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G. Lesson Plans for Teaching Expectations/Rules

G. Lesson Plans for Teaching Expectations/Rules. 2013-2014. Module G: Develop Lesson Plans for Teaching Expectations and Rules PBIS Implementation Goal

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G. Lesson Plans for Teaching Expectations/Rules

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  1. G. Lesson Plans for Teaching Expectations/Rules 2013-2014

  2. Module G: Develop Lesson Plans for Teaching Expectations and Rules • PBIS Implementation Goal • 29. A behavioral curriculum includes concept and skill level instruction- develop scripted lesson plans for teaching expectations in all settings • Lesson plans are developed and used to teach rules and expectations • 30. Lessons include examples and non-examples • Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior • 31. Lessons use a variety of teaching strategies • Lesson plans are taught using at least 3 different teaching strategies (e.g., modeling, role-playing, videotaping). Lesson plans are age and contextually appropriate. • 32. Lessons are embedded into subject area curriculum • Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis

  3. Module G: Develop Lesson Plans for Teaching Expectations and Rules • PBIS Implementation Goal (continued) • 33. Faculty/staff and students are involved in development & delivery of lesson plans • Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings • 34. Strategies to reinforce the lessons with families/community are developed and implemented • The PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home) • Workbook • Examples and Tools

  4. Developing a System for Teaching Appropriate Behavior

  5. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom YOU MUST TEACH (and RETEACH) THEM! TO FLUENCY!

  6. More often occur because: students do not have appropriate skills: “skill deficits,” students have not developed skills to fluency, students do not know when to use the skills, students have not been taught specific classroom procedures and routines, and skills are not taught in context. Behavioral Errors

  7. Or Behavioral Errors Occur Because • The student home and community life is significantly different than that of the school or instructional staff and they HAVE been taught to fluency within THOSE settings. • When significant differences between student and setting occur, the setting has NOT taught the student to “Code Switch” (situational appropriateness).

  8. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

  9. Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of 8 times. Adults average 25 (Joyce and Showers, 2006) For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) Why Develop a System for Teaching Behavior?

  10. We can no longerassume: students know the expectations/rules and appropriate ways to behave, or that students will learn appropriate behaviors quickly and effectively without consistent practice and modeling. Why Develop a System for Teaching Behavior?

  11. We mustassume: students will require different curricula, instructional modalities, etc… to learn appropriate behavior, and that we need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills. Why Develop a System for Teaching Behavior?

  12. Teaching Academics & Behaviors • ADJUST for Efficiency • MONITOR & ACKNOWLEDGE Continuously • DEFINE Simply • PRACTICE in Setting • MODEL

  13. Kick-off events Teaching staff, students, and families the expectations and rules On-going direct instruction Data-driven and scheduled designed lessons, character education Pre-correction Re-teaching immediately after behavioral errors Embedding in other curriculum Booster trainings Scheduled and data-driven Continued visibility Visual displays – posters, agenda covers Daily announcements Newsletters How Do We Teach Behavior?

  14. Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) Observable behaviors Rules for specific settings Lesson Plans: Two Levels Lessons must be taught in setting that behavior occurs For example, if you are teaching cafeteria rules, students need to be in the cafeteria

  15. Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings Level 2: Skills (Rules) Observable behaviors Rules for specific settings Lesson Plans: Two Levels Lessons must be taught in setting that the behavior occurs for example, if you are teaching cafeteria rules, students need to be in the cafeteria.

  16. The more the expectations are taught and retaught, and the more that the students are involved in the process, the more effective the teaching becomes. This also serves to engage the students and make connections to the setting. The more authentic student voice is included in the lessons or re-teaching, the more responsive it becomes to the backgrounds of the students, and the more it resonates for the students.

  17. Describe specific, observable behaviors for each expectation. Plan for modeling the desired behaviors. Provide students with written and graphic cues in the setting where the behaviors are expected. Acknowledge student efforts. Plan to re-teach and restructure teaching. Allow students to participate in the development process. Use “teachable” moments that arise in core subject areas and in non-academic times. Strategies for Success

  18. Why Embed Expectations into Curriculum? • Behavior curriculum does not have to be separate • Helps to eliminate time crunches • Provides a rationale for students: helps students to see how the expectations fit into everyday life • Meets best practices approach • Hands on activities • Meets all learning styles (oral, visual, kinesthetic) • Higher order learning activates (synthesize, analyze, etc.)

