Workshop #5Rachel Karlsen

http://xlearners.wordpress.com

Approximate Schedule

• 6:00-7:15 Greeting, student presentation, handouts in folder, posters on wall, review of current and previous information, all group response (4 cards) activity,

• 7:15- 8:00 Understanding by Design lesson planning; Last Word Activity

• 8:00-8:20 Break• 8:20-8:50 Assignments due tonight and next week,

final presentation/paper, reading, four question quadrant• 8:50-9:50 Debate; video if time• 9:50-10:00 Wrap up; exit papers; turn in file folders

Learning goals and activities

• Review and understand course objectives/outcomes

• Establishing classroom climates, procedures and behavior ideas

• Practice writing lesson plans specifically to reach students with special needs

• Debate in Learning Communities regarding – Inclusion, Civil Rights, IDEA, NCLB, etc.

• Understand tips and techniques for working with talented and gifted students

Focus Questions

• How can you establish a classroom climate that promotes appropriate behaviors and acceptance of all students?

• What are procedures you can take to nurture your students in developing positive self-concepts?

• How can you promote acceptance of students with disabilities in your classroom?

• What is PBS and how does it relate to RTI? • What are some universal strategies for managing student

behavior?• How can you differentiate assessment to meet the needs

of all learners?

Approximate Schedule

• 6:00-7:00 Greeting, handouts in folder, posters on wall, review of current and previous information, all group response (4 cards) activity, Understanding by Design lesson planning

• 7:00- 7:30 Last Word Activity

• 7:30-8:00 Assignments due tonight and next week, final presentation/paper, reading, four question quadrant

• 8:00-8:20 Break

• 8:20-8:30 Finish four questions quadrant

• 8:30-9:15 Debate

• 9:15-9:45ish video (Learning Disablility; Classroom management ideas)

• 9:45-10:00 wrap up, final questions, exit papers, important moments

Student presentation

• Prayer

Arrange the Physical Space toEstablish a Positive Classroom Climate

• You cannot control all aspects of the physical classroom environment.

• Use what you have to create an environment that communicates “Learning happens here!”

• Your seating arrangement should communicate that all students are part of the class.

• Create an organizational plan that ensures smooth traffic flow, easy access to instructional materials, and limits distractions.

• Students work best in organized, structured environments where materials, equipment, and personal items are maintained, neatly arranged, and presented in a predictable way.

Guiding Principles to Create a Positive and Productive Learning Community

• Recognize that students are children or adolescents first.

• Focus on abilities

• Celebrate diversity

• Demonstrate high regard for all students

• Provide opportunities for students to work in mixed-ability groups

Engaging Students Through Class Meetings

Class Meeting Structure

The first 10 minutes of meeting are for compliments and appreciations

The second part – 15 minutes – follow-up on prior solutions

The third part – 15 minutes – new problems

The fourth part – 10 minutes – future plans

Attending to the Safety of Your Students

• Children who experience threats to health, safety and well-being are at risk of academic and socioemotional problems at school

• Teachers need to become familiar with school district procedures for student health and safety as well as the signs and symptoms student substance abuse and physical and emotional abuse

Enhancing the Self-Concepts of Students

• Hold all students to high standards and encourage and support them in meeting the standards.

• Discover students’ talents, abilities, and interests, and recognize them personally.

• Provide opportunities for students who struggle academically to succeed in other ways.

• Recognize students’ difficulties with learning, and explain problems in a way they can understand.

Ensuring Social Acceptance of Exceptional Children

• Teachers Should:

Treat all students with respect

Teach students to have concern for others

Point out students’ abilities

Universal Strategies for Managing Student Behavior

• Look for positives

• Use positive reinforcers

• Establish clear rules with known consequences

• Help students change inappropriate behavior

• Recognize students’ mistaken goals

Focus on Positive Behaviors

• Positive feedback must be specific and presented immediately after witnessing the target behavior

• Elementary students find public recognition more rewarding

• Older students prefer individual feedback• Positive feedback provides some judgment from teacher

about the appropriateness of behavior• Encouragement recognizes behavior but does not judge

Hierarchy of Reinforcers(Larrivee, 2005)

ConsumableTangibleTokenActivity

PrivilegePeer recognitionTeacher approvalSelf-satisfaction

Implementing a Token Economy System

• Clearly identify the behavior(s) you want to change.

