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GaDOE 11th Annual Title Programs Conference

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1 GaDOE 11th Annual Title Programs Conference
Rethinking N&D Teaching Practices: A Fresh Approach to Teaching Multiple Courses in the Same Neglected & Delinquent Classroom GaDOE 11th Annual Title Programs Conference June 18 – 20, 2013 Presented By: Michelle Nation, Title I Support Specialist Federal Programs Department Troup County Schools Celeste McLaughlin, Education Program Specialist Title I, Part D Neglected & Delinquent Programs Georgia Department of Education

2 Agenda Overview of Title I, Part D and Title I, Part A Neglected Set-Aside Senate Bill 115 Overview of Teaching Multiple Courses in Same Classroom Student Centered Learning Organization & Planning Ideas & Lessons Questions

3 Neglected, Delinquent and At-Risk Youth Education Program
Overview of title I, Part d & Title I, Part A, Neglected Set-Aside Neglected, Delinquent and At-Risk Youth Education Program

4 Overview of title I, Part d & Title I, Part A, Neglected Set-Aside
Neglected and Delinquent Children defined: Neglected = Children and youth who are in need of care due to abandonment, neglect, or death of their parents or guardians. Delinquent = Children who have been adjudicated to be delinquent or in need of supervision.

5 Overview of title I, Part d & Title I, Part A, Neglected Set-Aside
Grantees and Population Title I, Part A Provides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards US ED determines the LEA Title I, Part A neglected set-aside amount based on the neglected child count derived from the N&D Annual Survey Title I, Part D Subpart 1 - Provides financial assistance to educational programs for youth in state-operated facilities or community day programs Subpart 2 - Provides financial assistance to support eligible LEA programs involving collaboration with locally operated correctional facilities

6 Overview of title I, Part d & Title I, Part A, Neglected Set-Aside
Subpart 1 Provides assistance for State Agencies: Georgia Department of Juvenile Justice (DJJ) Georgia Department of Corrections (GDC) Georgia Department of Behavioral Health and Developmental Disabilities (DBHDD) Subpart 2 Provides assistance for LEAs: Working in collaboration with local residential correctional facilities (In Georgia, O.C.G.A (b) facilities MAY be eligible)

7 Overview of title I, Part d & Title I, Part A, Neglected Set-Aside
Services for N&D Children In general, the same allowable services provided under Title I, Part A are the same type of services provided to N&D residential facilities and children Resources provided to N&D residential facilities and children should supplement, and not supplant, the “regular” school program Services may include before and after school tutorials, summer school, credit recovery, educational materials and supplies, vocational education, counseling services, and more

8 Overview of title I, Part d & Title I, Part A, Neglected Set-Aside
The Title I, Part A, Neglected Set-Aside may be used in local or state RTFs for neglected or delinquent children for any of the following activities: To improve educational services by assisting students in meeting academic challenges Hire additional teachers, para professionals, educational counselors, and other staff members to provide additional instruction in areas of greatest need Train teachers, aides, and other staff members who are actively involved in providing Title I services to neglected and delinquent children Procure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materials These funds follow the same use of funds as a regular Title I, Part A allocation

9 Approved RTFs Served Under O.C.G.A 20-2-133(B)
Senate Bill 115 & Approved RTFs Served Under O.C.G.A (B)

10 Overview of teaching Multiple Courses in the Same Classroom

11

12 ESSENTIAL QUESTION How do I teach multiple courses during the same period in the same classroom?

13 It’s not easy, but compared to the past…
Image Sources:

14

15 SMORGASBORD

16 ACTIVATING STRATEGY Choose a course
Relate the object you are assigned to the course you selected

17 SHARE

18 I LOVE FLASH CARDS! Making them—Students and/or Teachers Study Tools
Matching, Memory All Kinds of Games Research Tools Questions for the Teacher/Students Yes/No or Red/Green (Formative Assessment) Test Questions Tickets out the Door Make your own using Tables in Word

19 EVEN MORE GREAT FLASH CARD IDEAS
Index Cards: The King of Study Aids: Flashcard Machine: Quizlet:

20 Taking It Home Newsletters s Workshops One-on-Ones PL Sessions in Varying Lengths

21 Student centered learning
Elements & Principles of Student Centered Learning Centers/ Stations Simulations Presentations

