1. WELCOME Reaching the Reluctant Learner DOE# IS 180836 Brandman University EDDU 9005 REACHING THE RELUCTANT LEARNER

2. What every strategy is attempting to do with the reluctant learner is to create a “shift” related to how the student thinks and behaves in your classroom. REACHING THE RELUCTANT LEARNER

3. As a society we are constantly “shifting” our beliefs and behaviors as we talked about yesterday. REACHING THE RELUCTANT LEARNER

4. Sometimes events occur in our lives that force us to “shift” our thinking. Did having one of these “shifts” your thinking related to what you thought was important in life. REACHING THE RELUCTANT LEARNER

6. Other times, the society “shifts” your thinking for you. REACHING THE RELUCTANT LEARNER

8. This past spring Joe was in Portland, Oregon visiting his daughter. Portland is full of “hipsters.” REACHING THE RELUCTANT LEARNER

9. He didn’t blend in…

10. Some of the “shifts” in our beliefs seem so ridiculous as we look back on them now. REACHING THE RELUCTANT LEARNER

11. This woman was arrested in the early 1900’s for wearing a one piece swim suit. REACHING THE RELUCTANT LEARNER

12. This child had to be escorted to school in the 1960’s.

13. REACHING THE RELUCTANT LEARNER

14. Today!

15. So what are the top “shifts” that have happened in our society in the last 10 years. REACHING THE RELUCTANT LEARNER

16. -LTBG rights -Mobile phones -Legalizing marijuana REACHING THE RELUCTANT LEARNER

17. Each of us has also experienced some personal “shifts” in how we think, perceive life and behave in this world. REACHING THE RELUCTANT LEARNER

18. Going back to the example of having a child, those of you who have had more than one child, think of the “shift” you made related to how important you thought something was with your first and with your second, it’s not important at all. REACHING THE RELUCTANT LEARNER

19. Remember things that were so important with the first child and you later realized they didn’t matter. But at the time, they did! REACHING THE RELUCTANT LEARNER

20. Other events that might have “shifted” our view of things. -Illness -Death -Getting a job -Losing a job -An accident -A book we read -Movie we saw REACHING THE RELUCTANT LEARNER

21. -Someone we met -Something we heard Any of these can create a “shift” in our lives. REACHING THE RELUCTANT LEARNER

22. Think of a “shift” you have made in the last 5 years in your life related to how you feel, think or behave. REACHING THE RELUCTANT LEARNER

23. My “shift” occurred 3 years ago in March when I had open heart surgery. REACHING THE RELUCTANT LEARNER

24. I don’t delay anything any more. If I want it, I buy it! If I want to go there, I go! If I want to do it, I do it! REACHING THE RELUCTANT LEARNER

25. What “shift” have you made in your life in the past 3 years? REACHING THE RELUCTANT LEARNER

26. So as we look creating “shift” in the reluctant learner, we need to look at the most impactful action we can take with them. As we’ve said before, this involves knowing the source of their reluctance and understanding the dynamics of that reluctance. REACHING THE RELUCTANT LEARNER

27. On Monday, we talked about understanding the reluctant learner. We identified 12 factors which can make a student reluctant to learn. REACHING THE RELUCTANT LEARNER

28. Yesterday we talked about strategies you can use to inspire and engaged them in the learning process. REACHING THE RELUCTANT LEARNER

29. Today, we are going to talk about determining the most effective strategy to address your reluctant student. As we have said, there is no one strategy that works every time in all situations. REACHING THE RELUCTANT LEARNER

31. When people have said that to you, have you simply said thank you or… -Oh, this is an old outfit. -I didn’t even have time to do my hair right this morning. -You must need glasses REACHING THE RELUCTANT LEARNER

32. You discount it! Okay, not everyone does… REACHING THE RELUCTANT LEARNER

33. Each student is unique! -Their knowledge level. -Their ability level. -Their social skills. -Their physical skills. -Their appearance. -Their emotional state -Their support system REACHING THE RELUCTANT LEARNER

34. Each situation is unique. -Your relationship with the student -Your personality -Your experience -Your reputation -The class REACHING THE RELUCTANT LEARNER

