1. OSEP Leadership Conference July 28, 2015 Margaret Heritage, WestEd
Effective Teaching and Learning: Leveraging What We Know from Research and Leading Theory
OSEP Leadership Conference July 28, 2015
Margaret Heritage, WestEd

2. Session Objectives
Consider the current context of new standards and implications for practice;
Briefly review three main learning theories;
Gain a perspective high-leverage principles derived from the literature to guide classroom teachers’ practice;
Consider knowledge and skills teachers need to enact these principles in support of diverse learners.

3. An Era of New Standards Deeper Learning Learning for Transfer
Developing 21st Century Competencies

4. Deeper Learning: From Traditional Lesson Paradigm (NCTM, 2014)
Review
Demonstration
Practice

5. Use and connect mathematical representations Teacher and student actions
What are teachers doing?
Selecting tasks that allow students to decide which representations to use in making sense of the problems.
Allocating substantial instructional time for students to use, discuss, and make connections among representations.
Introducing forms of representations that can be useful to students.
Asking students to make math drawings or use other visual supports to explain and justify their reasoning.
Focusing students' attention on the structure or essential features of mathematical ideas that appear, regardless of the representation.
Designing ways to elicit and assess students' abilities to use representations meaningfully to solve problems.
What are students doing?
Using multiple forms of representations to make sense of and understand mathematics.
Describing and justifying their mathematical understanding and reasoning with drawings, diagrams, and other representations.
Making choices about which forms of representations to use as tools for solving problems.
Sketching diagrams to make sense of problem situations.
Contextualizing mathematical ideas by connecting them to real-world situations.
Considering the advantages or suitability of using various representations when solving problems.

6. Three Domains of Competence (NRC, 2012)
Cognitive:
Problem solving
Critical thinking
Creativity
Reasoning/argumentation
Interpersonal:
Responsibility
Collaboration
Cooperation
Communication

7. Three Domains of Competence (NRC, 2012) (2)
Intrapersonal:
Metacogntion
Self-direction
Flexibility
Adaptability

8. Table Discussion — 8 minutes
Consider the teacher and student actions re mathematical representations.
What learning principles are demonstrated in this example?
Choose one example and discuss why it is important to use this with special education students.

9. Overview of Three Learning Theories

10. Behaviorism Knowledge as a repertoire of behaviors
Appropriate behavioral responses to specific stimuli
Reinforcement of response patterns

11. Cognitive Constructivism
Knowledge is actively constructed by learners
Restructuring of existing cognitive structures
Strategies that help students to actively assimilate and accommodate new material

12. Social Constructivism
Emphasizes the collaborative nature of learning
Knowledge co-constructed
Centrality of language

13. Table Discussion — 7 minutes
What are the implications of these theories for special education students?

14. Principles for Learning
Supporting Deep Learning, Transfer and 21st Century Skills

15. Principles for Learning (2)
New learning is connected to prior knowledge
Assessment is integrated and ongoing
Learning is supported through diverse methods
Students engage in metacognitive activity
Classroom climate reflects social and emotional well-being

16. Principle 1 New learning is connected to prior knowledge:
Prior knowledge/initial conceptions activated
Contingent pedagogy
“Just manageable difficulties”
SEA: State Education Agency | LA: Lead Agency

17. 6/2/2018
Source: Colvin, 2009

18. 6/2/2018
Connected Learning

19. Principle 2 Assessment is integrated and ongoing:
Making thinking visible
Indications of focus to progress learning (acting contingently)
SEA: State Education Agency | LA: Lead Agency

20. Three Guiding Questions
Where are the students going? (What are the goals of teaching and learning?)
Where are the students now? (What evidence do I have of students’ current learning status?)
Where next? (What does the evidence tell me about next steps in learning for this student/these students?)

21. Discussion — 7 minutes
Discuss the relationship between uncovering students’ prior knowledge and engaging students within their learning zone?

22. Principle 3 Learning is supported through diverse methods: Discourse
6/2/2018
Principle 3
Learning is supported through diverse methods:
Discourse
Multiple representations
Collaboration
Modeling
Explaining
Questioning
Prompting
Feedback (teacher and peers)
SEA: State Education Agency | LA: Lead Agency

23. Feedback Hints, cues, suggestions rather than total solutions
Focus on the task and not on the student
Engage students cognitively in the task
Students need time to use the feedback

24. Principle 4 Students engage in metacognitive thinking: Goal directed
Monitor learning
Self-regulation
SEA: State Education Agency | LA: Lead Agency

25. Three Guiding Questions (2)
Where am I going? (What are the learning goals?)
Where am I now? (What evidence do I have of my current learning status?)
Where next? (What do I need to do next to move forward?)

26. Discussion — 7 minutes
What are the present barriers to teachers attending to student metacognition and self-regulation?

27. Principle 5
Classroom climate reflects social and emotional well-being:
Learner and learning centered
Routines, participant structures, expectations
Respect and sensitivity
Individual and group responsibilities
SEA: State Education Agency | LA: Lead Agency

28. Discussion — 6 minutes
What are the knowledge and skills teachers need to successfully implement these principles in their classrooms?

29. Discussion — 8 minutes
What are tangible ways, that in my role as [fill in the blank], I can influence educators’ acquisition of knowledge and skills teachers needed to successfully implement these principles in classrooms?

30. Summing Up An era of new standards Deeper learning and transfer
6/2/2018
Summing Up
An era of new standards
Deeper learning and transfer
High-leverage practices
Support for teacher implementation