• Make tokens readily available and easy to administer.

• Identify items, activities, or reinforcers that are highly reinforcing to students and can be obtained by exchanging tokens.

• Give regular opportunities to exchange tokens.

Classroom Rules, Procedures, and Consequences

• Guidelines – consists of procedures and rules (Brophy, 2003).

• Procedures – classroom routines that occur at specified times and allow classroom to run effectively.

• Rules – provide structure for acceptable and unacceptable classroom behavior.

• Consequences – the repercussions associated with appropriate and inappropriate behavior.

Examples of General Classroom Rules

•Raise your hand if you have something to contribute.

•Do not interfere with your fellow students’ learning.

•Do not interfere with the teacher’s instruction.

•Complete tasks and homework on time.

•Do not bring materials that interfere with your learning.

Ways to Help Change Inappropriate Behavior

• Planned ignoring/extinction

• Time out

• Punishment– Verbal reprimands– Overcorrection – Response costs

Arguments Against and the Effective Use of Punishment

Arguments Against• Often ineffective in the long

run• Causes undesirable emotional

side effects• Provides little information

about what to do• Person who administers seen

as negative• Frequently does not generalize

across settings• Leads to escape behaviors

Effective Use of Punishment

• Tell student ahead of time what the consequence will be

• Deliver punishment immediately after undesirable behavior

• Unless a sharp decrease in frequency and intensity of behavior, punishment should be altered

• Identify and reinforce the appropriate behavior of target student

Dreikurs’s Approach to Discipline and Identification of Mistaken Goals

Approach to Discipline• Students are social beings,

and their behaviors are attempts to be liked and accepted

• Students can control their behavior

• Students display inappropriate behavior because they have a mistaken goal to gain recognition and acceptance

Four Mistaken Goals• Attention

• Power or control

• Revenge or getting even

• Display of inadequacy

Positive Behavior Supports (PBS)

• PBS is a behavior management system that is part of IDEIA 2004 and is “described as being problem-solving oriented, data-based, evidence-based, and systematic” (Klotz & Canter, 2007).

Schoolwide Positive Behavior Support (SWPBS)

• SWPBS leadership team is established– Team coordinates efforts to work with faculty to:

• Develop rules and expectations• Provide professional development for teachers in evidence-

based practices• Examine student data• Monitor student progress identified for intervention• Communicate rules and expectations student and families• Evaluate the SWPBS plan regularly

Implementing SWPBS Plans

• Develop programs that consider behavioral issues for all students.• Consider whether the behavioral practices recommended are

empirically valid.• Consider the connections between academic and behavioral

success.• Approach behavior management from a prevention perspective.• Involve all key stakeholders in the school, home, and community in

developing team-building and behavioral problem-solving skills.

Guidelines to Implement Effective PBS Models

• Establish a leadership team.• Establish a commitment of support and active

participation from school administration.• Conduct a self-assessment of current school-

wide discipline system. Use data to create an implementation action.

• Set up a system to collect discipline referrals and other data to track progress and evaluate the effectiveness of SWPBS.

Linking PBS and RTI

• Tier 1 RTI and PBS both use universal strategies. • Tier 2 RTI and PBS both provide students with additional

support in individual and small group using universal strategies. Students spend limited time away from the classroom.

• Tier 3 RTI and PBS both provide support for individuals who need more intense assistance academically or behaviorally

• Teachers will have expanded resources available by

using both RTI and PBS.

What Is Differentiated Instruction?