35. So as you go to choose the most effective strategy to address your reluctance to learn, you need to take into consideration the following dynamics. REACHING THE RELUCTANT LEARNER

36. 1.What is the source of their reluctance. This is what we are asking you to assess in question #1 of the Portfolio. REACHING THE RELUCTANT LEARNER

37. As we said, you have to look past the behavior into the cause of the behavior. Next year you may get a student sleeping in your classroom. REACHING THE RELUCTANT LEARNER

38. There can be many causes of the sleeping and you can’t come up with the right strategy until you know and understand the dynamic causing this behavior. REACHING THE RELUCTANT LEARNER

39. The sleeping student’s reluctance to learn could come from: -An economic situation where his family needs money and the student has to work late shifts REACHING THE RELUCTANT LEARNER

40. -The student works late shifts because they are more concerned with purchasing things now than they are with their education. REACHING THE RELUCTANT LEARNER

41. -Illness -Drugs -Depression -Staying up late taking care of a parent or sibling REACHING THE RELUCTANT LEARNER

42. We are assuming that the sleeping is a pattern and not a one time thing. The same is true for all behaviors. REACHING THE RELUCTANT LEARNER

43. We can all have a bad day. Be a bit down on life. Etc. The question is really if the behavior is getting in the way of the student learning in your classroom. REACHING THE RELUCTANT LEARNER

44. 2. Understand the relationship you have with the student and how that will impact the action you take or have someone else take to change the student’s behavior. REACHING THE RELUCTANT LEARNER

45. An example… You work in an elementary school and one day the female PE teacher walks into the building wearing this outfit. REACHING THE RELUCTANT LEARNER

47. Think of how your relationship with her would impact… -Saying nothing -Being very direct -Hinting in some way that it might not be appropriate -Getting another staff member to talk to her REACHING THE RELUCTANT LEARNER

48. Her personality… -She is a very open individual -She is very private -She is someone who has asked for your advice about situations in the past -She is a very angry and negative individual REACHING THE RELUCTANT LEARNER

49. Gender… Would it be easier for a female to say something than a male? REACHING THE RELUCTANT LEARNER

50. Which would be easier… A female talking to her or a male talking to her. REACHING THE RELUCTANT LEARNER

51. How many of you guys in here would go and talk to her about her outfit, versus going to just look at her again? REACHING THE RELUCTANT LEARNER

52. Age… Would it make a difference if you were younger, about the same age, a bit older or much older than the PE teacher? REACHING THE RELUCTANT LEARNER

53. How well you know each other… -You’re a first year teacher -You’ve been good friends since high school -You’ve dated or are dating -You have lunch together every day at school -You socialize with her quite often REACHING THE RELUCTANT LEARNER

54. -You’ve been in the building together for the past 5 years but only talk occasionally. -She is your sister, daughter, cousin. REACHING THE RELUCTANT LEARNER

55. As you can see from this simple example, understanding your relationship with the individual you are attempting to help is very important. REACHING THE RELUCTANT LEARNER

56. 3. Who is the best person or persons to take action with the individual? REACHING THE RELUCTANT LEARNER

57. Who is their hero that they will listen to? Maybe you are their hero? REACHING THE RELUCTANT LEARNER

58. Or maybe another staff member. REACHING THE RELUCTANT LEARNER

59. Even if they don’t have a hero, think about whose opinion or ideas will have the greatest impact upon their thoughts and behaviors. REACHING THE RELUCTANT LEARNER

60. We talked yesterday about whose opinion mattered most to you. That it could be different for… -Professional life -Personal life -Buying decisions -Angie’s list REACHING THE RELUCTANT LEARNER

61. 4. Where Should other people be present or able to hear the action you are taking with the student. REACHING THE RELUCTANT LEARNER

62. -In front of other students? Building someone up might be most effective in front of other students. Especially if they are having peer relationship issues. REACHING THE RELUCTANT LEARNER

63. -With some support people… Parents, counselors, coaches, etc. REACHING THE RELUCTANT LEARNER

