“Yes ! Can”- Individualized Instruction to Ignite Learning

1. “Yes ! Can”- Individualized Instruction to Ignite Learning A practical approach to meeting the needs of today’s diverse classroom

2. Why are we here today? • Effectiveness • What does an effective teacher look like?

3. Yes ! Can Addresses These Concerns: • Wide range of abilities in one classroom • Classroom Management • Student Motivation • Student Success • State Assessment Scores

4. Yes ! Can • Innovative Teaching Practice • Differentiated instructional strategies modified to match learning styles of diverse learners • High engagement factor • Different from labels associated with traditional differentiated instruction

5. Individualized Learning Plans (ILPs) -Tailored to each student’s own learning styles -Utilize state standards -Incorporate Technology -Students choose learning activities which are connected to student interests -All students are actively involved in the learning process

6. State Science Assessment with “Yes ! Can” 2005 Building Standard of Excellence

7. Before & After Yes ! Can • BEFORE (2003): • 53.8% at meets standard or above • AFTER: • 2005: 84% • Fall 2007: Standard change; all but one teacher changed in dept. • 2008: 83%

8. 5-STEP IMPLEMENTATION Step #1: Introduce Learning Styles

9. WHAT IS YOUR LEARNING STYLE?

10. Visual Learner • Learn by sight, mainly by reading and writing • Tend to be fast thinkers, gesture while talking, and communicate clearly. • Learns from demonstration -- must see it to understand. • Do better with numbers when they see them written.

11. Auditory Learner • Learn best by listening • Usually need a quiet place • Better with numbers when they can hear them spoken • Has good comprehension when listening to a speaker

12. Kinesthetic Learner • Feeling and touch oriented • Good at hands-on tasks • Sensitive to others’ feelings • Learn best by moving and doing • Has difficulty just sitting for long periods of time.

13. Expressive Learner • Usually does well in speech or writing assignments • Likes to organize thoughts with study cards, highlighting text, and/or reciting aloud as you study. • Very comfortable with conveying thoughts either by talking or writing.

14. Group Learner • Learn best by interacting with others. • May attend a study group or form one of their own. • First impulse is to socialize instead of finding out what tasks you need to complete - be careful not to miss something!

15. Individual Learner • Prefer to study on their own • Work one-on-one with a peer tutor rather than in a study group • Needs a quiet place • Class attendance is crucial.

16. Think About It! • Are we teaching in the method in which we learn best as educators? • Are we teaching with the traditional methods in which we were taught? • Learning has to be about individual learners. (Carol Ann Tomlinson-2010)

17. STEP #2 - SURVEY Learning Style Survey

18. Sample Learning Style Survey

19. STEP #3 - INTRODUCE LEARNING PLANS • Whole group, individual and assessment activities • Align with standards and then develop plans for multiple learning styles.

20. Whole Group Activity Samples • Inquiry-based activities • Power point lectures • KWL/Three column charts • Think-Pair-Share • Whole group discussions • Reading Exercises • Graphic Organizers • Word Splash

21. Whole Group Record

22. Individual Activities • Inquiry Activities • Hands-on Lab Activities • Use of technology devices, i.e. testing probes, handheld computers, G.P.S devices, etc. • Internet simulations-CDs, internet • Videos/DVDs • Student Created Videos • Blackboard Discussions • Interactive quizzes • A+ Lessons • Model Constructions • Creative writing projects • Readings/Questions

24. Individual Learning Record

25. STEP #4 - THE PLAN IN ACTION • Whole group • Individual activities-student choice • Assessment (Wrap Up)

32. STEP #5 - ASSESSMENT • Embedded-throughout plan • Ongoing-during individual work time and wrap/up review time • Informal-question and answer sessions with each individual student • Review at the end of the class period-increases ownership • Formal-end of unit; track mastery • The most effective grading practices provide accurate, specific, timely feedback designed to improve student performance. (Marzano 2000, 2007; O'Connor, 2007).

33. Assessment Examples • Check for understanding with Signal Cards • Whole group interactive quiz • Ticket to leave • Jeopardy • Rubrics • Informal question and answer sessions • Quizzes • Formal assessments

34. Assessment Record • A variety of assessment tools are used. • Indicator tests are multiple choice (following state assessment format) with some short answer and open response.

35. Pass/Fail Success with “Yes ! Can” At Anderson County High School: • In 2005-06, 99% of the “Yes I Can” students passed science. • In 2006-07, 99% of the “Yes I Can” students passed science. • In 2007-2008, 99% of the “Yes ! Can” students passed science.

36. Individual Standard Log • Track mastery • Continually updated • Take ownership in your own student’s data for more relevance

37. Yes ! Can Measures of Success • Individual Student Standard Log • Pass/Fail Rate • State Assessment Data • Referral Data • Testimonials

38. Sample ILPs Elementary Math: Addition and Subtraction

39. Jazz Instruments ILP

40. Atoms ILP (7th grade)

41. Persuasion (9th grade)

42. Yes ! Can and the 5E Model Engage: Whole group activity, individual work time Explore: Whole group activity, individual work time Explain: Whole group activity, individual work time Evaluate: Individual work time, formal and informal assessments Extend: Individual work time, end of class review

43. Replicating the Yes ! Can Model • Purpose • Individualized instruction to engage students in meaningful learning experiences

44. Replicating the Yes ! Can Model • Structure • Choices • Learning styles • Self-paced • Student Centered

45. Replicating the Yes ! Can Model • Essential Methods/Routines • Daily introduction of learning goals (whole group instruction) • Incorporate choices of relevant learning activities tailored to personal needs • Wrap up/review sessions each class period • Consistent implementation-establish a routine • Intrinsic and personalized motivational goals

46. Go slow………but START! • Get a partner, focus on a few low-scoring TEKS and make a goal of re-vamping just those first. 

47. Yes ! Can Impressive and Innovative way to Impact students, school and community

48. Yes ! Can Ignite a passion by Instilling a new educational Identity

49. Yes ! Can Website Website: www.yesicanresources.com