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Power of positive
1. The Power of Positive
Thinking
• Keep your thoughts positive
because your thoughts become
your words,
• Keep your words positive because
your words become your behavior,
• Keep your behavior positive
because your behavior becomes
your habits,
• Keep your habits positive because
your habits becomes your values,
• Keep your values positive because
your values becomes your destiny.
– Mahatma Gandhi
2. Benchmark Reading &Benchmark Reading &
Math DataMath Data
Using Data To Enhance InstructionUsing Data To Enhance Instruction
Gail WhiteGail White
School CounselorSchool Counselor
Martin L. King, Jr. ElementaryMartin L. King, Jr. Elementary
3. Skills Measured
Reading
Words and Phrases
Main Idea
Comparisons
Reference
Research
Math
• Number Sense
• Measurement
• Geometry
• Algebraic Thinking
• Data Analysis
5. Number of students with less than a 50%
likelihood of scoring 3 or higher on FCAT
Reading
0
10
20
30
40
50
60
70
80
90
3rd
4th
5th
• 3rd
Grade
70 out of 102
students
• 4th
Grade
83 out of 137
students
• 5th
Grade
58 out of 97
students
6. Number of students with less than a
50% likelihood of scoring 3 or higher on
FCAT Math
• 3rd
Grade
78 out of 99
students
• 4th
Grade
111 out of 136
students
• 5th
Grade
83 out of 98
students
0
20
40
60
80
100
120
3rd
4t h
5t h
9. Where do we go from
here?
• How do we improve? (Research)
• Developing strategies and action
plans to meet the needs of students
• Team Work: Grade level groups
• Presentation of plans
• Questions, comments, concerns
10. “Children learn in
different ways and at
different rates and
variations should not
be used as a reason to
doubt a child’s
potential or limit that
child’s opportunities to
learn.”
Hart & Jacobi
11. Research
Instructional Strategies that Enhance
Achievement
Getting and Sustaining Attention
Creating Meaning
Semantic Memory
Episodic Memory
Procedural Learning
Engaging Emotions
12. Getting and Sustaining
Attention
Change voice, tone, volume, accent, pace
Use props (bells, costumes, music)
Deliberate use of contrast (change
location)
Balance novelty and ritual
Make students the main show
13. Creating Meaning
• Use graphic organizers
• Have students create graphic organizers
• Ask compare/contrast questions
• Use topic/concept mapping
• Give global overview/pre-view of topic (with
overhead or map) at beginning
• At end of topic, ask students to evaluate proc and
cons, discuss relevance or share models
• Ask compare/contrast questions
14. Semantic Memory
• Teach through rhymes, visualization, mnemonics, music,
discussion
• Use graphic organizers (
Venn diagrams; concept maps, story maps)
• Put important information first and last
• Use music, props, costumes
• Ask students to share what they learned with others
• Use cliff-hangers—Introduce problem one day and work
toward solution the next
• Teach students to use acrostics (Every Good Boy Does Fine)
• Put students in pairs to form quick summary
15. Episodic Memory
• Change location, emotions, movement, novelty
• Connect learning to song, field trip, simulation
• Follow lesson with journal, project, peer teaching
• Do review in varied states (timed tests, public
tests, group presentation, quiz show)
• Create theme days or theme weeks to add color
and interest to learning
16. Procedural Learning
• Enhance emotions in MIDDLE of class
• Role plays, reenactments
• Presentations
• Create songs or raps of key terms
• Build a working model
17. Engaging Emotions
• Use celebrations (high fives, food, music, laughter)
• Use controversy (debated, dialogue, argument)
• Use physical rituals (chants, cheers, clapping patterns,
movements)
• Do shared work (partners, think/pair/share)
• Use movement (improvisation, dance, quiz show games, rap,
stretching, pretend)
• Engage emotions as part of learning (e.g. games, music,
drama)
18. Characteristic of good
teachers
• Stay on students
• Able to control
behavior AND focus
on lesson
• Goes out of the way to
provide help
• Explains until the
“light bulb” goes on
• Provides a variety of
activities through
which to learn
• Is connected to
students (the
relationship is
important)
19. Students Value Teachers
Who…
“Nagging” students communicates a teacher believes the
student can succeed and cares enough to make sure the
work is done.
These teachers:
• Regularly check work
• Provide a regular and visible accounting of missing work
• Call students’ homes to make sure they complete their work
• Act as cheerleader, encourager
20. Students Value Teachers
Who…
• “A good teacher takes time out to
see if all the kids have what they’re
talking about…and cares how they’re
doing and will see if they need help.”
25. Introducing...
• A DATA Collection Form to help you
differentiate instruction based upon
each student needs.
26. Learning Needs: Sunshine State Standards
August 2004
READING
R1:
Words/
Phrases
R2:
Main Idea/
Purpose
R3:
Comparisons
R4:
References
Below 50%
50%-69%
70%-84%
85%-100%
27. Learning Needs: Sunshine State Standards
August 2004
Math
M1:
Number
Sense
M2:
Measurements
M3:
Geome
try
M4:
Algebraic
Thinking
M5: Data
Analys
is
Below
50%
50%-
69%
70%-
84%
85%-
100
%
28. Which child do you stand
for?
• “A hundred years
from now it will not
matter what my bank
account was, the sort
of house I lived in,
or the kind of car I
drove…But the world
may be different
because I was
important in the life
of a child.”
29. References
• Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to
advocate: Transforming the role of the school counselor.
New York: The College Board, obtained through The
Achievement Council. (420 Wilshire Blvd. Suite 420, Los
Angeles, CA 90010, 231-487-3194, fax 213-487-0879).
• Jensen, E. (1998).Teaching with the brain in mind.
Alexandria, VA: Association for Supervision and Curriculum
Development
• Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids.
Albany, NY: SUNY Press.