• Components of differentiated instruction (DI) include (Schumm & Avalos, 2009):

– DI is both a philosophy of instructing students based on individual needs as well as instructional practices aligned with the philosophy.

– DI draws on a wide variety of practices.– DI at the secondary level can occur in all classroom

settings.

Components of Differentiated Instruction

• Curriculum enhancements

• Curriculum modifications– Accommodations– Adaptations – Learning contract

Differentiated Instruction Using Flexible Grouping

• Multiple grouping formats• Two variables that determine grouping patterns:

– They can be categorized by group size– Group compositions can be:

• Homogeneous• Heterogeneous

• Cooperative learning groups

Characteristics of Students Who Are Gifted and Talented

• Underidentified high-achieving students• Curriculum compacting 3 – step process

– What the student already knows about the topic– What a student needs to learn– What adaptation or activities are appropriate for facilitating

student learning

• Parallel curriculum model – 4 design components:– Core curriculum– Curriculum of connections– Curriculum of practice– Curriculum of identity

Preparing Engaging Lessons for Middle and High School Students

• Use prelearning activities• Purpose-setting activities• Preteaching vocabulary• Use graphic organizers

– Semantic maps– Concept diagrams– Timelines

• Create listener-friendly lectures• Give demonstrations

Seven Principles of Excellent Vocabulary Instruction (Chiappone, 2006)

Develop awareness of the stages of word knowledge

Relate word learning to students’ backgrounds

Foster appreciation and enthusiasm for word learning

Teach words in context

Build experiential background for students

Develop depth of meaning through multiple sources and repeated exposures

Teach strategies to build independent word learning

Facilitating Student Participation

• Questioning

• Discussions– Vibrant discussions– Discussion webs

Effective Questioning Strategies

Distribute questions evenlyState questions clearly

Ask a variety of question typesGive specific feedback about answersLet student explain why answer is right

Let student explain thinking with wrong answersSequence questions to provide structure

Ask questions in nonthreatening wayEncourage students to ask questions of you and peers

Make questions relevant

Differentiating Assessment

• Preparing for high-stakes tests• Help students develop test-taking strategies

– Test approach skills– Test-taking skills– Test preparedness skills

• Use of teacher-made tests• Alternative assessments• Grading

– Rubric /scoring guides

Differentiating Assessment

• Four ways assessment and instruction are linked (Tomlinson, 2003):

Preassessment necessary to find out what each student knows and needs to learn

Ongoing assessment needed to monitor learning during instructional units and make adjustments

Teachers identify multiple ways for students to demonstrate what they have learned

Students become actively engaged in setting instructional goals and self-assessment

Examples of Alternative Assessments

Audiotapes, videotapes, CD-ROMs, photos

Lists of accomplishments

Journals and self-reflections

Teacher, peer, and self checklists

Samples of home learning

Graphs of individual student progress

Lists of books read Goals statements and record of goal

attainment

Copies of passages read fluently

Course Topics, review• History of Special Education in America• Special Education, Inclusion and Least Restrictive Environment• Teaching Students with Learning Disabilities and

Emotional/Behavior Disorders• Students with Visual Impairments, Hearing Loss, Physical

Disabilities, Health Impairments, Traumatic Brain Injury, Pervasive Development Disorder (Autism), Communication Disorders

• Managing Students Behavior in a Special Education Classroom• Facilitation of Reading, Writing and Mathematics for Special

Education Students• Developing Independence, teaching self-advocacy and teaching

self-determination

Course Objectives and Outcomes, review(slide 1 of 2)

Students should be able to:• Describe the characteristics/needs of children and adults with disabilities

in life and learning; know the prevalence, causes and remediation of all the disabilities; discuss disabilities and make presentations about specific disabilities

• Describe the history, legislation and services for people with disabilities; discuss the history of special education in America; be able to compare and contrast IDEA with Civil Rights Legislation