64. -Alone… Privately, one on one. REACHING THE RELUCTANT LEARNER

65. Back to this lady..

66. If you were to say something to her, how would you say it? Direct, indirect? REACHING THE RELUCTANT LEARNER

67. The most important point to take from this is that YOU have to determine the best action to take with your reluctant learner. You know more about them and yourself than anyone else. REACHING THE RELUCTANT LEARNER

68. You can get ideas from us and the people in the class, but ultimately, you have to decide what to do. REACHING THE RELUCTANT LEARNER

70. Turn to page #12 in your Portfolios. REACHING THE RELUCTANT LEARNER

72. We want you to take 2 actions over the first 6-8 weeks of school for each of the 3 students you identified in question #1 as your reluctant learners. REACHING THE RELUCTANT LEARNER

73. In question #2, you listed ten strategies you could use for a reluctant learner, what you will be doing in question #3 is implementing some of those strategies. REACHING THE RELUCTANT LEARNER

74. Turn to page #1 in your Portfolios. REACHING THE RELUCTANT LEARNER

76. We want you to… A.Describe the action you are going to take B.Identify criteria to evaluate the effectiveness of your actions. C.Evaluate the action REACHING THE RELUCTANT LEARNER

77. D. Determine if you would use that action again. E. Provide a student sample to support your evaluation and fill out a caption for each piece of student evidence. REACHING THE RELUCTANT LEARNER

78. Back to page #12 in your Portfolios. REACHING THE RELUCTANT LEARNER

80. A. Provide a detailed description of the action you are going to take. For example… REACHING THE RELUCTANT LEARNER

81. If they are reluctant because they lack some core knowledge or skills, don’t just say you are going to work with them one on one. REACHING THE RELUCTANT LEARNER

82. You could write… Dave lacks some basic skills in math. He gets easliy frustrated and shuts down, not even putting any effort into his work. We have a good relationship and he is always good working with me one on one. He has agreed to work with me after school one day a week to get himself on grade level. We will meet on Wednesday in my room from 2;45-3:15. REACHING THE RELUCTANT LEARNER

83. Dave will also being doing work sheets at home every night and turning them into me at the beginning of each day. His one on one tutoring time is dependent upon him doing all the work sheets. He really enjoys the one on one attention, so I’m confident that it will be a motivator for him. REACHING THE RELUCTANT LEARNER

84. B. Criteria to evaluate the effectiveness of the action. Provide TWO criteria! Examples… -Test scores -Attendance -Turning in homework -Scores on quizzes REACHING THE RELUCTANT LEARNER

85. -Participation -Discipline problems -Better peer relations -Other projects REACHING THE RELUCTANT LEARNER

86. For our example with Dave working with him one on one, you could write… 1.Dave completes the work sheets at home and turns them in the next morning to me. 2.Dave’s test scores REACHING THE RELUCTANT LEARNER

87. C. Evaluation… Did it make a difference? Did Dave improve based upon the criteria in “B?” REACHING THE RELUCTANT LEARNER

88. Take some time with the evaluation and make sure you reference the student evidence you collected to support your evaluation. REACHING THE RELUCTANT LEARNER

89. Over the 4 weeks I have been working with Dave and meeting with him one on one each Wednesday, he has only missed doing the daily worksheets once. Our agreement was that if he missed more than one worksheet in the week, we would not meet after school. What was most positive for me was Dave’s test scores on our weekly math quizzes. As you can see by the Dave’s last quiz (attached behind page #13), REACHING THE RELUCTANT LEARNER

90. he had a passing grade. What makes this significant, is that is the first time Dave has passed a quiz this semester. He is getting more confidence in his abilities and asking questions when he is unsure of what we are talking about. REACHING THE RELUCTANT LEARNER

91. D. Continued use of this action. You could write… I will continue to meet with Dave one on one. What I will do is move it to once every other week to make him more responsible for his own learning. REACHING THE RELUCTANT LEARNER

92. E. Student evidence… Remember, one piece of student evidence for each action taken. 2 actions for each of the 3 students means you will have to provide 6 pieces of student evidence for this question in the Portfolio. REACHING THE RELUCTANT LEARNER

93. In question #1, you had to provide 3 pieces of evidence, so with the 6 for question #3, you will have to collect a total of 9 pieces of student evidence. REACHING THE RELUCTANT LEARNER

