Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviour in Alberta Schools Dwaine M Souveny Central Alberta Regional Consortium 2010-2011 Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Supporting Positive BehaviourIn Alberta Schools (2008) • A School Wide Approach • A Classroom Approach • An Intensive Individualized Approach 10 Key Elements Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviour in Alberta Schools Key Element Three: Differentiate Instruction (DI) Or Differentiated Interaction Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Key Elements of DI • Understanding the Curriculum • Knowing your students • Providing multiple pathways to learning • Having a flexible approach to instruction • Sharing responsibility with students • Taking a flexible and reflective approach Alberta Learning: Making a Difference Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

DI: Key Principles • Student’s learn at different rates and in different ways • Fairness sometimes calls for differences. All students do not need to do the same work the same way. • The key to motivation is interest, and all students have different interests School Wide Approach, p. 21 Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Adapt Instruction Consider Adjusting: • The level of participation • The difficulty of tasks • The size of tasks • The way that the instruction is delivered • The amount of support provided • The time allotted for completion A Classroom Approach, p. 22 Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Differentiated Instruction:Teaching Task Completion • Establish a “task completion” learning time (utilize a visual cue) • Set a timer to indicate when the task is to be completed • Provide the task within the child’s academic skill level • Provide a prearranged reward for successful accomplishment (ensure at least 4/5 successful) • Praise for: • on task behaviour, • successful completion, • being a “task completer” • Use same techniques and terminology in class Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Differentiated Instruction:Consider Timing of Activities Premack Principle (behavioural momentum) Start where the child is at Intermix effort with enjoyment Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Differentiated Instruction:Consider Timing of Activities Give one task at a time • Keep tasks short and specific with one instruction at a time • Provide a written list of tasks that need to be completed and have the student “uncover” each new task when the prior one is completed • Provide cues to the student when a shift is expected to occur Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

A Listening StrategyAssist student in developing a positive attitude and willingness to listen and follow through with requests • Using a visual “L” sign cue made with fingers to indicate that student should listen to the upcoming request. The first 5 times that this is used, it should be used to easy requests that student would be expected to complete. • Use “gimme-gotcha” commands whereby student is asked to do an easy task that she is likely to complete and then give her praise for: • Completing the task (e.g. thank you for picking up that pen). • Being a good “listener” • Utilize a sticker system whereby student receives a sticker each time that she listens following a “L” listen cue Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Differentiated Interaction Interacting in a different way so as to increase positive behaviour • Positive Relationships: Fuzz Therapy • Types of consequences • Frequency of positive consequences (4:1) Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Remember… The ratio of positive reinforcement delivered for good behaviours and through non-contingent attention should exceed the attention for problem behaviour by at least 4:1 Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Individualized Instructionvs.Classroom Instruction What are the pros and cons for teaching • Individually – outside of the class • Within small groups within the class • As part of the class Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Individually To learn or practice new skills – and then bring into the class situation e.g. • task completion • Anxiety and answering questions Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Small Group • Grouped according to similar ability or diversified skills What are some tasks or activities that you would want students with similar abilities to be grouped together…Why What are some tasks or activities that you would want students with varying abilities to be grouped together…Why Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Whole class • Including the whole class in the strategy • Caring/respect • Attention - partitions Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviour in Alberta Schools Key Element Three: Differentiated Instruction/Interaction Over the next month (within the next week) design and implement one instructional setting or interaction that is different for a particular student than the rest of the class. Report back next time. Homework Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviourin Alberta Schools….stay tuned & invite a friend Next time: Understanding Student Behaviour/School & Classroom Expectations December 14, 2010 Email me dsouveny@wolfcreek.ab.ca Differentiated Instruction Supporting Positive Behaviour in Alberta Schools

Supporting Positive Behaviour in Alberta Schools