• Identify impact of NCLB, special education and testing. • Identify community services, available agencies and resources for people

with disabilities• Describe the major legal requirements involved in serving students with

disabilities and their families • Be able to offer suggestions to and assist parents and families of children

with disabilities

Course Objectives, review(slide 2 of 2)

• Describe the purpose, process and components of an IEP and Transition Plans

• Prepare materials for use in a regular education classroom designed to heighten awareness of exceptional learners

• Discuss inclusion, mainstreaming, and procedures for accomplishing both

• Discuss criteria for identification of a learning disability and identify assessment practices that may be biased toward certain groups. Identify components of non-biased assessment.

• Describe techniques used to remediate problems and deficits within the general education setting

• Design lessons to meet the individual needs of Title 1 students

• Identify and use specific techniques to remediate students with reading, math and writing deficiencies

Main Concepts from Chapters One through nine (10 slides)

• The Individuals with Disabilities Act (IDEA) and Vocational Rehabilitation Act are the two main laws that have increased opportunities and services to people with disabilities

• The individualized education program (IEP) is developed and implemented by a multi-discipline team, the goal of which is to provide appropriate education for a student. Transition plans, which are required for all students on IEPs beginning at age 14, must include a statement of the student’s transition needs. By age 16, an IEP must include statements which reflect individual’s choices, preferences, and needs in the areas of education and training, employment, adult living arrangements, and community experiences, as necessary (according to IDEA 1997)

Professionals working together takes many forms including:

• Consultation (an expert helps another professional)

• Co-teaching (usually involves a special ed and general ed teacher working in the same classroom) and

• Collaboration (professionals assisting and receiving assistance from the other teachers in regards to planning, problem solving, and instructing).

Learning disabilities

• Learning disabilities is a term used to describe students who have difficulty learning, despite adequate cognitive functioning.

• Three types of learning disabilities are dyslexia, dysgraphia and dyscalculia.

• Accommodations include – Teaching at instructional level– Using learning groups of six or fewer– combination of direct instruction and cognitive strategies – provide a framework and routine for learning – model processes and strategies– provide opportunities for extended practice – adjust workload and time, teach memory strategies, – present information in multiple ways – allow students to demonstrate learning in multiple ways.

Attention Deficit Hyperactivity Disorder(ADHD)

• Refers to difficulty in attention and has two factors: inattention and hyperactivity/impulsivity.

• Key characteristics include – lack of behavior inhibition – difficulty with executive functioning (the ability to regulate one’s

thinking and behavior)

• Classroom interventions include – use novelty in instruction and direction – maintain a schedule and provide organizational assistance– arrange environment to facilitate attention– provide rewards consistently – communicate briefly and clearly

Communication:

• Communication disorders include speech, language, and hearing disorders.

• Speech disorders involve difficulty with articulation, fluency and voice

• Language disorders involve difficulties with content, form and use.

Communication

• Hearing loss is measured by an audiologist and often identified before a child starts school. Mild hearing loss is common

• Accommodations include arranging a classroom to reduce background noise and having the speaker’s face visible.

Visual Impairments

Students with visual impairments can be blind or partially sighted. Accommodations include

• give instruction in orientation (understanding one’s own body, one’s position in space, and the layout of an area) and

• give instruction in mobility skills (including going up and down stairs, walking across a classroom and walking through a parking lot or crossing streets safely).

Emotional and Behavioral Disorders (EBD)

• Students with emotional and behavioral disorders that are significantly different from the norm and exhibited over a long period of time.

• Two broad categories: – Externalizing (acting out, aggression, attention-getting, and

conduct problems) – Internalizing (more self-directed, such as anxious, worried or

depressed).

• Six major classifications: conduct disorder and aggression, hyperactivity, socialized aggression, pervasive development disorder, immaturity and anxiety-withdrawal

Pervasive Development Disorder

• Pervasive Development Disorder (PDD) includes a number of disabilities, including autism, Aspberger syndrome, Rett syndrome, childhood disintegrative disorder, and PDD-NOS (not otherwise specified).