22 http://www. clarity-innovations

23 http://www. clarity-innovations

24 Move Towards More— Student-Centered Learning (SCL)
Facilitate: Involve students in learning activities in class—presentations, question and answer, discussion or other activities Motivate: Give motivation and spirit to students that will build confidence. Place students at the center of learning, not teachers or the curriculum Inspire: Act as a student assistant and as a friend who can provide inspiration to students Source:

25 SCL: 7 Elements “Active rather than passive learning;
An emphasis on deep learning and understanding; Increased responsibility and accountability on the part of the student; An increased sense of autonomy in the learner;

26 SCL: 7 Elements An interdependence between teacher and learner;
Mutual respect within the learner-teacher relationship; and A reflexive approach to the teaching and learning process on the part of both teacher and learner.” Source: Lea, S. J., D. Stephenson, and J. Troy (2003). Higher Education Students’ Attitudes to Student Centred Learning: Beyond ‘educational bulimia’. Studies in Higher Education 28(3), As found in

27 SCL: 9 Principles SCL requires an ongoing reflexive process.
SCL does not have a “one-size-fits-all” solution. Students have different learning styles. Students have different needs and interests. Choice is central to effective learning in SCL.

28 SCL: 9 Principles Students have different experiences and background knowledge. Students should have control over their learning. (courses, curricula, evaluation) SCL is about enabling, not telling. Learning needs cooperation between students and staff. Source: (pp. 3-4)

29 Lorene Morrow: “I don’t know. You tell me.”
David Tumlin: “Did you read it?” Lorene Morrow: “I don’t know. You tell me.”

30 Want to Know More about SCL
Want to Know More about SCL? Here’s a Good Starting Place:

31 CENTERS / STATIONS

32 CENTERS / STATIONS Have “supplies and materials that work well together and give students the tools to complete activities and mini-projects” “What types of learning centers are appropriate? Classroom size, students’ interest, and grade level will help you determine your decision”

33 EXAMPLES OF CENTERS Reading / Writing / ABC / Spelling
Art / Illustration / Visual Expression Science / Experiment Music / Poetry / Listening / Biography Math / Numbers Invention / Build-It, Paint It / Puzzles / Blocks Performance / Storytelling / Drama Science / Water / Weather Social Studies / Map and Chart

34 ANOTHER TAKE ON CENTERS
Enrichment Centers Skill Centers Interest and Exploratory Centers

35 PARTS OF A CENTER Title Furniture Storage Space Materials Location
Responsibility Learning Alternatives Instructions Sequence of Activities Number of Centers Assignment Duration of Centers Management System Time Help! Assessment

36 TIPS ON CENTERS Rules, Guidelines, Expectations
Gradually Introduce Centers Timers Traffic Boards Checklists, Paper/Pencil Tasks, Other Methods of Accountability Have Mandatory and Optional Activities/Assignments at Centers

37 MIDDLE SCHOOL CENTERS Set ground rules for center usage
Include cooperative activities Select high-interest tasks Leave space around the centers Organize materials carefully Compose clear instructions

38 Want More Information about Centers?
Concept to Classroom: TeacherVision: Middle School Centers:

39 SIMULATIONS

40 SIMULATIONS Allow students “to experiment with real-world activities”
“Simulation activities can give students a ‘safety net’ while they are learning” Role-Playing Debating Simulation Software

41 ROLE-PLAYING: 3 ASPECTS
Briefing—establishing the situation Drama or Role-Play Debriefing—follow up discussion Source:

42 ROLE-PLAYING CONSIDERATIONS
Know your students and what they can handle Goals, rules, assignments, expectations in advance Approximate reality as much as possible Let students know how they will be evaluated in advance Source:

43 SETTING UP A DEBATE IN THE CLASSROOM
Set a clear topic and assign contrasting viewpoint Give students time to research and prepare Opportunities to cross-examine, judge Essay, assessment, other types of follow-up Source:

44 SIMULATION SOFTWARE CONSIDERATIONS
It must be an appropriate game The game needs to embody the learning objectives Non-gamers need structure and support Source:

45 SIMULATIONS ON THE WEB Net Frog: Shedd Aquarium: Learner.org for Students: Thinkport: Bitesize: eduweb: Mission US: A Revolutionary Way to Learn History: Gizmos: The Stock Market Game:

