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Strand 4

Strand 4 Effective Remediation and Intervention—Strategies for Unmotivated Students February 21-22, 2008. Welcome!. Opening Reflections. Approach to Students Not Meeting Standards? Definitions? Who Takes Responsibility? What Messages Do We Send?. 2.

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Strand 4

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  1. Strand 4 Effective Remediation and Intervention—Strategies for Unmotivated Students February 21-22, 2008 Welcome!

  2. Opening Reflections Approach to Students Not Meeting Standards? Definitions? Who Takes Responsibility? What Messages Do We Send? 2

  3. Session A: Building a School Culture That Motivates All Students • Effort-based approaches • Beliefs that support motivational cultures • Characteristics of motivational cultures

  4. Common Understandings About Culture • Culture is intangible • Culture is complex • Culture evolves over time • Culture is powerful

  5. Culture is Intangible • Cannot see, hear, or touch culture; much of it is “under the surface.” • Culture is difficult to “get a handle on.” • Values, beliefs, assumptions, norms are at its core.

  6. Culture is Complex • Culture is multi-dimensional. • Layers of interacting values, beliefs, assumptions, and norms constitute culture.

  7. Culture Evolves Over Time • Culture is dynamic, not static. • Culture is historically transmitted. • Culture cannot be quickly or easily changed.

  8. Culture is Powerful • Culture shapes what people think and how they act. • Culture provides common direction to individuals in schools.

  9. Building a Culture That Motivates All Students Begins with Examining Beliefs • A Belief is . . . A consciously held, cognitive view about truth and reality

  10. Link Between Beliefs & Behaviors • Beliefs are literally how we comprehend and deal with the world around us.

  11. Problems Inherent in Beliefs • Our beliefs are the truth (for us). • The truth is obvious (to us, so it should be to others!). • Our beliefs are based on real , but we select the real data. --Senge, Schools That Learn, p. 68

  12. Building a Culture That Motivates All Students Effort-based Ability-based

  13. Ability and Achievement How do beliefs about ability and achievement affect the behaviors of teachers and other school staff?

  14. Efficacy and Effort How do beliefs about efficacy and effort affect the behaviors of teachers and other school staff ?

  15. Assessing What I Believe • Do I believe this is essential? • Do I believe this is practiced at our school? • How might you use this assessment at your school?

  16. Actions for Creating an Efforts-Based Culture That Motivates All Students

  17. Interactive Teaching Behaviors • Patterns of Calling on Students • Responses to Student Answers • Giving Help • Dealing with Errors • Offering Feedback on Student Performance • Displaying Tenacity

  18. Classroom Structures and Procedures Grading Re-Teaching Loops Re-dos and Re-Takes Grouping Rewards 18

  19. Classroom Climate and Relationship Building • Community • Ownership • Risk-Taking

  20. Explicit Teaching of Effective Effort • Time • Focus • Resourcefulness • Strategies • Use of Feedback • Commitment

  21. School-Wide Structures • Motivational Boot Camp • Assignment of Teachers • Course Schedules • Grouping • Identification of At-Risk Students and the Provision of Extra Help

  22. Observable Behaviors for Creating an Efforts-Based CultureCarousel Activity • Visit each “station” • List observable behaviors related to the topic and specific examples or descriptions from the article • Rotate to a new station • Read the existing list • Make additional suggestions • Continue to rotate through all the “stations”

  23. Aligning Research and Practice • Needs-Driven • Emotional Brain “Power” • “Here and Now” Orientation • Positive Adult Relationships • The Power of Words

  24. Needs-Driven • Teacher vs. enforcer: “This behavior represents the best the student can do at this time” vs. “This behavior is bad.” • When students can meet their needs with responsible behavior, then generally abandon irresponsible behavior. • To ensure success, make sure students can: • Feel safe and secure • Feel connected to you and their peers • Feel as if they can succeed academically with reasonable effort • Feel as if they have some choice available to them • Feel as if the classroom is enjoyable

  25. Emotionally Active Brains • Motivational is emotional—not rational • Internal motivation must be taught • Drawn to content with strong emotional component • Routinely help them understand relevance • Know your students

  26. Here and Now Orientation • Establish a goal-oriented learning environment—talk about goals constantly • Define the long-range goal—Create positive future images • Outline steps to meet the goal • Create word pictures for success and achievement • Use “feeling words” • Be a salesman

  27. Positive Adult Relationships • Ongoing activities that affirm a sense of team • Make the classroom a place where all students feel welcome and connected • Routinely link what you are teaching to the feelings, memories, and experiences of your students • Help students connect learning on a personal level to deepen their knowledge

  28. The Power of Words • Read page 7 of the newsletter, Making Grading and Instructional Changes to Motivate Diverse Groups of Students • Place a star beside the words you hear often in your school. • Circle the words you would like to hear more often. • How do the suggestions in this article reflect the research in student motivation?