Autism Spectrum Disorder (ASD)

• Subgroup of PDD; includes both autism and Asperger syndrome.• Core difficulties experiences by students with ASD include

communication and social skills deficits or excesses and rigidity of behavior patterns.

• May exhibit challenging behavior, such as property damage, self-injury and aggression.

• As many as 50% of students with ASD do not speak.• Accommodations and priorities include: teach communication skills,

structure within a classroom routine, and preferred and non-preferred activities intermingled. Students should be taught to manage their own schedules and parents should be involved in training to promote generalization of skills.

• Functional Behavior Assessments (FBAs) are used to identify when, where and why challenging behaviors occur.

Physical and Health Impairments, Traumatic Brain Injuries (TBI)

• In a general education classroom, temporary physical disabilities are most common. Cerebral palsy, epilepsy (recurrent seizures-a sudden discharge of neurons), and spina bifeda are also common.

• When encountering other physical disabilities in students, it is important to collaborate with specialists

• Asthma (and allergies) are the most likely chronic health conditions students will experience

• Characteristics of individuals with TBI include difficulties with memory, attention and executive functioning.

• Less initiative and motivation are common, as well as slowed processing of information.

• Services and supports are often needed in four areas: cognition, speech and language, social and behavioral skills, and physical functioning.

Educating Exceptional Learners: Core Knowledge

Formative assessment example, using whole group responses. (Current trend in education, in addition to summative assessments.)

• Hold up the note card (A, B, C or D) with the correct answer:

1. Randi is a 12 year old girl who scores within average range on a cognitive test (Woodcock-Johnson Cognitive Battery), but is significantly below grade level in reading and writing. She is at grade level in math. This profile is most consistent with a possible diagnosis of

a. mild mental retardation

b. a specific learning disability

c. attention deficit disorder

d. autism

Core KnowledgeHold up a card with A, B, C or D

2. IDEA 1997 requires which of the following on an individualized education plan (IEP)?a. A statement that explains why the placement

is the least restrictive environment

b. A multiyear outline of instructional objectives

c. A guarantee that the student will achieve the goals of the IEP

d. A budget for the services the student will receive

Core KnowledgeHold up a card with A, B, C or D3. Which of the following is NOT a

characteristic of effective inclusive schools?a. Collaboration among professionals

b. A philosophy that celebrates diversity

c. Use of cooperative learning

d. An emphasis on categorical placement of students with disabilities

Core KnowledgeHold up a card with A, B, C, or D

4. “Filling out applications,” “after-school job working with electrician,” and “tutoring in functional reading skills” are all activities listed on Jeff’s individualized transition plan (ITP). Jeff’s long-term goal is most likely to:

a. Attend a four-year college

b. Obtain skilled or semiskilled employment

c. Live in a group home

d. Work in a sheltered workshop

Core Knowledge

5. The most frequently occurring permanently disabling birth defect, characterized by an abnormal opening in the spinal column, is called

a. Spina bifeda

b. Cerebral palsy

c. Muscular dystrophy

d. Multiple sclerosis

Core Knowledge…One moreHold up card A, B, C or D

6. A curriculum that focuses on teaching functional and independent living skills, utilizes augmentative communication and assistive technology, and provides for extensive support in the classroom is most likely used with students with

a. Learning disabilities

b. Multiple and severe disabilities

c. Emotional or behavioral disorders

d. Attention-deficit/hyperactivity disorder

File Folder

• Review papers…..

• Review posters on wall…..

Understanding by Design: Backwards Design ProcessLearning goal: Design a Lesson Plan, emphasizing

accommodations and modifications for exceptional learners

Choose from the following WA state Learning Standards (Math and Writing):

Elementary

• (grade 1) Solve and create word problems that match addition or subtraction equations.