46 SIMULATIONS: A NOTE ABOUT ASSESSMENT
“If assessing learning based on game outcomes, depending on the game design, game results may or may not indicate that significant learning has occurred. (For example, even if a student ‘loses’ in a simulation, it might not mean that s/he did not learn; and alternatively, a student who faired well may have learned alternative strategies unrelated to intended learning objectives.” Source:

47 Want More Information About Simulations?
Concept to Classroom: Strategies in the Social Studies Classroom: Instructional Strategies Online: Learning Simulations Add to Classroom Lessons: Interactive Websites, Games, and Activities:

48 Want More Information About Simulations?
Using Games and Simulations for Teaching: Best Practices for Using Games and Simulations in the Classroom: How to Bring Debating Activities into the Classroom: Classroom Debates:

49 PRESENTATIONS “To perform a successful presentation the student must understand the subject matter, the psychology of the planned audience, different presentation strategies, and how to organize the information in the most efficient and effective manner Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be delivered through the Internet” Source:

50 STUDENT PRESENTATIONS
Write Make/Invent/Design/Draw Figure Out/Analyze Perform/Present Source:

51 Want More Information About Presentations?
Concept to Classroom: Teaching Strategies: Presentations:

52 ORGANIZATION & pLANNING

53 CLASSROOM SET-UP TIPS Make your crowded classroom feel bigger by:
Use tables instead of desks Use chair pockets for storage Make inexpensive cubbies using removable hooks and plastic milk crates Leave one wall completely blank. Your students are as overwhelmed by all the bodies in the room as you are Outline the borders of chalkboards and whiteboards with twinkle lights. When the class gets too noisy, turn off the main lights, and turn on the twinkling lights. The students will quiet down Use area rugs. They cut down noise and define tight spaces Think of your room in levels. Use the space above the students as well as under their desks Declutter and simplify Source: https://www.nea.org/tools/51504.htm

54 SUCCESSFUL STRATEGIES
Tips and Tricks for Daily Classroom Instruction: Assessment Classroom Management Classroom Set-up Instructional Activities Meeting Diverse Student Needs Parents and Community Professional Life Working with Other Adults

55 A FEW GENERAL TIPS Empower children to work independently where appropriate Use colored folders Lists of things to be done Set guidelines to avoid interruptions. Use a timer You don’t have to use a completely different lesson plan for each course Carve out quiet time Source:

56 Ideas & Lessons learned
Sources Sample Book

57 Dusting off the Cobwebs
Cobwebs Revisited Special Ed and Study Strategies No Academic Coaches Lack of Technology Flying by the Seat of My Pants

58 Ideas & Lessons Learned
Teach the standards It won’t be perfect Cover the high points often Routine is important It’s hard Organization is key Accept help Give credit Think outside the box

59 Ideas & Lessons Learned
Notebooks, Portfolios, Projects, Modules, Presentations, Choices Media players with headphones (DVD, audio, etc.) PowerPoint on a loop Pre- & Post- Tests Playdough

60 Ideas & Lessons Learned
Autopsies, Item Analysis Learning Focused Strategies: Academic Book Services and eBay:

61 Ideas & Lessons Learned
Paint Application

62 Ideas & Lessons Learned
Quia: Discovery Puzzle Maker:

63 Ideas & Lessons Learned
Show differentiation Give direct instruction to all students every day Use sample book and excerpts as a springboard of ideas

64 IDENTIFY NEEDS, STRENGTHS & WEAKNESSES
Student Science Social Studies Language Arts Math John 493 Paul 483 485 George 494 495 Ringo 482 TOTAL 4 2 1

65 SAMPLE BOOK Memletics Learning Styles Inventory:

66 SAMPLE BOOK Seven Learning Styles: Visual (spatial)
Aural (auditory-musical) Verbal (linguistic) Physical (kinesthetic) Logical (mathematical) Social (interpersonal) Solitary (intrapersonal) More Info:

67 SAMPLE BOOK Study Strategies Tips such as:
Sit in the front when possible Lean forward while listening Study in short bursts For more tips try Where There’s a Will There’s An A: How to Get Better Grades in College”:

68 SAMPLE BOOK Tiger Test Tips

69 SAMPLE BOOK Weekly Lesson Plans Shared with Students: Expectations
Organized Chaos Assignments Due at End of Week Image Source:

70 SAMPLE BOOK Wednesday, January 10th Essential Question
ALL Subjects: Which branch of government is most like a cell nucleus? Activating Strategy (Bell Ringer) Science: Answer in your notes: If I was a cell part, I would be __ because __. Social Studies: Answer in your notes: If I worked in a branch of government, it would be ___ because ___.

