Honor and Respect the Student: Using LCAS With All Students to Increase Learning and Achievement

1. Honor and Respect the Student: UsingLCAS With All Students to IncreaseLearning and Achievement Douglas Smith Donna McElveen Coastal Carolina University 25thInternational At-Risk Youth Forum Myrtle Beach, SC February 16-20

2. What is LCAS? • It is an online resource for school teachers and administrators that provides a comprehensive, scalable, interactive, and secure support system for diagnosis of students, management of best instructional practices, and monitoring of student progress on a number of different assessment levels.

3. One size does not fit all… • Students differ from one another in several key ways • How they think and process information (Klahr & MacWhitney, 1998; Piaget, 1969, 1976) • How they prefer to receive information (Armstrong, 1993, 1994; Dunn, 1984; Gardner, 1983) • How and why they relate to one another and adults in the ways they do (Erikson, 1963, Kohlberg 1976)

4. To be effective, teaching must be responsive • Teachers are more effective when they respond to student uniqueness • Developmentally appropriate practice (Bredekamp, 1987) • Differentiation of instruction (Tomlinson, 2000 and subsequently Marzano and many others) • Noting and responding to student differences is widely considered to be good teaching practice (Bain, Lintz, and Word, 1989; Brophy and Good, 1986; Corno and Snow, 1986; Dunn, 1984; Metcalf and Cruickshank, 1991; Slavin, 1994; Wang, Haertel and Walberg, 1993/1994, too many more to list…)

5. The profiling process: Cognitive Level Axis Pre-operational Concrete Operational Formal Operational Students completed the survey including Piagetian tasks measuring student cognitive levels. This provided constraints for content presentation.

6. The profiling process: Cognitive Level Axis Pre-operational Concrete Operational Formal Operational Verbal/Linguistic Logical/Mathematical Visual/Spatial Multiple Intelligences Axis Bodily/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Students also completed the imbedded, age appropriate original Multiple Intelligence inventory which facilitated internal computation of learning preferences Naturalist

7. The profiling process: Cognitive Level Axis Pre-operational Concrete Operational Formal Operational Verbal/Linguistic Logical/Mathematical Visual/Spatial Multiple Intelligences Axis Bodily/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Finally, analysis of the content to be taught for domain Naturalist Cognitive Affective Psycho-motor Content Domain Axis

8. The profiling process: Ecological Characteristics Psycho-social Characteristics Cognitive Level Axis Pre-operational Concrete Operational Formal Operational Verbal/Linguistic Logical/Mathematical Visual/Spatial Multiple Intelligences Axis Bodily/Kinesthetic Musical/Rhythmic Interpersonal Intrapersonal Naturalist Cognitive Affective Psycho-motor Content Domain Axis

9. Achievement Increases from September 2008 to January 2009 for Grades 3-6 in Two Failing Schools in South Carolina (United States) as Measured by the Measures of Academic Progress Standardized Instrument Smallest Greatest RIT Scores – Scores derived from Rauschian Item Response Theory demonstrating absolute difficulty of items correctly completed. Percent Actual Gains are expressed in aggregate over all three content tests by grade level.

10. A model for professional development of teachers First, teachers learn how to use the diagnose of their students according to the listed theoretical constructs and consider instructional implications Second, teachers learn how to critically analyze their curriculum - identifying domains, taxonomic levels, and instructional implications Student Curriculum Typically driven by Standards which dictate Characterized by Teacher’s Role Multiple Intelligences profile Domain for Instruction (Cognitive, Affective, Psychomotor) Cognitive Developmental level Diagnose students (individually and as a class) and ensure reasonable implementation of implications from these variables to produce Bloom’s Taxonomic Level (Knowledge, Comprehension, Application, Analysis, Synthesis/Evaluation) Ecological backdrop Psychosocial level Classroom Instruction that is Student Centered, Developmentally Responsive, Achievement Oriented A Model for Balancing Classroom Instruction (Smith, 2009)

11. But What About the Advent of CCSS? • Forty-five states, the District of Columbia, four territories, and the Department of Defense Education Activity have adopted the Common Core State Standards. Like them or not – CCSS are here to stay!

12. Perhaps it is time for us to think first about WHO (the student) then HOW(developmentally responsive instruction) we teach, and lastly, consider the “WHAT” (To improve student learning, focus on how students learn!)

13. Challenges of Data Overload • Formative assessments, summative assessments, benchmarks, and so much more • When results are in how do teachers analyze and use the information to increase achievement? • Learning Curve Achievement Systems not only analyzes data, but makes instructional strategy recommendations - not curriculum driven ones