  29. Preparation for Team De-Briefing • Strengths We Can Build On • Actions We Can Take to Improve • What ideas will you share? • What information do they need to know? • What ideas for possible actions will you share?

  30. Session B: Components of a Comprehensive System for Intervention Principles Intervention Assistance Teams Assessment Data Monitoring and Communication Prevention Programs

  31. Principles • Comprehensive • Well-Organized • Clearly Communicated • Data Driven • Mandatory • Well-Balanced • Tiers of Intervention

  32. Intervention Assistance Teams • Levels of Teams • District • Building • Grade Level Team • Teacher-Parent • Who will serve? • Teachers • Deans • Social Workers • Counselors • Administrators • Others?

  33. Assessment Data to Identify Students for Intervention • Data collected prior to entering in your school • Standardized and other test data • Data collected in classes about student progress • Consistent, frequent assessments to determine when students need intervention, such as three-week common assessments • Data for monitoring student progress while in the intervention • On-going data about the effectiveness of your system, such as survey data and MMGW Data Tools

  34. Organize the Assessment Process • Regular consistent evidence of student academic progress (benchmark assessment). • Comparable evidence that can be discussed by teachers and administrators (common course level or grade level benchmark assessment). • Set regular intervals to collect evidence (establish benchmark calendar/pacing guide). • Schedule timely review of data within a few days of collection (data analysis).

  35. Benchmark Test Analysis Test reliability is an ongoing process that must be monitored as new assessments are added or revised in any curricular program. A collaborative process to accomplish this should include all instructors. Test Were Students unfamiliar vocabulary? Did students misunderstand intent of question? Test Repair Instruction Did instruction align with assessment? Were all topics covered to mastery level? Repair Instruction Student Did test identify gaps in student understanding? Student Re-teach needs

  36. Keeping Track of and Communicating Student Progress • Weekly grade updates • Three-week progress reports • Student alert forms • Success contracts • Conference records • Report cards • Daily attendance records • Discipline records • Other

  37. Prevention Strategies • Habits of Success • Classroom Interventions • Summer Bridge • Advisory and Student Mentoring • Transfer Programs for New Students • Other

  38. Have You Heard . . . ? • Work with a partner and select one or two of the arguments against re-doing work. • Identify the beliefs underlying the argument. • Read the possible response in the second column and explain how you would use or modify it.

  39. “Good teaching is going on whenever students are involved in redoing, polishing, and perfecting their work.”The Pedagogy of Poverty Vs. Good TeachingMartin Haberman

  40. Re-Doing Work—The Research • HSTW Assessment Findings: Students who are given opportunities to re-do work to a level of quality have better student achievement. • The National Writing Project: Students learn more from re-writing a few essays that from writing a number of essays once.

  41. “In standards-based classrooms, students have the opportunity to continuously revise and improve their work over the course of several days.”Doug Reeves, Center for Performance Assessment

  42. “One of the easiest ways for human beings to avoid the responsibility of failure is to quit trying.”Lynn Canady

  43. “By the time many struggling students reach adolescence, they have learned to protect their self-esteem by saying they “don't care about the (stupid) work” rather than risk proving themselves incompetent by trying and failing.”If They Only Did Their Work, Linda Darling-Hammond and Olivia Ifill-Lynch, Educational Leadership, February 2006.

  44. A, B, C, and Not Yet • Read and underline aspects of the plan that reflect the belief systems that are part of high-performance learning cultures. • What aspects of these suggested approaches would be relatively easy to implement? More challenging to implement? Why?

  45. A Checklist of Actions for Setting Up Redoing Work

  46. Develop Your Rationale • Provide feedback and re-teaching to help ALL students meet standards • Set high expectations • Not giving up on students • Develop internal motivation and persistence

  47. Develop Expectations • What will be redone • Consider redo format • Determine how redo will effect grading • Set up re-teaching loops • Develop redoing work forms • Place constraints

  48. Inform Students and Parents • Course syllabi • Special communication • Presentations at orientation, open house, and conferences

  49. Sample Letters • Read and react to the letter to the school board and the letter to parents regarding A, B, C, and Not Yet practices. • Would you use any of this letter to communicate with groups in your own district? Why or why not? • What changes, if any, would you make?

  50. Set Up Extra Help • “Required” help sessions • Inform parents • Limit participation in extra curricular • Incomplete work—no term grade • Asterisk term grades to indicate due to missing work

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