• (grade 2) Identify the ones, tens, and hundreds place in a number and the digits occupying them.

Middle School

• (grade 7) Make scale drawings and solve problems related to scale.

• (grade 8) Identify pairs of angles as complementary, supplementary, adjacent, or vertical, and use these relationships to determine missing angle measures.

High School

• Recognize the multiple uses of variables, determine all possible values of variables that satisfy prescribed conditions, and evaluate algebraic expressions that involve variables.

Understanding by Design: Backwards Design ProcessLearning goal: Design a Lesson Plan, emphasizing

accommodations and modifications for exceptional learners

Elementary

• (grade 1) Applies at least one strategy for generating ideas and planning writing.

• (grade 4) Produces more than one draft of multiple paragraphs (Uses a prewriting plan)

Middle

• (grade 7) Analyzes and selects effective strategies for generating ideas and planning writing.

• (grade 8) Revises text, including changing words, sentences, paragraphs, and ideas.

High School

• (grade 9-10) Publishes in formats that are appropriate for specific audiences and purposes.

• (grade 9-10) Demonstrates understanding of different purposes for writing.

Student presentation or Animal project

• Keeps students organized

• Can be extended or shortened

Video-about 15 minutes

• Understanding Learning DisabilitiesHow could a child be a top math student, yet

not be able to read? Why can one child read well but not be able to write a paragraph that makes sense?

Last Word Activity

• Break into three groups of five people (number off 1, 2, 3)

• One person reads a favorite sentence or two from chapter 5,6 7 or from one of the articles

• Moving around the circle, each person makes a comment on the quote or passes

• The first person who read has the Last Word…they tell why they chose the quote

• The next person reads a favorite sentence or two from chapters 5, 6, 7 or one of the articles..

• …and so on, until everyone has had a chance to choose a quote

Wrap up/Reflection

• Final thoughts: anything you’d like to share from overall group discussion? Recap?

• Reflection: How did the Last Word compare to other “popcorn” discussions?

• My reflection:– During this type of discussion, people tend to share

more personal matters– If used in the classroom, a student should be in

charge of the process

Twice-exceptional…

Assignments due tonight

• Reflection journal • Read chapters 5, 6, and 7 • Read two of the following articles:

– Winebrenner, S (2000) “Gifted students need an education, too.” – Winebrenner, S. (2003). “Teaching strategies for twice-exceptional students.

Intervention in School and Clinic”– Winebrenner, S. (2006) “Effective teaching strategies for open enrollment

honors and AP classes”• Be prepared for debate/discussion, with references and examples

• Inclusion• IDEA, NCLB• Civil Rights • Referral Process• Least Restrictive Environment• IEPs • Adapting Instruction• Cost of special education• State Wide testing (high stakes); impact on students with disabilities and teaching

Assignments due next workshop

• Read chapters 12, 13 and 14• Read one of the following:

– McGrath, A. (2005) A new read on teen literacy.– Schroder, M. (2008) Reading is thinking, part 1.– Wadlington, E., and Wadlington, P.L. (2008) Helping students

with mathematical disabilities to succeed.• Reflection journal, three pages• Learning team presentation

– Next week, all preparation will be done during class time• Bring in materials or ideas for teaching reading and writing at your grade

level of interest, focusing on accommodations and teaching techniques for kids with disabilities

• Examples include: textbooks, website ideas, manipulatives• I will provide examples of students with disabilities during class time and

partner groups of two or three will put together appropriate accommodations

CHOICE #1: Final presentation (Case Study)Individual

If this is your choice, give me a copy of outline or key ideas

• CHOOSE TOPIC TONIGHT, IF READY• About 10 to 15 minutes• Intro/Concl• Diagnosis/behavior/treatment• Teaching techniques• Annotated reference page for each person in class • Disability from any category

– Physical– Psychological– Learning– developmental,– Other

CHOICE #2: Final paper (same topic as presentation)

If this is your choice, be ready to discuss your paper

• 8 to 10 pages, APA– Diagnostic criteria– Behaviors associated with criteria– School’s legal responsibility– Assessments that would aid student– Helpful teaching techniques and tips– Ideas to assist and educate parents of disabled

children– Least Restrictive Environment– Create a hypothetical Case Study, which combines

these components

Go Around All protocol(note to self: Alternative to following

slides)Using the following articles, read and discuss in small

groups, using protocol.

