Presentation on theme: "PBIS in the Classroom: Differentiated Instruction for High School:"— Presentation transcript:
1PBIS in the Classroom: Differentiated Instruction for High School: This session will provide rationale and examples for multi-tiered blended academic and social supports for high school classroom and include: multi-tiered differentiated instruction, maximizing classroom routines, and promoting academic self-management. Practices and data from a pilot study will be shared along with recommendations for coaching teachers for successful differentiation. Participants can expect to engage in activities that model strategies in differentiation. Systems necessary to implement, sustain and provide administrative support for a differentiated classroom as also discussed.Describe the importance of regular coaching in maximizing meaningful instruction.Explain the relationship between academic and social success.Describe the rationale for differentiating instruction within the high school content area classroom.Describe 2-3 strategies for increasing differentiated content delivery.Need colored paper for calling on people. Way to randomly call on folks.Jessica Swain-Bradway, Ph.D.,Midwest PBIS Network
2PBIS in the Classroom: Seating Please sit…Your role??Special EducatorAdministratorGeneral EducatorPBIS CoachOther
3Agenda The Big Idea Supportive School Climates Why and What?!Supportive School ClimatesFoundations of DifferentiationPilotEnglishMathFeedback from the teachers and studentsQuestions and Answers
4ObjectivesExplain the relationship between academic and social success.Describe the rationale for differentiating instruction within the high school content area classroom.Describe 2-3 strategies for increasing differentiated content delivery.Describe the importance of regular coaching in maximizing meaningful instruction.This session will provide rationale and examples for multi-tiered blended academic and social supports for high school classroom and include: multi-tiered differentiated instruction, maximizing classroom routines, and promoting academic self-management. Practices and data from a pilot study will be shared along with recommendations for coaching teachers for successful differentiation.
5Fred and CarrieAdd cheering kiddo. Add more activities that reflect strategies I am suggesting.
6The Big Idea Increasingly diverse student population Language, SES,Academic ability (range)Social behaviorsStressors at home / communityTo meet the range of needs, teachers need to:Employ a range of instructional strategiesTeach classroom routines to support higher level thinking skillsEncourage student behaviorsPointed toward self-management
7Think, Pair, ShareTurn to the person next to you and talk about how the range of needs in your classes / schools impacts:Teaching? Staffing? Planning?Share with another pair.Share the top two issues of concern with the whole group.
9Supportive Climates: School Retention Literature Schools that are the most successful with supporting graduation…
10Supportive Climates High Expectations Coupled with High Supports Adult positive interactions (Croninger & Lee, 2001)Home school connection (Dynarski, 2001)Predictable, structured day /activities (Lee & Burkham, 2003)Social and Academic supports (Kemple, Herlihy, & Smith, 2005).Fewer “basic” level classesMore advanced classes, with adequate support (Jerald, 2006)
11Supportive Climates NOT Have classes that reflect the level of achievement we want to seeNOTWhere student “begin”Universal DesignDifferentiation of InstructionRoutines, activities, environment, encouragement = academic self management and achievement
13Show of HandsHow many of you feel as though your schools is currently providing differentiated supports in the classroom?How many of you feel as though you are maximizing academic self-management?
14Differentiation: Foundations of Special Education
15Differentiated Instruction Aware of and responsive to student learning needs:Includes environmental, climate, social needs to access contentINCLUDES:ScaffoldingConsider WHERE a student is in stages of learning Model, Lead, TestProvide as much or as little support as necessary to move to next stageOpportunities to respond that match level skill levelError analysis to guide instruction
16Differentiated Instruction Error analysis to guide instructionEquitable distribution of opportunities:Receive instructionEngage in learning activitiesReceive reinforcement for engagement
17Differentiating Content by Promoting Self-Management We want to increase meaningful opportunities to respond and receive feedback in CONTENTWe are going to maximize self-management skills to:Increase those opportunities to respondIncrease immediate corrective feedbackIncrease opportunities to receive encouragement (acknowledgements)
18FOUNDATIONS Encouragement Classroom Routines Instructional Practices Academic Self-ManagementFOUNDATIONSPRESENTATION: Classroom model that incorporates foundational components to lead students to academic self-managementNext let’s talk about what these foundations look like in practice
20Instructional Planning Arrange our environment & routines to maximize time engaged.To do that we need to treat self-management like a content area!Model, lead, test EVERY social and academic behaviorIf you want to see it, teach itBook use, test taking, asking questions, checking grades and missing work, self-advocacy, interacting with peers, etc.
21Instructional Practices Increase Opportunities to Interact with Content:Teacher as facilitator: talk in 5-7 minute incrementsAll “teaching” is followed by practice opportunitiesSmall group, paired, independent, whole groupStudent lead instruction with peersThink, Pair, Share with peersBreak instruction into small “chunks” by skill, concept, not an entire unitBRIE: I would argue that the academic behaviors (synthesis and questions) are part of the classroom routines. Let’s push the routines into the area of academic enabling behaviors. These would be in addition to what we think of as the basics.
22Instructional Practices Increase Opportunities for Corrective FeedbackSmall groups, pairs“Expert” peersAnswer keys for self/ small group checkTeacher rotates among groupsShare outs (in small groups)Answer cards (Example)Answers on boardBRIE: I would argue that the academic behaviors (synthesis and questions) are part of the classroom routines. Let’s push the routines into the area of academic enabling behaviors. These would be in addition to what we think of as the basics.
23Classroom routines Aren’t these for elementary school? On your own list some routines that happen regularly in your classrooms:Admin group, take a guess.Write 3-5 routines.Content specific is good.PEOPLE on the right side of the room ONLY:Pick an unsuspecting human on the left side of the room.ALL: Exchange ideas verballyALL: Write down 2 that you don’t have.ALL: Be prepared to share.