71 SAMPLE BOOK Teaching Science: Cell Theory, Cell Organelles, Diffusion ,Osmosis Worksheet—How Does a Plant Cell Relate to Your School? Diagrams—Label Plant and Animal Cells Social Studies: Principles of Government, Democratic Heritage Graphic Organizer—Separation of Powers Read and Answer—A Government for America

72 SAMPLE BOOK Summarizing Strategy ALL Subjects: Answer EQ
Due (on or before) Tuesday, January 16th: ALL—Signed Syllabus Science—Chart—Phases of Matter Etc…

73 SAMPLE BOOK Date/ Score Quiz A Teacher Initials Activity B
Student Accountability Date/ Score Quiz A Teacher Initials Activity B

74 SAMPLE BOOK Newspaper Scavenger Hunt

75 SAMPLE BOOK Pop Quizzes and Quick Checks Universal solvent
Located inside the nucleus of an atom GGG SPEF

76 SAMPLE BOOK Cross-Curricular Assignments Working with Sentences
Congress adopted ten amendments to the Constitution. Became known as the Bill of Rights.

77 SAMPLE BOOK Student Interest (Relatable) and Opportunities to Talk
Class Surveys/Group Work to Learn/ Determine Mean, Median, Mode, Range, Create Graphs, Venn Diagrams What do you think is a good age for a person to be before getting married? What is the most you would pay for a pair of sneakers?

78 SAMPLE BOOK Calendar Activities
June 20, 1782: The U.S. Congress approved the Great Seal of the United States Compare/contrast the symbolism of the Great Seal to U.S. currency or the U.S. flag Design a modernized version of the Great Seal Check out: and

79 SAMPLE BOOK Journals My big goal for this year is…
My favorite smell is… What is a good neighbor? What would you do if you woke up in another country and no one could understand you? What would you do if you saw a friend cheating—report it, confront the friend, do nothing—and why? Should animals be used for medical research? Check out: and

80 SAMPLE BOOK 1: mono-, uni- 2: bi-, di- lactis (milk) vor (eat)
Word Parts bi + uni = _____ Although bats are insectivorous, baby bats are also lactivorous. What do baby bats’ diets consist of? To unify means to join as ___. 1: mono-, uni- 2: bi-, di- lactis (milk) vor (eat)

81 SAMPLE BOOK bio (life) proto (milk) a or an (not) zoo,zoa (animal)
The Language of Science Abiotic = ________ Protozoa = _______ bio (life) a or an (not) proto (milk) zoo,zoa (animal)

82 SAMPLE BOOK Frayer Model Word Part Definition Picture Example
Area of Science

83 SAMPLE BOOK Top 25 Atomic Notes alpha particle atomic number

84 SAMPLE BOOK Finish the Jokes Teacher: What’s the formula for water?
Student: H, I, J, K, L, M, N, O Teacher: That’s not what I taught you. Student: But you said _____.

85 SAMPLE BOOK Games (Board, Card, PowerPoint) Some Templates:

86 SAMPLE BOOK Projects and Presentations Expectations and Rubrics
Lots of Choices Varying Amounts of Work for Individuals, Pairs, Groups

87 SAMPLE BOOK Projects and Presentations A Few Ideas Diorama Comic Book
Children’s Book Rap or Song Collage Top 10 Web Sites Video

88 SAMPLE BOOK Crossword Puzzles Learning Tools or as Assessment
With or Without Answers Provided Repetition

89 SAMPLE BOOK Cornell Note Taking
Image Source:

90 SAMPLE BOOK Visual Aids and Mnemonic Devices Element (egg)
Compound (cake) Mixture (mud)

91 SAMPLE BOOK Visual Aids and Mnemonic Devices
Platyhelminthes: “Plat” rhymes with “flat”. Platyhelminthes is a group of flatworms. Branches of Government E—Executive Enforces L—Legislative Leads to Laws J—Judicial Judges

92 Questions?

93 Contact Information Celeste McLaughlin Education Program Specialist Title I, Part D- Neglected & Delinquent Programs (404) Michelle Nation Title I Support Specialist Federal Programs Department Troup County Schools (706) ext. 126


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