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My Transition to a student-centered classroom

My Transition to a student-centered classroom. A look at the theories, tools, problems, and solutions from the journey. “A child mis -educated is a child lost.” -JFK. Contents:. Layer C Layer B Layer A implementation L to J RtI Technology & Tools Resources. page 5 page 10

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My Transition to a student-centered classroom

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  1. My Transition to a student-centered classroom A look at the theories, tools, problems, and solutions from the journey. “A child mis-educated is a child lost.” -JFK

  2. Contents: Layer C Layer B Layer A implementation L to J RtI Technology & Tools Resources page 5 page 10 Page 12 page 14 page 19 page 23 page 27 page 28

  3. Morsels that prompt change: • was working my tooshie off and not seeing the hoped-for achievement • Students lacking passion for their education • Block schedule • Students must feel acceptance and success to strive for their best. • A feeling of control means survival is not threatened.

  4. Layered curriculum: • “Every student deserves a special education.” Kathie F. Nunley, PhD • 3 Keys 1) choice 2)encourage complex thinking 3) increase accountability • Goal – improve student’s lives without doing harm.

  5. C layer: • Goes first • Highest grade possible with satisfactory completion of this level – C • Add to bank of knowledge, basic facts, basic skills • Have 3-4x as many choices as you want them to complete

  6. C Layer Examples: • Listening to “lecture”** • Notes • Discussion • Flashcards • Informative poster • (next slides will break it down by learning type) • **Dr. Nunley suggests making the direct instruction optional; she stresses it’s not actually becoming optional – it’s just a perspective shift in the students. • In her experience, they all still participate in direction instruction, but believe it to be their choice.

  7. Layer C for Visual: • Traditional Textbook: • Read chapter, answer questions, explain illustrations • Periodical Literature: • Read & give 60 sec. summary, highlight article, answer worksheet on article • Video: • Watch video, take notes, write 15 interesting things, fill-out worksheet • Demonstrations: • Watch demo & do worksheet/discuss/make own demo • Computers: • Summarize key ideas, online worksheet, online quiz

  8. Layer C for Auditory: • Taped textbook reading: • Listen & follow along in book/answer questions, listen & do activities, listen & answer questions orally • Lectures: • Listen & take notes, listen & fill out outline • Debates: • plan a group debate using 3 sources, read an article & debate with a friend • Song writing: • Write a song & include 10 facts in it

  9. Layer C for Kinesthetic: • Computer programs • Flashcards • Bulletin board • Posters • Dioramas • Construct a book/booklet • Collages • Mobiles • Models • Board game creation

  10. B Layer: • Start after layer C is complete • Highest possible grade upon completion is a B • Take layer C info and manipulate it; hook it to other concepts and situations • Lab time! Or, problem solve! • (NO pre-fabricated labs.)

  11. B Layer Examples: • Lab, and lab questions • Make 5 questions to follow steps of Inquiry • Diagrams • Vocab stories • Puppet show • Make a Prezi, Powerpoint, or webpage • THIS is the place for interdisciplinary projects

  12. A Layer: • Last layer - Ideal end-point • Highest possible grade upon completion is a A • Critical thinking and analysis • They need to think!

  13. A Layer Examples: • Science mysteries (short stories with critical thinking questions at the end) • Current events • Find 3 sources • Read write opinion using knowledge gained in layer C • Questions to ask: • Is cloning research a good idea? • When will we have a cure for cancer? • Was there ever life on our moon?

  14. Grading: • Partial points vs. all-or-nothing • Who is responsible for keeping track? • Student – binder with sheet • Teacher – spreadsheet, iPad • If you do it in class – include it in the layers • L to J • Vocab flashcard practice • Vocab bingo • Bell ringers

  15. Modifications (higher & lower): • lower - Removing a layer • Lower - Reducing number of items to complete per layer • Higher – “quizzing” out of layer C • Higher – test at the end • As per Dr. Nunley’s suggestion, points of test should equal the total points needed from layers C,B, and A

  16. When to start: • Mid-year: • If not already a highly student-centered operation, keep things clear with opening the flood-gate little by little. • Ex: those of you doing choice 1 please sit on west side of room, choice 2 please sit on the right • Start of year: • Limit number of choices for each layer, walk kids through the schedule

  17. Pacing & communication: • Ease into it. • Students will need to be “led” through the first time • Give the “menu” to students at the start of the chapter.

  18. Troubleshooting: • Reluctant students • Student absence • Front-loading! • Making contact with each student on each choice for each layer

  19. L to J

  20. L to J - Overview: • Used as a “preview/review” • Great way to collect data to gauge effectiveness in vocabulary acquisition • Students quizzed weekly on the square root of the year’s vocab bank • Students graph their result in classroom binder • Class average recorded on wall chart. • Meet or exceed week’s goal = lollipop

  21. L to J Artifacts: • Student • Word bank • Individual graph • Test blank • Teacher • Word bank • Definition bank • Random generator • www.random.org • Class wall charts

  22. L to J – results: • Students who struggle with vocabulary are actively engaged • A nice way to reinforce that students do not have permission to forget material • Helps build connections within words • Minor: weekly exposure to graphing, organizational skills, another routine for familiarity, a quiz students get excited for!

  23. Response To Intervention (RtI) – explicit teaching • “It’s not what you say or do that ultimately matters… It IS what you get the students to do as a result of what you said and did that counts.” -Archer, Feldman, Kinsella

  24. My socks are still missing… • “If it’s worth one student doing it – they all should do it.” -Anita Archer, Ed.D. Engagement is essential; those students we really need to reach are those who are not typically engaged. They all need to do everything!

  25. RtI – worth looking into: • Choral responses • Partner/small group work • Written responses • Random/strategic calling on students • NO HAND RAISING. • If you only call on students raising hands to answer, you will get the same 3 kids every time, and no one else will be engaged.

  26. RTI - • Too much information to go into more depth here…but it reinforces why layered curriculum is important. • Worth looking into the website/going to the seminars. • Basically tells us what we’ve been doing all our lives could be greatly improved. • Paradigm shift can be uncomfortable.

  27. Technology & other tools: • Technology usage is imperative. In my room: Clickers – used for quizzes and tests teacher lead & student lead vocab bingo flashcards classroom binders online textbook consumable textbook *website utilized: lots of resources

  28. Sources: Layered Curriculum – Kathie F. Nunley, Ed.D. L to J – Lee Jenkins, Ph.D. Response To Intervention (RtI) – Anita Archer, Ph.D.; Kevin Feldman, Ed.D.; Kate Kinsella, Ed.D. www.help4teachers.com www.brains.org www.toolsfordifferentiation.pbworks.com www.nerds.unl.edu/layered

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