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Higher Order Thinking Creates Rigorous Cognitive Challenges AND Purpose for task.

Using H.E.A.T ing UP Criterion to Align Lighthouse Staff Performance for Transformational Learning (Includes Evaluation Strategies from Berna Jean Porter ). Higher Order Thinking Creates Rigorous Cognitive Challenges AND Purpose for task.

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Higher Order Thinking Creates Rigorous Cognitive Challenges AND Purpose for task.

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  1. Using H.E.A.Ting UP Criterion to Align Lighthouse Staff Performance for Transformational Learning(Includes Evaluation Strategies from Berna Jean Porter)

  2. Higher Order ThinkingCreates Rigorous Cognitive Challenges AND Purpose for task. • TASK: Making meaning requiring reasoning/thinking using facts.   • Demonstrated knowledge of theory and educational practice. Staff indicated confusion when engaged in self-study due to clinical nature of research. • Provides cognitive tool for teachers to analyze methodology and self-assess readiness for next level of information and what information will be useful for development of skill set. • Subject matter calls for Information/Expository Communication in the form of Summary Reports during initial phases as demonstrated by trainer-trainee paradigm. :

  3. Digging Deeper for Transformational Learning:Higher Order Thinking Next Steps • Review critiquing methodology focusing on value of feedback as demonstrated by Bloom. • Instruct staff to choose 1 child to engage in a familiar system & practice P.L.O.P • Assign trusted teacher pairs to video tape each others sessions and use CRITICAL FRIEND structure to assess effectiveness of strategy Key Questions • What is working/what is being gained from using technology to watch yourself begin to implement MM? • What else can be utilized to facilitate self-assessment during learning phase? • Using evidence from the video, which aspect of P.L.O.P provided the most information on deciding if the child was closed-systems or systems-forming?

  4. Engaged Students/LearnersCreates Curiosity AND Self-Responsible Learners. • Questions: OPEN. Provoke. Calls for development of perspective. • Target Audience: • 10 teachers w/ 2-22 years of experience and no formal/informal training in MM. • Interests in theory and practice range from desire for general understanding for resource/referral to a comprehensive understanding of scope and sequence required for implementation of specific intervention(s) • Wiki training site provides opportunity for differentiated use base on #2.

  5. Digging Deeper for Transformational Learning:Engaged Students Next Steps: • Divide Teachers into 3 groups based on their interest level in use of MM as teaching tool. • Use Reflecting/Coaching strategy to collaborate with teachers allowing each group to define how they will go about their own learning. • Follow their lead in helping them access manageable technology and resources based at the level they define. • Ask level-specific key focus question to get them started with formulating ideas.

  6. Authentic TasksCreates Context & Usefulness for Others • Context SCENERIO explicitly developed as context that replicates relevant real world challenges. • Link to theoretical information directly from Miller resources, including but not limited to: From Ritual to Repertoire; A Cognitive-Developmental Systems Approach With Behavior-Disordered Children (Miller & Miller, 1989), SEMINARXYZPDQ • Video examples of real life Umvelt assessment, direct therapy, and VCO sessions for the purpose of practical application for all training level interests.

  7. Digging Deeper for Transformational Learning:Authentic Tasks • Wiki • My Library of Video Sessions & UMVELT Assessments • VCO Sessions Video & Live • VCO Equipment • Individual & Team Taping

  8. Technology UsesCulminates in the Focus for MODES & TOOLS • MODES & TOOLS used to accelerate rigorous cognitive tasks that would be impossible or impaired without them. • Wiki provides solution for decade old problem of time and space barrier to unique programming needs. • Teachers empowered for self-study & collaboration w/ other Lighthouse teachers • Teachers create individual next steps through collaborating with director for both needed instructional resources as well as most relevant mode of delivery. • Movement toward global information sharing beyond Lighthouse through individual districts, interested district teachers and administrators, and parents). • Dr. Miller was ahead of his time for service delivery in typical educational environments. This tool honors his work and his insistence that those he mentored develop the clinical skills to identify systems and intervene beyond what is considered “current best practice”

  9. Digging Deeper for Transformational Learning:Modes and Tools . Group 1: Working Knowledge Interest Level • Begin with wiki as primary resource for self-exploration after Mandatory Intro to MM session during training week. Group 2: Mastery of Key Concepts Level • Begin with wiki and video sessions from my library geared toward specific strategies. • Focus on classroom adaptation off square: Group 3: MM Implementation Level • Begin with wiki, video library and VCO sessions with Miller Therapists • Observe my live VCO conferences with therapist from Boston and Ontario.

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