Whole Child Supported


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Whole Child Supported

  1. 1. Supporting for the Whole Child Presented by Deanna E. Mayers
  2. 2. WHAT ARE YOUR HOPES AND FEARS ABOUT EDUCATING THE WHOLE CHILD? <ul><li>Type your fears in RED and Type your hopes in GREEN on the white board now. </li></ul>
  3. 3. Support and Whole Child Education <ul><li>Each student has access to personalized learning and is supported by qualified, caring adults. </li></ul>
  4. 4. Build Relationships of Respect <ul><li>Use the child names when writing an email or post response </li></ul><ul><li>Answer the questions with details specific to students needs </li></ul><ul><li>Respect the students view and knowledge </li></ul><ul><li>Notice when the student does something unprompted </li></ul><ul><li>Watch for a student slipping and reach out to move them forward </li></ul>James Comer (1995) puts it well: &quot;No significant learning occurs without a significant relationship.&quot;
  5. 5. Make Beginning Learning Relational <ul><li>Whenever possible, introduce new learning in a setting that builds on something they already know </li></ul><ul><li>Create assignments that allow for cooperative groups or partner work </li></ul><ul><li>When an student is presented with new content, learning should happen in a supportive context </li></ul>
  6. 6. Teach Students to Speak in Formal Register <ul><li>Hart and Risley's (1995) study of 42 families indicated that children living in families receiving welfare heard: </li></ul><ul><ul><li>approximately 10 million words by age three </li></ul></ul><ul><li>whereas children in families in which parents were classified as professional heard: </li></ul><ul><ul><li>approximately 30 million words in the same period. </li></ul></ul><ul><li>Build many listening opportunities </li></ul>
  7. 7. Assess Each Student's Resources <ul><li>Interventions that require students to draw on resources they do not possess will not work. </li></ul><ul><li>If such a student isn't completing homework, telling that student's parent, who is working two jobs, to make sure the student does his or her homework isn't going to be effective. </li></ul><ul><li>Provide an intervention that supports this child, can you brainstorm some ideas? </li></ul>
  8. 8. Teach the Hidden Rules of School <ul><li>In the community having reactive skills might be particularly important. </li></ul><ul><li>These skills may be counterproductive in school, where a learner must plan ahead, rather than react, to succeed. </li></ul>
  9. 9. Monitor Progress and Plan Interventions <ul><li>Chart student performance </li></ul><ul><li>Keeping in mind essential content, determine which content you need to spend the most time on. </li></ul><ul><li>Plan to use the instructional strategies that have the highest payoff for the amount of time needed to do the activity. </li></ul><ul><ul><li>For example, teaching students to develop questions has a much higher payoff for achievement than completing worksheets. </li></ul></ul><ul><li>Use rubrics and benchmark tests to identify how well students are mastering standards </li></ul><ul><li>Identify learning gaps and choose appropriate interventions. </li></ul><ul><li>Interventions can include scheduling extra instruction time, providing a supportive relationship, and helping students use mental models. </li></ul>
  10. 10. Translate the Concrete into the Abstract <ul><li>Help students become comfortable with the abstract representations characteristic of school by giving them mental models—stories, analogies, or visual representations. </li></ul><ul><li>For example, in math, one can physically form a square with the number of items represented by any square number. </li></ul><ul><ul><li>We can teach students this concept quickly by drawing a box with nine Xs in it. The student can visually see that 3 is the square root of 9, because no matter how the student looks at the model, there are 3 Xs on each side. </li></ul></ul>
  11. 11. Teach Students How to Ask Questions <ul><li>To teach students how to ask questions, I assign pairs of students to read a text and compose multiple-choice questions about it. </li></ul><ul><li>Give them sentence stems, such as &quot;When ___________ happened, why did __________ do ___________?&quot; </li></ul><ul><li>Students develop questions using the stems, then come up with four answers to each question, only one of which they consider correct and one of which has to be funny. </li></ul>
  12. 12. Forge Relationships with Parents <ul><li>It is essential to create a welcoming atmosphere at school for parents. </li></ul>
  13. 13. What students want <ul><li>Take Me Seriously </li></ul><ul><li>Challenge Me to Think </li></ul><ul><li>Nurture My Self-Respect </li></ul><ul><li>Show Me I Can Make a Difference </li></ul><ul><li>Let Me Do It My Way </li></ul><ul><li>Point Me Toward My Goals </li></ul><ul><li>Make Me Feel Important </li></ul><ul><li>Build on My Interests </li></ul><ul><li>Tap My Creativity </li></ul><ul><li>Bring Out My Best Self </li></ul>November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 48-51 What Students Want from Teachers
  14. 14. <ul><li>To what extent do the classroom rules encourage the &quot;neatness&quot; of compliant behavior instead of the inherent messiness of engagement? </li></ul>November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 38-42 Springing into Active Learning Allison Zmuda
  15. 15. <ul><li>To what extent do scoring tools over-reward students for packaging their work and under-reward the quality of thinking? </li></ul>
  16. 16. <ul><li>To what extent do school staff members &quot;save&quot; students from having to struggle? </li></ul>
  17. 17. <ul><li>To what extent do students revise work? </li></ul>
  18. 18. The Authentic Learning Environment <ul><li>Allow students to grow more accepting of not getting it right the first time </li></ul><ul><li>They will learn that a breakthrough can be right around the corner, that the right words are on the tip of their tongue, that the connections they are hunting for are right before their eyes. </li></ul><ul><li>They will develop a faith in their capacity to learn that will support them in becoming self-motivated learners </li></ul>November 2008 | Volume 66 | Number 3 Giving Students Ownership of Learning Pages 38-42 Springing into Active Learning Allison Zmuda
  19. 19. Gift of Education <ul><li>education is the tool that gives a child life choices. </li></ul><ul><li>establishes mutual respect, cares enough to make sure a student knows how to survive school, and gives that student the necessary skills is providing a gift that will keep affecting lives from one generation to the next </li></ul>
  20. 20. Steps to Whole Child Education in your district Or classroom…
  21. 21. Review of Step One: Form a Good working group <ul><li>Ask your local school board to pass the resolution supporting education of the whole child. </li></ul><ul><li>Present the whole child resolution for reading and offer to speak to the board concerning the need for such a movement </li></ul>
  22. 22. Step Two: Think and Act Locally <ul><li>Approach local government to embrace the whole child resolution </li></ul><ul><li>Ask the school board to recommend other local officials or interest groups that they think would support the project </li></ul>
  23. 23. Step 3: Spread the Word <ul><li>Ask friends and neighbors to sign the whole child petition </li></ul><ul><li>Attach the resolution and petition and take to any local social events and meetings </li></ul><ul><li>Submit letters to the editor in the local newspaper </li></ul>Internet Safety Policy Recommendations. National Association of Secondary School Principals (NASSP), 2007. (web commentary)
  24. 24. Step 4: Make Friends <ul><li>Tap into groups of community stakeholders with ready made audiences who are interested in Whole Child </li></ul><ul><li>Parents </li></ul><ul><li>Businesses </li></ul><ul><li>Doctors, health care </li></ul><ul><li>Education groups </li></ul>