Academic And Affective Education
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Academic And Affective Education






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    Academic And Affective Education Academic And Affective Education Presentation Transcript

    • Quality Programming Indicators of Academic and Affective Education Shawn Milligan SpEd 478/578: Educational Interventions: E/BD MSUM Summer 2009
    • Academic QPIs  Individualized- should take into account students strengths and weaknesses. Adjustments should be made based on personal data results, needs, and implemented accordingly.  Comprehensive- should encompass all core subject areas as well as the arts and transition/post- secondary skills at a challenging, yet not frustrating level of instruction. All students need to be included in a balanced education with endless opportunities for success.  Applicable- should apply to both the present and the future. Students should know expectations, goals and program/class outcomes.
    • About Strategies  A strategy is:  a: a careful plan or method  b: the art of devising or employing plans toward a goal  Synonyms: plan, method -Merriam-Webster’s Online Dictionary  Strategies are most successful when they are implemented in a system that encourages collaboration among staff and students, and in which each is a part of a well-planned whole system.
    • My Take on Strategies I think strategies are wonderful because they…  may be applied to any learning situation  are typically easy to use  are continuously being created and updated  are endless  Strategies should be individualized, comprehensive, and applicable. They can and should be used across all learning tiers.  Let it be said that there are hundreds of researched learning strategies. The ones I mention are ones that I have used in the past and continue to find success in. You must research to find the ones that work best for the student involved.
    • My Favorite Resource for Teaching Reading Strategies One of my favorite resources and probably the best one I was ever introduced to is Strategies that Work: Teaching Comprehension to Enhance Understanding by Stephanie Harvey and Anne Goudvis. (2000) Research tells us that proficient readers make connections to prior knowledge and the text, ask questions, visualize, draw inferences, determine important details, synthesize information, and repair understanding. This book is full of useful strategies that yielded great results. Even though the strategies are introduced independently, they soon intertwine, becoming dependent on one another to create the interactive process known as reading. Each strategy utilizes a gradual release of responsibility to the student, who in turn demonstrates effective strategy use through their writing and conversation. The coolest thing about this book is that the strategies can be individualized and used for any genre, at any grade level across all domains. This book is like a learning bible to me. I wish I had a copy to give to all of you!
    • Other Strategies for Reading Remediation Reading Comprehension Reading Fluency Strategies Strategies  SQ3R  Paired Reading  Previewing the Chapter  Repeated Reading  Reading Actively  Listening, Reading and  Text to Me, Text to Text, Receiving Corrective Text to World Connections Feedback  Retell  Practice  Movie in Your Mind  Record and Playback  Share Time - Fascinating Facts, Wonderful Words, and Decoding Definitions
    • Other Helpful Reading Resource Books  The Savvy Teacher’s Guide: Reading Interventions That Work by Jim Wright  Guiding Reading and Writers: Teaching Comprehension, Genre and Content Literacy by Irene C. Fountas and Gay Su Pinnell (2001)
    • Strategies for Math Remediation Math Fluency  Math Wrap Around Instruction Plan is  Explicit Time Drill and all encompassing strategy using  Overlearning assessment, explicit instruction, process monitoring, performance feedback, and  Practice review of mastered skills and concepts. Math Comprehension  Mnemonic devices are both common and  Solve and Check helpful (Please Excuse My Dear Aunt  Make it applicable and meaningful Sally) for order of operations, Family  Relate it to a Story (writing numbers, members for long division (Dad,mom, sister, brother, rufus (the dog for money sense) remainder)). Math Vocabulary  Math Journaling  Preteach, Model, and Use Math Terms Problem Solving  4 Step Plan (Understand the Problem, Make a Plan, Carry Out the Plan, Look Back)  Draw a picture
    • Affective Education QPIs  Affective education is most productive when it is individualized using personalized data, integrated with academic instruction, comprehensive, collaborative, previously taught and addressed in context as situations arise in the preferred setting.  Maag tells us it is best generalized and maintained when replacement behavior training also occurs.
    • The Importance of RBT  RBT should be taught along with SST for maximum impact and desired generalization  May be more likely to result in generalization and maintenance which results in improved peer status  RBT should be implemented after the conduction of an FBA and implemented according to its results
    • Study skills and Organization Strategies  Notebook organization folder  Assignment calendar  School planner  Guideline sheets for assignment completion  Study buddy resources  Personalized office folder  Various test taking skills  Study Actively
    • Group Strategies from Re-ED  A major goal of Re-ED groups is to form healthy, positive, cohesive cultures that help troubled and troubling youth change their behavior. –Thomas Valore The 12 Re-ED Cohesion Building Strategies include:  Name the group  Refer to the group by name  Generate group traditions  Develop group rules and values  Set group goals  Establish group norms  Promote teamwork  Engage members in various group activities  Use group contingencies  Make group meetings part of the daily schedule  Model to facilitate cohesive interaction and participation  Reinforce cohesive behavior  Group meetings are the heart of this program and are considered the most powerful cohesion building strategy. They are used to harness the power of the group for therapeutic and instructional puposes.
