Download
1 / 34
340 likes | 345 Vues
Transition and the ECDF By Emma McCarthy. Introduction. ECDF Design. The Education Co Design Framework was developed as a pilot in response to transition as this is a vulnerability to disengagement
E N D
Transition and the ECDFBy Emma McCarthy Powered by BGKLLEN www.bgkllen.org.au
ECDF Design The Education Co Design Framework was developed as a pilot in response to transition as this is a vulnerability to disengagement Piloted with students transitioning into Berendale in 2019 where teachers and students were taught the micro skills that fostered positive conversations about learning and engagement. Was followed up with support to the classroom teachers embedding both high impact strategies to increase participation in learning and student voice.
Student voice • Student voice involves students actively participating by contributing to decision making processes and collectively influencing outcomes by putting forward their views, concerns and ideas. • Giving students a voice and encouraging them to be partners in their own learning increases their agency and achievement, and it also creates positive long-term learning habits.
Need for ECDF Transition Pilot • Lack of student voice • Need to ensure consistency in behavioural management from one school to the next • Challenges with key information being shared • Input from parents around key strengths and strategies that work for their child • Specific training for new teachers based on an evidence based intervention model
Transition Goals The transition pilot provided to new students: • School organisation • Personal and social motivators • Opportunity to form positive relationships within the context of the culture of Berendale • They came to additional sessions at Berendale to learn new skills that would set the foundation for engagement at their new school.
This model was extensively re-developed by Stephen Crump based on Brown, N., & Adam, A. (2010, June), University of Tasmania. Use is permitted for non-commercial purposes with attribution to the authors.
Engaging Relationships Building strong relationships, influencing teacher/student/peer relationships to support students to engage in learning positive skills This included: • Building rapport by showing interest in students’ interests and demonstrating UPR • modelling participation and appropriate social interactions • Fostering communication when situations are more difficult
Using the ECDF pilot ECDF was used to teach a new incoming group of students and teachers to Berendale: • One: What is the student strength? • How do we support students to articulate a learning strength? • Two: What is the most effective refocus strategy? • How do we help students recognise when they need help to refocus? • Three: What is an effective diffusion strategy that can increasing coping skills? • What coping strategies can be used to assist in self- regulation ?
Strategies from student voice • First and Then • Re Teach • Goals linked to Mindset • Acknowledging good choices Check in Check Out • Coping Strategies & Individual Coping Strategies
A refocus with Re- Teach Students who have at times struggled to understand the learning task stated that the re- teach strategy helped them to better understand and complete the task. Here are some examples of re-teaching the same content using a range of high impact teaching approaches. Using visual; Worked example ; Demonstration with connection to real life example
Refocus with First and Then Students stated the First and Then strategy helped them to focus and build motivation to complete the task. First and Then breaks down the task in to manageable steps or pieces. It builds self-regulation by supporting the concentrated effort for a portion of time within a lesson. This approach can be extended to negotiated and differentiated learning tasks.
Triggers and Coping Strategies When students struggle to understand the learning task they may be experiencing an emotional reaction to the task or trigger. A trigger is a personal and individual response that the student is not always conscious of that is a reaction to an event in the moment.
Motivation with Goal setting Setting goals helps students to commit to learning and helps them to understand when they feel success. Sometimes the goals need to be linked to something that is relevant and important to the young person. When the student cannot make the link they can struggle to maintain engagement.
Mind Set and Goals Sometimes it is important to reframe negative mind set and low self esteem to help young people work to the goals they set. Many students found it hard to work to goals because goals were very big and hard to measure and achieve or negative self talk created a defeatist attitude to goals.
Challenge Negative Self talk & Fixed Mind Set What is your mindset in a range of scenarios ? Discuss your perspective and share: • Do you think that learning is easy if you are smart? • In what situation would you say this is too hard and give up? • Do you think that if learning is challenging that you are not intelligent enough to achieve? • Do you ever give up on learning something new and think it is beyond you? • Do you think that making mistakes is evidence that you are not able to learn something?