  19. Embedding Expectations into Current Daily Curriculum • Social Studies: • Have students research different cultures to find out how they define “respectful.” • Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved.

  20. Embedding Expectations into Current Daily Curriculum • Language Arts and Reading: • Use a novel that has an expectation (like respect) as a theme to illustrate the characteristic. • Discuss characters in a novel and how they did not show respect. Then have the students write the story with the character showing respect. • Have the students develop their own expectations and/or rules. Then have them write a persuasive essay or debate on why theirs should be used instead of the school’s.

  21. Embedding Expectations into Current Daily Curriculum • Fine arts (music, art, computers, graphics): • When choosing a school play, choose one with a theme centered around one of the school expectations, or write your own play. • Have the students compose a song/rap with the expectation. • Have students come up with a campaign for promoting expectations to the entire student body.

  22. Cool tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix. Cool tools are: Research-based procedures for teaching the behaviors Examples and non-examples taken from classroom and non-classroom settings and situations Modeling and role-playing to teach new skills and provide students with practice opportunities Feedback and acknowledgment to ensure students display the expected/taught behaviors Taught weekly following kickoff, and monthly following proof of fluency What are Cool Tools?

  23. Step one: Select the skill to be taught Skills are taken directly from the behavioral matrix Select skills based on the trends in your data Step two: Write the lesson plan Name the skill and align to school-wide expectations Introduce the rule/skill Demonstrate the rule/skill Provide acknowledgment and feedback Designing a Cool Tool

  24. Cool Tools - Behavioral Lesson Plan • Universal Expectation: Respectful • Name of the Skill/Setting: Quiet Hallways • Purpose of the lesson/Why it’s important: • Show respect for teachers and classmates. • Minimize distractions to learning. • Establish school-wide consistency and community. • Teaching Examples: • Be quiet when walking in the hallway. • Be quiet when taking a bathroom break or getting a drink. • Be quiet when going to your locker. • Kid Activities/Role-Plays: • Brainstorm ways to greet friends without talking or leaving the line (smile, finger waves, etc.). • Quietly walk to different locations in large and small groups. • Quietly put things into and take things out of lockers. • Quietly get a drink. • Try to walk through the hallway as quietly as a mouse. • Make and carry a classroom quiet sign when walking through the hallways. • Follow-Up Reinforcement Activities: • Ticotickets • Classroom celebrations

  25. Cool Tools Behavioral Lesson Plan • Universal Expectation: Respect Others • Name of the skill/performance standard: Use a quiet voice • Setting: Lunchroom/cafeteria • Purpose of the lesson/why it’s important: • Using a quiet voice allows everyone to have a pleasant lunchtime, & have good conversations with our friends • Teaching Examples: • Restaurant/loud people near you/school cafeteria announcements • Student Activities/Role-Plays: • Counting 0-10 volume increases with each number • Counting to predetermined voice level and practice • Follow-Up Reinforcement Activities: • Pre-correct prior to each lunch • Wall banner for each day voice level is achieved

  26. http://www.youtube.com/watch?v=5C-Wyy_lPNk

  27. Write cool tools behavioral lesson plans In groups of 2-3, choose a behavioral skill from your matrix and write a cool tool. Create a teaching system How will the team teach the staff how to develop and deliver cool tools? How will the school share the cool tools with families/communities? Complete Action Plan Activity G.125 minutes

  28. Current Practice How does your school teach expectations? How do you use “best practices” to teach social skills? Teach directly in settings? (i.e., bus expectations taught on bus) Faculty and staff model appropriate behavior? How would you start to embed into subject area curriculum? How will lessons be taught throughout the school year? Review the examples. Activity G.210 minutes

  29. Complete Module G. Lesson Plans for Teaching Behavioral Skills Self Assessment and Action Plan Statements 29-34 Insert new format

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