14. Survey Says…..

15. Individual Needs Addressed by Differentiation

16. Individual Needs Compared to Class

17. Teacher Created, Detailed Instructional StrategiesSample Lesson : What Happens Next Theatre MaterialsNetbook lab Laptop, Projector, Costumes ; shirts ,ties hats, wigs etc. www.5minutemystery.com, elements of a story concept map/ worksheet. Classroom Arrangement ConsiderationsStudents will be grouped in five clusters of four (or so) based on ability homogeneous/reading. Activity Instructions1. Students will be grouped in fours based on reading level. 2. Each group will read the same mystery, and compare what they thought the outcome was. 3. Each group will construct a dramatic recreation of the different outcomes of each story and the correct ending. 4. Students will review concepts of character, setting, and perspective before the new learning takes place. These concepts will be displayed on the board in the form of a concept bubble map to display the interconnectedness of these ideas, and to serve as a model for the activity. 5. As a class, students and teacher should go through a 5-minute mystery to insure that the students are familiar with the format, and idea of the activity. While the mystery is read-aloud, the class will also pause to fill in the concept map. The class will also do a brief what happens next to model the end of the dramatic recreation. 6. When the groups have completed step 5, they should be given time to rehearse their endings for presentation to the rest of the class. 7. Each group will act out their scene, and key terms will be reviewed. Related Multiple IntelligencesInterpersonal, Verbal/Linguistic, Bodily/Kinesthetic

18. Instructional Strategy Take a Closer Look at Your Neighborhood MaterialsPaperColored pencilsCrayonsMagazinesBooks for students to read Classroom Arrangement ConsiderationsStudents arranged into groups of four or five. Art supplies and books will be shared within groups. Activity InstructionsDiscuss communities and give the students a brief description of communities. Talk with the students about two different communities that they can compare and contrast. Read a book about communities to the class.Explain to the students that they will be making a book comparing and contrasting two communities that they have been to or know a lot about. Tell them the book can be their own creation, but it must contain a title with both communities represented in it, a picture, and their name as the author. Tell them that the left side of the page must correspond to the right side of the page. The teacher might want to model or share one that she/he has made in advance. Help the students get started by comparing things like the weather, food, clothing styles.Discuss the comparisons of the communities and ask volunteers to discuss parts of their books. Have students write at least four complete sentences about these communities in their journals.Read and respond to the students books on a separate piece of paper. Look over journals to see if the students wrote what was assigned to them. Related Multiple IntelligencesIntrapersonal, Interpersonal, Visual/Spatial, Verbal/Linguistic

19. Multi-day Fraction Lesson MaterialsPlain white paper, perhaps some cut in circles, chalkboard, and chalk or whiteboard and markers. Classroom Arrangement ConsiderationsDesk can either be placed in groups or individually. The activity allows the students and teacher to interact together. Activity InstructionsBy performing this activity, students will become more comfortable with using fractions and have a better understanding of them.Students will be able to write a fraction to describe what part of a region is shaded. They will also be able to name the numerator and denominator in a fraction. Finally, students will be able to identify equal fractions. Begin by having students imagine that they have a pizza and they want to share it with 7 of their friends. Ask, how would you divide that pizza up so that each of you received an equal amount?Tell students that through this activity they will learn how to divide something into equal parts by learning about fractions.Day 1:Give each student a piece of plain white paper and have them fold it in half. Now explain that they have divided a whole piece of paper into two equal parts and that a fraction is simply a part of a whole. Ask the students to color in one of the two equal parts, and have one student write on the board to show that one out of the two equal parts is now shaded .Now is a good time to introduce the terms numerator and denominator. Explain the numerator to be the number of parts that are shaded and the denominator is the total number of equal parts. Students may remember the association better when it is explained that down and denominator both start with D. After you have given this instruction, perform the same activity with pieces of paper to describe fractions such as 18, 23, etc. Each time this is done, have students write the fraction on the board and identify the numerator and denominator.  Continued on next slide

20. Multi-day Fraction Lesson – cont. Day 2 (or later in day 1): To teach equivalent fractions, have students take out the paper they folded in half to demonstrate the fraction Have them fold it again to divide the paper into fourths. Ask them to unfold the paper and describe what they notice. If students do not catch on, explain to them that they have divided the paper into fourths and that 24 of the paper is shaded and that this is equal to. Another way to do this is to ask what fraction is shaded and students should respond that 24 and are both shaded. Since the amount of shading has not changed, this means that is equal to 24. Have students fold the same paper in half again to demonstrate that is equal to 24 which is equal to 48. Follow this up with other equivalent fractions such as 23 is equal to 46.  Ask students to continue exploring by folding papers and trying to come up with as many different equivalent fractions as they can. This part could be made into a game to increase motivation, with a reward for the winner with the most equivalent fractions. Also request that students identify the numerator and denominator in their examples.  To wrap up this lesson, return to the pizza question presented in the anticipatory set. Question students on what a solution could be for dividing up the pizza to give to 8 people. Most likely, students will realize that the pizza should be cut in half, then cut in half a second and a third time to divide the pizza into 8 equal parts. You may need to lead students into finding this solution. Another way to make this even more meaningful is to give students round pieces of paper and have them fold it to divide it into 8 equal parts. Related Multiple IntelligencesInterpersonal

21. Summary • Effective teaching yields observable achievement-related results • Among the many constraints upon teachers, selection and implementation of instructional strategies stand out as viable options • Implementation of instruction based upon understanding of students’ preferences has resulted in increased achievement on the Measures of Academic Progress assessment. • One route to effective teaching is for teachers to engage in professional development that scaffolds diagnostic and prescriptive skills necessary to understand students and implement instruction that is student centered, developmentally responsive, and achievement oriented.

22. Thank you for your attention. • If you would like more information, please contact us via email : • Dr. Douglas Smith - dsmith@coastal.edu, or • Mrs. Donna McElveen - damcelvee@coastal.edu