Strengths Vs Deficits One theoretical approach is focusing on building strengths. Most people believe that the way to improve is to work on your weaknesses. Research found that when you work on building the YP person by starting on their strengths the YP makes more progress than a focus on their deficits.
Strength based responses to students • Actively acknowledge their strengths when they share something they have done. “You are very brave facing up to that challenge when it is hard to do.” • You are really talented at playing sport. Encourage and support this interest by helping them participate in teams and clubs. • Reframe negative self talk with a positive strength based comment. Instead of “I am not good at maths “ reframe “ I am working on building my maths skills and using my persistence to help me practice my skills. “
Key tasks of the transition • Setting up additional days for transition activities to occur with partner schools in 2018 • Meeting with parents and asking them about their child’s needs • Meeting with referring schools to understand student needs • Delivery of six sessions to build capacity of students to engage in ECD and use their student voice • Support to teachers to use the tools developed with students • Creation of transition plans • Review of pilot goals one in term 1 2019
1.Calm : Able to cooperate with instructions and is polite and well mannered. He requires one- part instructions and time to complete. Can work independently for up to five minutes if he is interested in the task or seeking to again teacher approval. • 2.Trigger: Challenging academic task struggles with writing, reading and math and can make excuses to avoid. Feels uncomfortable and overwhelmed. • 3.Agitation: Becomes frustrated, seeks to avoid however finds it hard to ask for help to understand. Will often engage in distracting others with humor. • 4.Acceleration: Engages teacher/ adults in conversation about activities that he has success with that he is proud of. Often uses these conversations to avoid having to do the task and engage other students to be off task. • 5.Peak: Will be stuck in disengagement and will focus of being the victim. Feels that his is often bullied. When followed up these situations are not always bullying more often students refusing to engage when he is demanding of them. • 6.De- Escalation: Provide reassurance praising effort with one to one. • 7.Recovery: Able to respond to positive acknowledgment of his good choices and will persist with a task for up to ten minutes with use of First and Then. Transition Plans captured the escalation pattern of students and the key engagement strategies Engagement Co Design Framework
ECDF Sample transition Student Coping Strategies • Fidget breaks, Food and computers used at regular intervals to support on task behaviour Student Learning strengths • His can work in his preferred activity if he is not distracted. • He is able to follow a demonstration. He can follow as sequence that is on the board. • Prefers to work independently on his own . Prefers to write and draw rather than verbally communicate. Enjoys completing familiar tasks Student Re-Focus Strategies • Revise the learning using one to one demonstration. • Works effectively with First and Then with reward to acknowledge his positive choices. • Praise effort Engagement Co Design Framework
Recommendations from Evaluation • Additional transition activities that run on weekly or fortnightly basis over term four are significant to increasing positive engagement with new school • Transition programs need to be planned and developed in Term 2 • Enrolment acceptance for the student to be sent to the child separately with a welcome pack to be sent before the student starts the transition program • Parents need to be invited to a transition parent support group supported by key leadership staff in the school to identify student needs and support the development of transition plans • Each transition session needs to be allow for 15 mins of buffer where students can be observed in structured play/ sensory items to identify their preferred coping strategies and strengths. • Parents need verbal/ personal feedback about each transition session • All students to have transition support plan developed as part of the process with explicit reference to ECDF • Student strengths, refocus and coping strategies to be included in the first term of social skills education
Implications • If students are more skilled at identifying what works for them and supported to express their voice they have the capacity to take this to all transition scenarios in their life and more effectively adapt to change. • The ECDF was intended to empower student to communicate their needs through their pathway.
Conclusion Effective collaboration between transition settings results in the sharing of relevant information and reduces the risks of disengagement at transition. bgkllen.org.au has funded this project and all resources that are connect to ECDF are published on the site. Powered by BGKLLEN www.bgkllen.org.au
Resources: BGKLLEN • ECDF evaluation and report • Lesson plans and curriculum resources • Downloadable training on de-escalation strategies and working to build relationships with students • Checklist and templates for transition plans and running an extended transition program • Powered by BGKLLEN www.bgkllen.org.au
Thank you Engagement Co Design Framework