Group 1: Gifted Students Need an Education, too. Author: Susan Winebrenner

Group 2: The Perils and Promises of Praise. Author: Carol S. Dweck

Group 3: How People Learn. Authors: Bransford, Brown and Cocking.

Group 4: Teaching Strategies for Twice-Exceptional Students. Author: Susan Winebrenner

Go Around All Protocol

1. Read and record important/interesting information.

2. When group is ready, person #1 reports all the information they have recorded and is comfortable sharing.

3. Person #2 shares information. Repeat until all group members have reported. Discuss.

4. Be ready to post ideas in quadrants on posters with questions.

4 posters and 4 questions. Write ideas in your quadrant.

• What are three to five important/interesting ideas in your reading?

• What are some of the ideas your group agrees and/or disagrees with?

• How will you use this information in your classroom?

• What are some areas, related to this topic, you still have questions about or would like to research further?

Group~ Concept Mini-Poster(alternative to next slide)

Seven Practices for Effective Learning

by Jay McTighe and Ken O’Connor

Steps:

1. Form three groups.

2. Divide reading packet in three fairly equal sections.

2. Read packet.

3. Make a concept poster. Include if possible:• Title, main ideas, details, technical terms, diagram or

picture and add some color

4. Be ready to present to class

Group Concept Mini-poster(Alternative to next slide)

Steps:

1. Form three groups.

2. Read packet. Each group will have packet A, B, or C.

3. Make a concept poster. Include if possible:• Title, main ideas, details, technical terms, diagram or

picture and add some color

4. Be ready to present to class

___________________________________________________A: Seven Practices for Effective Learning, by Jay McTighe and Ken

O’Connor

B: The Farce called “Grading” by Arthur E. Lean

C: How to Grade for Learning by Skylight Professional Group

Jigsaw with Chapter 11

• List off by A, B, C• Group #1 (all the As)• Group #2 (all the Bs)• Group #3 (all the Cs)Group #1 will read p. 265-273Group #2 will read p. 273-281Group #3 will read p. 281-289Discuss and highlight (or write down) important parts.Two groups of A, B, C.Each member “teaches” the others about their part.

Jigsaw• Count off by A, B, C, and D• Group #1: All of the A’s. Group #2: All of the B’s. Group #3: All of the C’s.

Group #4: All of the D’s.• Read paper. It will be one of these:

– Winebrenner, S (2000) “Gifted students need an education, too.” – Winebrenner, S. (2003). “Teaching strategies for twice-exceptional students.

Intervention in School and Clinic”– “Key Findings, How People Learn”– Dweck, Carol S. “The Perils and Promises of Praise”

• Discuss and highlight (or write down) important pointsLet’s do the variation this time!!!• At a specific time:

– Three groups of A, B, C and D.– Each member “teaches” the other members about their paper.

Variation! Each group will make a poster of concepts and details to show to whole group. Be creative!