24Classroom routinesYour responses (someone who is good at writing on board / Has or Needs social capital)
25Classroom routines TEACH routines: Practice and encourage Teacher and student identifiedEntering and leaving classroomTest takingAsking questionsChecking progress (grades, missing work, projects, etc.)Constructive feedback to peersSynthesis of materialParticipating in groupsPractice and encourage
26Think AloudIn a small group, share the most difficult classroom routines to manageWrite down the top 3Move to another groupShare the top three most difficult routineAs a group select 1Generate a strategy to manage this routine effectivelyBe prepared to share with the entire group
27Encouragement Teacher encouragement of student efforts Academic / SocialAsking questionsConstructive feedbackActive listeningUsing index
28Encouragement Specific verbal praise Grades Stars on board Post-it notesGROUP REWARDSSit where you want on FridayPick the order of activitiesQuiet music during work timeMake the teacher do something silly…
29How do you feel? Own your own… What thoughts do you have when you hear “teach and reward everything you want to see in your classroom”?What will your co-workers feel? Take a guessThink about it (give it a hug)
30Academic Self-Management Instructional practices, classroom routines, and encouragement are all set up to explicitly support academic self-management on the part of the students.What tools and skills do students need to operate independently in your classroom?
31Academic Self-Management Identify the skills (and pre-skills) and set up the classroom to explicitly teach, and acknowledge these skills as if you expect the students to not have them at all.Point all instructional practices, classroom routines, and encouragement toward self-management
32Include Students in the Process Maximize student inputRoutinesAcknowledgementsAgenda (order, content, types of activities)Increase motivationModel and lead executive thinking skills
33Pilot Math and English Classrooms 1 hour per week Worked on foundationsCOACHINGProvided small, doable tips at each meeting, coached on use of those tips via , or at next session
34Cody: Algebra and Geometry Met for one hour per weekMarch- JuneCoached on teaching to mastery:Efficient teachingSmall groups with like skillsCatch students before making errors repeatedly
35Cody: Algebra and Geometry Explicit teaching of classroom routines that provide access to academic success:Working in groupsPeer tutoringUsing text bookAsking questionsPreparing to take a concept testSelf-monitoringClass arrangement:Small groups with like skillsFlexible groupsIndependent work at end of semester to allow students to work on own goals
36Fred: Literature Met 5-6 times for 90 minutes each Coached on: March – JuneCoached on:Social routines to increase academic accessExpectations and reinforcers for work completionExplicit teaching of academic pre-skillsHow to complete focus questionsHow to lead and contribute to class discussionFacilitating learning versus dictating learningStudents gradually took over the discussionsIncrease higher-level critical thinking skills
37Fred: Literature Modified Class arrangement: 1 group (12 students) “Book club”All students sitting at 1 large table facing each other and FredConversational – hand raising not necessary
38CoachingBoth Cody and Fred indicated that the coaching was the most important componentNumerous in-services / trainingsTrain and HopeCoaching was contextual, real-life and in the NOWSustained implementation of strategies for the duration of the coaching
39Outcomes: English Lit.The first week of the “new” model, first time all year that ALL students completed homework reading (persisted over the semester)Increased student participationHigher quality academic outputIncreased student satisfactionLess teacher stress and more increased work satisfaction
40Direct Observation Data Percent engagement: the percentage of 5 second intervals, in a 20 minute observation where the student was looking at the teacher, or appropriate materials.NOTE: Data not taken at same time, stacked for comparison. First Arts data were taken, then Cody, then Fred.
41Outcomes: Math Better attendance More participation Faster rate of completion of concept testsLess teacher stress and increased job satisfactionReduction in office referralsIncreased student initiative in work completion and asking for assistance
42PRESENTATION: Cody’s classroom – started the coaching 2nd week in March. Instead of having more behavior issues as the year came to a close, he had fewer.
43From the teachers…I have learned that establishing tight systems of classroom management, along with individual and whole-class goals, relies on increasing motivation.I have WAY fewer discipline issues when I do considerably less talking to the entire class.It ended up being about self-management; a life skill that these kids need to learn immediately.Kids who could help felt more empowered. Kids who needed help felt the power of asking questions without feeling embarrassed by asking in front of the whole class.Fred’s classroom
44From the teachers…Most of the students hated coming to the class and I disliked teaching it. The majority of the fifteen students were not doing their work –… the class took ownership of their book club… by asking them how we should handle motivation. As the weeks moved on, the students were given more and more responsibility for leading our discussions and for asking for what they neededTwice during the quarter, I asked the class to write how they felt about this "new" way of working. The responses were overwhelmingly positive.
45From the students… Being in a small group helps me concentrate The help is focused on meI get embarrassed / frustrated in a big groupSmall groups work better because people don’t need to worry about asking “stupid” questionsIt feels good to accomplish something on my ownI can learn at a comfortable paceI enjoy independent work more because I like working at my own pace with no pressure.I get more work done in small groupsIt’s funner and more interactive!There are a lot more! These were just some of them. Some students didn’t prefer the new arrangement, but that was probably less than 20% of all respondents.
46From the studentsI feel like I did better than most, boosting my self-esteem!I felt respected!The rewards were nice but not necessary- this was fun!I get more help and the checklists help you set goals and when goals are set it makes you want to reach them.I can pay attention betterIt’s easier to take notes and get work done without dealing with distractionsI feel like I get more work done this wayI get more helpWith small groups I push myself harder to do the work and gain more understanding.
47Thinking back What are your “take aways”? What else do you need to know?
48Resources Anita Archer (reading) Universal Design National center of Accessible Instructional materials:Differentiated Instruction and Response to Intervention:
49Coaching OpportunityI would love to coach a coach, a team, or a teacher!Please contact me: