Not Letting Our Limits Become Theirs: Creating the Intentional Community through Differentiation

1. Not Letting Our Limits Become Theirs:Creating the Intentional Community through Differentiation Dr. Cathy Hamilton cathy@cathyhamiltonassociates.com 513-295-5360

2. History of Special Education • Pre-1975 • 1975—First giant unfunded mandate • Least restrictive environment • “mainstreaming” • 1990---Second giant unfunded mandate • Why? Follow the federal dollar. • Seeking more independent adult life • Inclusivity, still with a continuum • 2002—NCLB, funded, kinda • All children, excepting a tiny percentage, held to standards • All children, excepting tiny percentage, tested w/same test • 2011—What is our school’s approach to the at-risk child?

3. Please write down a response to the following questions:What was the most powerful academic lesson you delivered…. that involved the most children in the lesson and had the most students mastering the content you wanted to teach?What do you think caused the lesson to be so very successful?

4. Today’s Objective Enhance strategy bag for more effective, differentiated instruction

5. What To Differentiate • Content – What they will learn (State of Ohio determines this.) • Process – How they will learn it • Product – How they will apply it • Environment – The atmosphere, attitudes, and expectations to motivate and encourage. RELEVANCE—RIGOR—RELATIONSHIP

6. The Human Brain’s Response to Stimuli Reptilian Old Mammalian Mammalian (Survival) (Emotion) (Critical Thinking) Reuven Feuerstein, Ruby Payne

7. Building relationships, we... calls on everyone in the room equitably. provides individual help. gives “wait” time (allows student enough time to arrive). asks questions to give the student clues about the answer. asks questions that require more thought. tells students whether their answers are right or wrong. 7. gives specific praise. gives reasons for praise. 9. listens. 10. accepts feelings of the student. 11. gets within an arm’s reach of each student each day. 12. is courteous to students. 13. shows personal interest & gives sincere, specific compliments. 14. touches students (appropriately). desists (he/she does not call attention to every negative behavior), differentiates between the nuisance, the rude, and the illegal behaviors. T.E.S.A. Robert Rosenthal, 1972 Jere Brophy, 1999

8. “ If we want children to critically think, we must let them practice.” CREATIVITY

9. MEDIATION OF BEHAVIOR What behavior is desired? Why is that behavior important? How does that behavior look? Sound?

10. CHILD PARENT ADULT What voice are we using when trying to change a behavior? OHT 45/1

11. 1-5% Intensive Specialized Interventions 80- 90% School-wide Interventions Through Best Practices in Classrooms 5 -10% Targeted Interventions Decrease intensity of intervention as data shows growth in independence and skill. Increase intensity when data shows that lower level responses are insufficient.

12. Effective Lesson Design 1. Identifying similarities and differences 2. Summarizing and note-taking 3. Reinforcing effort and providing recognition 4. Appropriately using homework & practice 5. Using non-linguistic representation 6. Using cooperative learning 7. Setting objectives and giving feedback 8. Generating and testing hypotheses 9. Offering cues, questions, and advance organizers (RUBRICS) Marzano, et al 2001 1 8 2 6 & 7 Closing Anticipatory Set Objective Independent Practice & Assessment Enrich The lesson delivery should reflect understanding of student learning styles, brain research on attention span and retention capacity. Reteach/Enrich? Checks for understanding and guided practice embedded 4 & 5 LESSON DELIVERY Reteach? Research-based “best practices”: A variety of lesson delivery format should be used in a new lesson 3 Madeline Hunter Cathy Hamilton

13. Charlotte Danielson’s Domains Domain I: Planning and Preparation A. Demonstrating knowledge of content & pedagogy B. Demonstration of knowledge of students C. Selecting instructional goals D. Demonstrating knowledge of resources. E. Designing coherent instruction. F. Assessing student learning. • Domain II: The Classroom Environment • Creating an environment • of respect and rapport. • Establishing a culture for • learning. • Managing classroom • procedures • Managing student • behavior • E. Organizing physical space

14. Danielson’s Domains/Pathwise/Praxis Domain III: Instruction A. Communicating clearly and articulately B. Using questioning and discussion techniques C. Engaging students in learning. D. Providing feedback to students. E. Demonstrating flexibility & responsiveness. • Domain IV: Professional Responsibilities • A. Reflecting on teaching. • Maintaining accurate • records. • Communicating w/families • Contributing to the school • and district. • E. Growing and developing professionally. • F. Showing professionalism.

15. Glaser’s Research on Retention of Learning 10% of what you read 20% of what you hear 30% of what you see 50% of what you see, read and hear 70% of what you discuss with others 80% of what you do with others 95% of what you teach to others Searle Enterprises Inc. 2007

16. Pacing of the Lesson Pacing the time, levels of thinking and difficulty, styles of activities and energy levels required.

17. Best Practice #1Similarities and Differences (Teacher behaviors) • Assigning in-class and homework tasks that involve comparison and classification • Assigning in-class and homework tasks that involve metaphors and analogies • Direct modeling and discussion • Promoting divergent thinking as students identify similarities and differences on their own • Using graphic organizers to represent thinking (see BP #5)

18. Best Practice #2Summarizing and Note-taking (Teacher behaviors) • Asking students to generate verbal summaries • Asking students to generate written summaries • Asking students to take notes • Asking students to revise their notes, correcting errors and adding information WHAT WORKS IN SCHOOLS, Marzano et al, 2001

19. Best Practice #3Recognizing effort & providing recognition (Teacher behaviors) • Recognizing and celebrating progress toward learning goals throughout a unit • Recognizing and reinforcing the importance of effort • Recognizing and celebrating progress toward learning goals at the end of the unit

20. Best Practice #4 Appropriately using homework and practice(Teacher Behaviors) • Providing specific feedback on all assigned homework • Assigning homework for the purpose of practicing skills and procedures that have been the focus of instruction. WHAT WORKS IN SCHOOLS, Marzano et al, 2001

21. Best Practice # 5: Nonlinguistic Organizers(.75 effect size or 27 percentile points) • Knowledge is stored in two forms: • Linguistic: words, metaphors • Imagery: mental pictures or physical sensations (smell, touch, taste, sound) • The more we teach student to use both systems, the stronger the effect on academic achievement.

22. Best Practice #5 Non-linguistic Organizers(Teacher Behaviors) • Asking students to generate mental images representing content • Asking students to draw pictures or pictographs representing content • Asking students to construct graphic organizers representing content • Asking students to act out content • Asking students to make physical models of content • Asking students to make revisions in their mental images, pictures, pictographs, graphic organizers, and physical models

23. Best Practice #6 Cooperative Learning(Teacher Behaviors) • Organizing students in cooperative groups when appropriate • Organizing students in ability groups when appropriate---fluid grouping, not “tracking” WHAT WORKS IN SCHOOLS, Marzano et al, 2001

24. Best Practice #7 Teacher behavior:Setting objectives/providing feedback • Setting specific learning goals at the beginning of a unit • Asking students to set their own learning goals at the beginning of a unit • Providing feedback on learning goals throughout the unit • Asking students to keep track of their progress on learning goals • Providing summative feedback at the end of the unit • Asking students to assess themselves at the end of the unit 0 = Many errors or is not interesting at all 1 = Boring or too many errors to be 2 = Acceptable 3 = Very Good 4 = Exceptional-- acceptable without being fixed up Range on a Rubric

25. Best Practice #8 Generating and testing hypothesis Best Practice #9 Questions, cues & advance organizers

26. Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success? • 1. When asked, students • Can explain their learning goals • Can identify and explain personal learning goals • Can describe their strong and weak areas related to • major learning goals or topics • Can identify what they need and are going to do to • continue their progress • Can show graphically their progress toward learning • goals and class progress • Demonstrate pride in their progress

27. Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success? • 2. During classroom visits, observers notice (depending on how often the classroom is visited) • Students identifying and monitoring progress toward • their learning goals • Student questions and classroom interactions are • focused on learning • Goals more than on completing assignments • Students using rubrics, scales, and feedback from • previous performance to direct their work

28. Question: What will I do to establish and communicate learning goals, track student progress, and celebrate success? • 3. Classroom artifacts reveal • Graphic representations of students’ progress toward • goals and class progress • Assignments that are designed to enhance achieving • clear learning goals • Rubrics or scales for learning goals