Exit Paper/Important Moments

• Pause

• Remember to take time to fill out these forms

• Keep Important Moments

Debate Overview• The class will be divided into two equal teams (at least one learning team

member on each group)• Participants will hear the topics and are given positions (pro/con, etc)• Teams discuss the given topic and come up with five points to support their

position (5 minutes)• Team #1 delivers their statements and offers main points (3 to 5 minutes)• Class members discuss the opposition’s argument and come up with

rebuttals (3 minutes)• Rebuttals delivered (3 to 5 minutes)• Quick team discussion (2 minutes)• Closing statements made by team #1 (3 minutes)• Quick team discussion (1 minute)• Closing statements made by team #2 (3 minutes)• Individual Debate Scores (All must participate): 40 points

– Knowledge of Content (20 points)– Presentation-delivery (15 points)– Debate format (5 points)

Debate topic #1No Child Left Behind (NCLB)

• This law allows for students to enroll in a different school if current school is failing to meet standards. In other words, if the school does not make adequate yearly progress (AYP).– Pro: Argue this from a parent’s perspective.– Con: Argue this from the perspective of a

school which is not making AYP.

Debate topic #2Inclusion and/or LRE

A middle school student, who is labeled as “EBD”, registers at a new school midway through the school year. The student has a history of causing problems. The principal of this school believes that EBD students should have their own separate classrooms. The behavior special education teacher believes that his students should be mainstreamed as much as possible and frequently clashes with his administration over this issue.

Team #1: Argue from the viewpoint of the principal.Team #2: Argue from the viewpoint of the behavior/special

education teacher.

Debate topic #3Cost of special education;

high stakes testingThe economy is not doing so well and districts don’t have

enough money for all of their programs. An idea is presented to place all of the EBD and LD students at one school in the district. Some school board members believe this may unfairly impact state test scores and reflect poorly on this school. Others feel this is a good solution because all of the specialized equipment, materials and teachers can be at one location, rather than bought separately for each school.

Team #1: Argue against this solution.Team #2: Argue for this solution.

Debate Topic #4. To test or not to test: Parents’ rights VS school responsibility

Up to this point, Cameron has been home schooled and has entered 8th grade this school year. So far this year, he has been suspended four times, due to classroom behavior, such as disregarding teacher directions, inappropriate comments and fighting with students. After various meetings and discussions, the school wants to test for emotional and learning disabilities. Cameron’s mother is against testing, since she feels that it will lead to self-esteem issues and place a “label” on Cameron.

Team #1: Argue from the viewpoint of the parent.

Team #2: Argue from the viewpoint of the school.

Posters on wall

• Thinklers

• Check out thinklers

• If you know any of them, write your name on it.

Video

• Understanding Learning Disabilities

Attitudes and Beliefs for working with difficult button pressers-see handout

• Keep calm and anger free• Don’t take it personally• Change the label• Maintain/Develop high expectations• Be determined to keep accepting child despite rejection

from student• Use the art of finding the positive• Be fair, not equal• Expect to feel uneasy as you try new things• Be creative: allow yourself to invent• Practice relaxation• Expect small change and slippage

Defusing statements that avoid power struggles

• I’m disappointed that you are choosing to use such angry words even though I am sure there is much to be upset about.

• I am really concerned! It is very important that I understand why you are so mad. Please tell me later when I can really listen

• I know there is a solution to this, but I don’t know what it is right now. Let’s meet later when we can really figure it out.

• Your words (actions) tell me you are bored. It takes a lot of discipline to hang in there when you are unsure about why we are doing certain things. Thanks for hanging in there.

• I know you are angry but there is no problem too big that can’t be solved. Let’s use words to solve the problem.

• You’re just not yourself today and that must feel lousy.• We both know there are other ways of telling how we feel while still being

respectful. I look forward to hearing from you after class.• Wow, you must be feeling awfully mad to use those words in front of

everyone. Let’s talk later after class.• That is an interesting opinion. Tell me more after class.

Basic Needs ActivityBasic Needs Activity

Suitable for MS and HSSuitable for MS and HS Work in groupsWork in groups Use to identify needs and reasons for Use to identify needs and reasons for

actions with students with behavior and/or actions with students with behavior and/or social skill issuessocial skill issues

If time,If time,

““How difficult can this be?” videoHow difficult can this be?” video

Wrap up, exit papers, file foldersWrap up, exit papers, file folders(9:50ish)(9:50ish)

Review goalsReview goals