94. So, for the first action you wrote about on page #12, you put the student evidence behind page #13. For the second action, you place the evidence behind page #15. REACHING THE RELUCTANT LEARNER

95. For Dave’s example, I could put a copy of one of the homework sheets he completed. REACHING THE RELUCTANT LEARNER

96. You will also have to complete a caption for each piece of student evidence. REACHING THE RELUCTANT LEARNER

97. Why is this evidence? This is evidence because it reflects the work that Dave and I agreed that he would do at home 5 nights per week. REACHING THE RELUCTANT LEARNER

98. What is it evidence of? This is evidence of someone who put effort into their work and produce a quality product. It also is evidence of Dave following through on the agreement we made. REACHING THE RELUCTANT LEARNER

99. What is this document? This is a copy of one of the homework assignments Dave was to complete 5 nights per week. REACHING THE RELUCTANT LEARNER

100. Turn to page #8 in your Workbooks. Looking back upon a reluctant learner you had in your classroom, answer the following questions. REACHING THE RELUCTANT LEARNER

101. 1. The source of their reluctance. REACHING THE RELUCTANT LEARNER

102. 2. Actions you took. REACHING THE RELUCTANT LEARNER

103. 3. Results. REACHING THE RELUCTANT LEARNER

104. 4. Actions you could have taken. REACHING THE RELUCTANT LEARNER

105. Looking back and assessing what we did right and what we can improve upon is what makes us grow as educators. REACHING THE RELUCTANT LEARNER

106. A quick review before we go. REACHING THE RELUCTANT LEARNER

107. Turn to page #2 in your Portfolios. REACHING THE RELUCTANT LEARNER

109. We want you to identify the factor or factors that make them a reluctant learner. Also, identify the specific behaviors associated with their reluctance. REACHING THE RELUCTANT LEARNER

110. You can look on Monday’s Powerpoint that is on Joe’s website for examples of what you could write. JoeLoVerde.com REACHING THE RELUCTANT LEARNER

111. Turn to page #8 in your Portfolio. REACHING THE RELUCTANT LEARNER

113. We wanted you to identify 10 strategies you could use with your reluctant learners. To clarify things… REACHING THE RELUCTANT LEARNER

114. 1.You must have 10 different strategies. We talked about some of the strategies that would work for a couple of the factors, but we want….10 DIFFERENT STRATEGIES. REACHING THE RELUCTANT LEARNER

115. 2. You can use any one of the 12 factors more than twice. So, if you are identifying strategies for “lack of knowledge or skills,” you can only do two strategies for that factor. REACHING THE RELUCTANT LEARNER

116. Ideally, you would come up with 10 different strategies for 10 of the 12 factors. But you don’t have to. So your 10 may look like this REACHING THE RELUCTANT LEARNER

117. 1.Lack of knowledge or skills 2.Entitlement 3.Culture 4.Entitlement 5.Fear of failure…external 6.Fear of failure...external 7.Personal issue 8.Phyiscal issues 9.Mental issue 10. Self-confidnce REACHING THE RELUCTANT LEARNER

118. We will be teaching another class this fall over your fall break. It will be presented Monday- Wednesday of that week. We have not decided on which class we’ll be teaching, but will send out an email as soon as we do. REACHING THE RELUCTANT LEARNER

119. Our next meeting is October 1 st and it will be held in the cafeteria at Jarrett Middle School. It will start at 9:00am. REACHING THE RELUCTANT LEARNER

120. We will go over the Portfolio at that time to make sure you are on track to turn it in on time. REACHING THE RELUCTANT LEARNER

121. If you have any questions you may have between now and then about the Portfolio, contact Joe at : joeloverde@me.com REACHING THE RELUCTANT LEARNER

122. We do not want you to stress or be frustrated with the Portfolio. If you are not clear on what we want, contact Joe. REACHING THE RELUCTANT LEARNER

123. He can answer most questions through email, but if not, he’ll talk with you by phone. Please contact him! You have enough challenges teaching, trying to figure out what to do in this Portfolio should not be another. REACHING THE RELUCTANT LEARNER

124. See you in October! Mahalo REACHING THE RELUCTANT LEARNER