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DESKTOP TRAINING Strategies for “At Risk” Students

DESKTOP TRAINING Strategies for “At Risk” Students. Developed By John Avera, Jan Osier Bavaria District. Click your mouse to move forward to the next slide……. How to use this Power Point. Click forward with your mouse at your own pace to view each slide.

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DESKTOP TRAINING Strategies for “At Risk” Students

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  1. DESKTOP TRAINING Strategies for “At Risk” Students Developed By John Avera, Jan Osier Bavaria District Click your mouse to move forward to the next slide……..

  2. How to use this Power Point • Click forward with your mouse at your own pace to view each slide. • View with others so you can discuss the information.

  3. STRATEGIES, TECHNIQUES AND METHODS FOR DEALING WITH THE “AT RISK”(for failing) STUDENT! Click to move to to each slide!

  4. Rebels and doesn’t see connection between school and life. Conformiststhat responds to peer pressure or low expectations Stressed or theperfectionist Struggleswith learning Won’t accept responsibility, perceives her/his self as thevictim Distracted, usually by personal problems Boredor afraid of failure Complacentwith how things are at school Single-SidedAchiever Characteristics of At Risk Students

  5. WHAT’S THE POINT? Varied… Different… Novel… Creative… Instruction Meets Everyone’s Needs! YOU CAN PROVIDE THIS WITH DIFFERENTIATED INSTRUCTION!

  6. Scaffolding Cooperative Learning Literature Circles Writing Workshops Rubrics Multiple Intelligences Modeling Prior Knowledge Activation Student Choice Feedback FLEXIBLE GROUPING Instructional Methods That Work (Differentiated Instruction)

  7. FLEXIBLE GROUPING • Interest grouping • Work habits grouping • Prior Knowledge grouping • Skill groups • Student-Led Groups • Teacher-Led Groups • Learning Labs • Cooperative Learning Groups • Learning Styles Grouping

  8. Teacher-Led Grouping • Whole Class Instruction • Introduce new skills and concepts • Identify prior knowledge • Small-group Instruction IF needed • Work with students with common needs • Independent Work • Students practice skills with partners, labs, projects, activities.

  9. Assess student skills Gradually introduce 3-5 Labs in the room. Teaching Lab Proofing Lab Practice Lab Lab Shop Project Lab Some days use whole group lessons, reviews, games, and/or contests Students work in all Labs within 5-10 days. Sometimes lab work is closed for the day. Sometimes students work with students who have the same skill level and sometimes with different skill levels. Learning Labs

  10. Cooperative Learning Groups • Group randomly, by need, or by teacher selection. • Groups change • Strategies require individual accountability. • Kagan Cooperative Learning Strategies are easiest to use.

  11. LEARNING STYLES • Students that are grouped by the same learning style often exhibit the same behavior when performing a task. • Ideally you want groups with a variety of learning styles. • Students tend to do best with teachers that match their learning style.

  12. Teaching students to identify similarities and differences. Teaching students to summarize and note-taking. Reinforcing effort and provide recognition. Homework and practice Cooperative Learning Setting objectives and providing feedback. Teaching students to generate and test hypotheses. Using questions, cues, and advanced organizers. Teaching students to visualize and create graphic organizers. Providing Hands-on activities. INSTRUCTIONAL STRATEGIES THAT WORK!

  13. INSTRUCTIONAL TECHNIQUES THAT WORK • Use visuals and manipulatives to illustrate important points. • Use visual and auditory cues • Re-arrange the order of skills when needed. • Capitalize on prior knowledge and associations to promote understanding and retention. • Model and use samples • Sequence instruction in small steps with practice and review • Require individual mastery of skills • Use heterogeneous grouping more often than homogeneous grouping.

  14. Six Ways to Promote and Support Student Motivation • Model achievement yourself • Introduce students to achievers in his/her areas of interest • Communicate your expectations to the student. • Give the student “how to” help on getting motivated. • Make sure the student has time to develop and practice the skills necessary for success. • Encourage and praise learning efforts.

  15. Sources • McREL, Mid-continent Research for Education and Learning, 2001. • “Differentiated Programming: What it is and What it isn’t…http://www.gp.k12.mi.us, 2003. • The Differentiated Classroom: Responding to the Needs of All Learners by Carol Ann Tomlinson, 1999. • Up from Underachievement by Diane Heacox, Ed.D

  16. We hope you have gained some additional knowledge from this short PowerPoint presentation. THANK YOU for your support of the students in the Bavaria District!Jan and John

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