Mindful TeachingAn approach to classroom instruction which complements any service delivery model for working with diverse learners

The mindful teacher thinks about teaching and plans how to structure lessons and activities to support diverse learners.

Solomon Schechter Day School Association Biennial Conference – December 10, 2006

Rosalind Reiss, Solomon Schechter Day School of Essex and Union, New Jersey

Assumptions

Diverse learners have greater success in classrooms with thoughtful teachers.

Thoughtful teachers learn from their experience. – They deepen their knowledge and attain better practices

through mindful teaching. – They consolidate and apply their knowledge as they progress

from being novice teachers to becoming experts in their craft.

In-service instruction and faculty/administrative support can facilitate the development of mindful teaching in the classroom.

Stages of Growth – Novice (Level 1) to Experts (Level 6)

I. Classroom teachers are thoughtful about their teaching

II. Classroom teachers optimize learning by practicing whole class support strategies.

III. Classroom teachers analyze lessons, materials, activities and assessments for underlying component demands and provide whole class and individual supports accordingly.

IV. Classroom teachers plan for and use accommodations, modifications and interventions for individuals and groups of students.

V. Classroom teachers deepen understanding of individual students and develop action plans and/or provide supports accordingly.

VI. Classroom teachers continually reflect on their teaching, thus deepening their understanding and refining their skills.

Level I: Classroom teaches are thoughtful about their teaching

Before teaching, I think about what I am about to teach – Which academic competencies are needed to learn this new

content? Do my students have the prerequisite academic competencies?

– Which study/organization skills are needed by my students in order to do my assignments/my assessments? Have I taught these competencies?

– How might I structure instruction to support learning for students who may be missing one or more of the academic or study/organization skills?

After teaching I reflect

What went well? What should I change next time I teach this

lesson? Do I need to make any changes in tomorrow’s

lesson or in any upcoming lessons?

Level II: Classroom teachers practice whole classwhole class support strategies

Whole classWhole class support strategies are useful for all students and are especially helpful for students with special needs– Mindful teachers structure instruction, materials and

space– Mindful teachers pace lessons– Mindful teachers use opportunities for various forms

of instruction

Assignment – 4th Grade

My spelling words in print_____ _____ _____ _____ _____Alphabetize list in cursive_____ _____ _____ _____ _____Write a short story using your words. Include at least two kinds

of sentences (statement, question, exclamation, compound)Underline your spelling words (with a ruler)______________________________________

____________________________________|____________________________________

Work with your editing partner. Use a red pencil

Level III: Analyze underpinning components of instruction and plan accordingly

Analyze lessons, assignments and assessments for underpinning components, the building blocks for– Content knowledge– Processing, thinking and production skills

Build support for whole class, groupings and individual students

Identify components of lesson

My spelling words in print_____ _____ _____ _____ _____Alphabetize list in cursive_____ _____ _____ _____ _____Write a short story using your words. Include at least two kinds

of sentences (statement, question, exclamation, compound)Underline your spelling words (with a ruler)______________________________________

____________________________________|____________________________________

Work with your editing partner. Use a red pencil

Level IV: Use of accommodations, modifications and interventions for individuals and groups of students

Accommodations ‘level the playing field’– Content of instruction is not changed

Modifications– Content is differentiated for various skill levels and

types of learners

Interventions– Content is taught: instruct missing content

knowledge and skills

Accommodations, modifications and interventions

My spelling words in print_____ _____ _____ _____ _____Alphabetize list in cursive_____ _____ _____ _____ _____Write a short story using your words. Include at least two kinds

of sentences (statement, question, exclamation, compound)Underline your spelling words (with a ruler)______________________________________

____________________________________|____________________________________

Work with your editing partner. Use a red pencil

Level V: Deepen understanding of individual students – provide needed supports

Collect information

Formulate hypotheses

Design tentative action plans/support programs

Reflect and refine

Level VI Classroom teachers continually reflect on their teaching, thus deepening and refining their skills.

Mindful Teaching: from novice to expert Mindful teachers use similar thinking processes as they move

from Levels I to VI

Mindful teachers integrate old with new learning

Mindful teachers recognize patterns and themes

Mindful teachers automatically apply what they already know thus reserving mental energy to consider more complex analyses

How can schools develop and support mindful teachers?

Resources within our schools: Encourage teachers to take risks (work outside of their

comfort zone) while learning from and supporting each other Encourage teachers and staff to deepen their understanding

of their own learning and work styles Encourage teachers to participate in mind-altering

workshopsResources outside of school All Kinds of Minds – The Schools Attuned Program

www.allkindsofminds.org Rosalind Reiss rreiss@ssdseu.org 908-709-0054