    • Other Compensatory Skill Strategies for Successful Participation in Groups  Choral response  Many of the cooperative  Response cards learning activities also  Thumbs up – Thumbs promote successful group participation and Down learning such as jigsaw,  Jobs assignments panel discussions, pair  Whiteboard responding share, group quizzes, critical thinking questions, task analysis, and fish bowl to name a few.
    • Wagner’s 7 Survival Skills  Tony Wagner’s research is important to us as educators because it shows the skills our students are lacking and need to be taught to successfully survival and compete in today’s “new” world of work. They are important to any educational program and should be included as such. They are:  Critical Thinking and Problem Solving  Collaboration and Leadership  Agility and Adaptability  Initiative and Entrepreneurialism  Effective Oral and Written Communication  Accessing and Analyzing Information  Curiosity and Imagination  “We need to use academic content to teach the seven survival skills every day, at every grade level, and in every class.” –Tony Wagner
    • Points for Educators to Ponder from Wagner  To teach and test the skills that our students need, we must first redefine excellent instruction.  It is working with colleagues to ensure that all students master the skills they need to succeed as lifelong learners, workers, and citizens.  I have yet to talk to a recent graduate, college teacher, community leader, or business leader who said that not knowing enough academic content was a problem.  In my interviews, everyone stressed the importance of critical thinking, communication skills, and collaboration.  Success requires teamwork.  What makes this an effective lesson—a lesson in which students are learning a number of the seven survival skills while also mastering academic content?  Once in a great while, I observe a class in which a teacher is using academic content to develop students' core competencies.
    • Tier Programs in Schools Today Tier 1 is where most students are in the general education programming with minimal accommodations and modifications. Supplemental instructional programs and strategies come into play in tier 2 and intensive remediation occurs in tier 3. The time frame a student spends in a tier is dependent upon how a student performs. The student can move from tier to tier. Some commonly advertised tier programs are:  Accelerated Reader, Accelerated Math along with STAR Reading and Math from Relearning  Navigator, Ramp-up, and Aviator from America’s Choice  Study Island  Our high school does not necessarily have tier leveling in place although I sense we are moving in that direction. I came here from another state where we did practice guided reading and interventions at the elementary level with strong data driven evidence, teacher training and progress monitoring.
    • My Personal Views on Learning  Learning adheres best when it is meaningful, interesting, interactive, relevant and on-going.  Find ways to make learning apply to the group of students you are teaching, incorporating real-life applications helps increase comprehension and generalization.  Connecting, interacting, and timely feedback are key components.  Strive to make learning continuous and cyclical; encouraging students to recall, explore, practice inquire, explain and add to what they already know; expanding their existing knowledge base as they continue to learn.
    • Strategy Choice Rationale  The rationale behind each strategy you chose to use should be a sound one. Again, it should be individualized, comprehensive, and applicable to the student you chose to teach it to. It’s purpose and desired outcome should be clearly communicated to the student. The strategy being taught needs to be uniquely matched to the student’s need, skill, levels most importantly, it should be data driven with a monitored and measurable result.
    • Works Cited  Bechard, S., Borock, J., Cessna, K.K.,& Neel, R.S. (2003) Quality program indicators for children with emotional and behavior disorders. Beyond Behavior, 3-9.  Harvey, S., Goudvis, A. (2000) Strategies that work: teaching comprehension to enhance understanding. Markham, Ontario Stenhouse and Pembroke Publishing.  Intervention Central. Retrieved July 12, 2009. Teacher interventions to go series. The Savvy Teacher’s Guide: Reading Interventions That Work. Study Skills Package  Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in the classroom: Positive staff support for troubled students (6th ed.). Austin, TX: PRO-ED.
    • Works Cited  Maag, John W. (2005) Social skills training for youth with emotional behavioral disorders and learning disabilities: problems, conclusions, and suggestions. Exceptionality 13(3) 155-172.  Mooney, P., Pierce, C.D., & Ryan, J.B. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 22-29.  Wagner, T. (2008) Rigor redefined: even our “best” schools are failing to prepare students for 21st-century careers and citizenship. Educational Leadership, 20-24.  Valore, Thomas. Creating cohesive groups in re-ed settings: The classroom meeting. Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in the classroom: Positive staff support for troubled students (6th ed.). Austin, TX: PRO-ED.