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The Classroom Foundation

The Classroom Foundation. Teacher-Student Connections Bridge the Risk of Learning. Turn and Talk. How do teachers connect with students?. Connecting with Kids. Talk at the door listen Early interest assessments Small group instruction Dialogue journals Student conferences

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The Classroom Foundation

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  1. The Classroom Foundation

  2. Teacher-Student Connections Bridge the Risk of Learning

  3. Turn and Talk How do teachers connect with students?

  4. Connecting with Kids • Talk at the door • listen • Early interest assessments • Small group instruction • Dialogue journals • Student conferences • Ask for student input • Invite examples, experience • Share your own stories • Use student led discussions • Seek varied perspectives • Share own interests, questions, plans • Start class with kid talk • Go to student events • Watch before and after school, at lunch • Keep student data cards • Take notes during class • Build curriculum on student culture and interests

  5. A Community Developing a common vision of a class in which there is room for everyone and individuals make a commitment to support one another in learning.

  6. Being part of a community meets a fundamental need for acceptance, belonging, affinity, respect and caring. It reassures us that we can be part of something bigger than ourselves. . Feeling a strong sense of “family” in the classroom provides normalcy and security. (Rothstein-Fisch & Turnbull, 2008)

  7. Building a community is linked to getting to know students. It is noticed when a teacher shows interest in knowing the students and it becomes clear that in our classroom, people matter and we can learn from one another. • “This is who we are and this is what we do here.” Carol Ann Tomlinson

  8. Building Community What are some strategies classroom teachers and schools can use to build community? Brainstorm a list with a small group..

  9. What would be a good class “statement” or “motto” that would reflect a strong community?

  10. Emotions associated with the learning environment (Classroom Climate) Positive Environment leads to endorphins in blood stream which.. Negative Environment leads to cortisol in the bloodstream which… Raises anxiety level Shuts down processing of low-priority information for example the lesson objective Focuses frontal lobe on the cause of the stress so that the situation is remembered but not the learning objective. • Generate feeling of euphoria • Raise pain threshold • Stimulate the frontal lobe so that the situation and the learning objective are remembered Sousa and Tomlinson, Differentiation and the Brain

  11. Learning Environment and the Brain • Read the section from Differentiation and the brain…. Some of you will have read this before… View it now with the perspective of addressing the needs of a student with a learning disability. • Key points??

  12. Supporting Students with Learning Disabilities, MOE, 2011 Section 2: Setting the Stage http://www.bced.gov.bc.ca/specialed/docs/learning_disabilities_guide.pdf

  13. Foundational to an Accessible Classroom • The environment must invite learning. It must be safe, challenging and supportive • Teacher must be able to delineate the essential knowledge, understanding and skills in a unit or lesson. • Teacher should continually assess student proximity to those. • Teacher should use ongoing assessment data to plan upcoming instruction. Tomlinson and Sousa Differentiation and the Brain

  14. Setting the stage

  15. Students do not arrive at school as matched sets. The fact that students in a particular classroom share a similar date of birth is no indication that they all learn at the same rate, in the same way and with the same support systems. Tomlinson/Sousa Differentiation and the Brain

  16. Combining Aspects of Good Practice to Plan For Students Think: Universal design Think: Adaptations where needed Think: Evidence Based approaches Think: Formative Assessment Think: Response to Intervention Think: Early Intervention

  17. If a student cannot learn efficiently in one mode then a strong teacher looks for another learning mode and if the content seems disconnected then the teacher seeks to build bridges between content and student interests.

  18. Teaching with a Focus on Learners Research shows that students will engage more fully with learning and will learn more effectively when teachers proactively plan for their differences and their similarities.

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