Steps:• Discuss thinking process associated with
strategy steps.• Determine opportunities for transfer.• Highlight empowerment that accompanies
use of strategy.• Model reflection - allow students to think
through the solutions to their academic problems.
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Teaching Strategically
Examples:• Ten-Two• Card Sort• KWLS (Know/Want to
Know/Learned/Still want to know)
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Instructional Principles: Paraprofessionals
Scaffolded
InstructionMaintain Active
Engagement
Activate/Organize
Knowledge
Incor
pora
te High
Rates o
f Suc
cess
Teach Strategically
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Ten Principles of Effective Instruction
Principle #9: Making Instruction Explicit
Teachers and paraprofessionals can increase their students’ achievement
through instruction that is explicit.
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Making Instruction Explicit
Selected Strategies:• Controlled Instruction and Practice• Demonstrate/Model/I do• Guided Practice• Independent Practice• Instructional level match• Opportunities for maintenance and
generalization
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Ten Principles of Effective Instruction
Principle #10: Teaching Sameness in the Curriculum
Teaching sameness is linking a single concept with many ideas and
providing students with numerous examples to promote generalization.
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Teaching Sameness in the Curriculum
Selected Strategies:• Thematic units across subject areas.• Teach to generalization and/or transfer.• Scavenger hunts.• Inspirations software – concept webs,
graphic organizers.
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Learner Outcomes
• Participants Will:– Identify key principles of effective
instruction– Identify strategies for incorporating the
key principles in a secondary setting– Clarify the role of a paraprofessional
supporting the teacher in implementing secondary-level reading and math instruction
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References
• Ellis, E. and Worthington, L. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. National Center to Improve the Tools of Educators, University of Oregon
• Keller, C., Bucholz, J. & Brady, M.,(2006). Yes, I Can! Empowering Paraprofessionals to Teach Learning Strategies. TEACHING Exceptional Children, 39(3)18-23
• Marzano, R.(2003) What Works in Schools. Alexandria, VA: ASCD
• Thompson, M. (2006) Leadership, Achievement, and Accountability: Benchmarking to Exemplary Practice. Boone, NC: Learning Focused Solutions
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Please check the PaTTAN website: www.pattan.net
for upcoming trainings
Upcoming paraprofessional Training
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Contact Information www.pattan.net
PaTTAN Harrisburg717-541-4960800-360-7282
PaTTAN King of Prussia610-265-7321800-441-3215
PaTTAN Pittsburgh412-826-2336800-446-5607
Commonwealth of PennsylvaniaEdward G. Rendell, Governor
Pennsylvania Department of EducationGerald L. Zahorchak, D.Ed., Secretary
Diane Castelbuono, Deputy SecretaryOffice of Elementary and Secondary
Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education