A Guide for Paraprofessionals, Teachers, and
Their Supervisors
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
The document summarizes the cooperative learning approach, which is a teaching method where students work in teams on structured activities to achieve a common goal. Key aspects include positive interdependence, interaction between students, individual accountability, and teaching social skills. Effective implementation involves specifying goals, structuring tasks, monitoring groups, and debriefing. Research shows cooperative learning can improve attitudes, social behaviors, critical thinking skills, and achievement.
Cooperative learning involves students working in small groups to help each other learn. It has five key elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Researchers Roger Johnson, David Johnson, and Spencer Kagan developed models for cooperative learning that incorporate these elements and structures like assigning roles to students. Cooperative learning has been shown to improve academic achievement and develop social skills when implemented effectively.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
This document introduces a module about being a teacher in South Africa. It discusses the challenges teachers face in the country's education system and the need to transform teaching practices. The module is divided into seven sections that each explore a critical question about the teacher's role, such as what it means to be a professional teacher, how teachers can maintain authority, and whether they should focus on imparting knowledge or developing skills. The goal is to help teachers understand their roles better and teach with greater confidence and understanding.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the objectives of the workshop, which are to define cooperative learning, discuss the research supporting it, identify elements and strategies of cooperative learning, and discuss challenges in applying it. The document then covers defining cooperative learning, comparing traditional and cooperative methods, reviewing research findings, and identifying reasons to use cooperative learning like increased achievement and motivation. It also outlines elements like interdependence, interaction, accountability, skills, and processing. Finally, it discusses grouping patterns like informal short-term groups and formal long-term project groups.
This document discusses cooperative learning and its use in college classrooms. It begins by outlining the workshop objectives, which are to define cooperative learning, discuss the benefits of using it, identify elements and strategies of cooperative learning, and address challenges. The document then covers defining cooperative learning, reviewing research supporting its benefits to learning and motivation, comparing traditional and cooperative methods, and describing elements like roles, accountability, and processing. It provides examples of cooperative learning activities and grouping patterns that can be used.
The document summarizes the cooperative learning approach, which is a teaching method where students work in teams on structured activities to achieve a common goal. Key aspects include positive interdependence, interaction between students, individual accountability, and teaching social skills. Effective implementation involves specifying goals, structuring tasks, monitoring groups, and debriefing. Research shows cooperative learning can improve attitudes, social behaviors, critical thinking skills, and achievement.
Cooperative learning involves students working in small groups to help each other learn. It has five key elements: positive interdependence, individual accountability, face-to-face interaction, social skills, and group processing. Researchers Roger Johnson, David Johnson, and Spencer Kagan developed models for cooperative learning that incorporate these elements and structures like assigning roles to students. Cooperative learning has been shown to improve academic achievement and develop social skills when implemented effectively.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
This document introduces a module about being a teacher in South Africa. It discusses the challenges teachers face in the country's education system and the need to transform teaching practices. The module is divided into seven sections that each explore a critical question about the teacher's role, such as what it means to be a professional teacher, how teachers can maintain authority, and whether they should focus on imparting knowledge or developing skills. The goal is to help teachers understand their roles better and teach with greater confidence and understanding.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
Cooperative learning involves organizing students into groups where they work together to learn from one another and are accountable for their own learning as well as the learning of others, with benefits including improved achievement for all students, development of social skills, and replacing competition with cooperation. Key aspects of cooperative learning include positive interdependence among group members, individual accountability, face-to-face interaction, development of social skills, and group processing. The role of the teacher is to structure the learning environment and tasks, facilitate the learning process, and encourage student responsibility for their own learning.
TEACHnology for Focus Teacher Leaders Day OneMark Woolley
The document outlines an agenda for a TEACHnology 1:1 Focus Teacher Leaders course. The course is designed for leaders, coordinators, and leading teachers. It will explore topics like school culture, change processes, strategic planning, and leading digital communities. Participants will develop skills in areas like OSX, problem solving, and technology applications. The goal is to empower staff and walk with them as schools move toward a 1:1 model for primary students by the end of 2007.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
Group work facilitated by a group charter can create an efficient & effective...Ann Esarco
The document discusses theories of constructivism and cognitive development, including those proposed by Piaget and Vygotsky. Piaget's theory focused on individual learning through active engagement, while Vygotsky emphasized social interaction and scaffolding from more knowledgeable others. Constructivism holds that learning occurs through assimilation and accommodation within environments that facilitate exploration. The document then provides examples of group work techniques like case studies, debates, and projects. It introduces the concept of a group charter, describing its components and benefits for establishing expectations and processes to improve online group function and outcomes. A study is described that found groups using charters felt more prepared and efficient, with higher assessment scores, identifying roles, standards, conduct, and timelines as
This document discusses developing a passionate team of instruction librarians at the Li Ka Shing Library at Singapore Management University. It outlines the library's roadmap for student instruction programs, including in-class sessions, thematic training, and research consultations. Feedback from students and faculty is also discussed. The document then covers the library's interventions for continual professional development, such as training coordination meetings, conference attendance, and external certification programs. It emphasizes developing instruction skills through on-the-job experience and a culture of collaboration, knowledge-sharing, and lifelong learning among the instructional team.
Communicative language teaching focuses on meaningful language use, authentic tasks, and learner-centered instruction. While drills focus on isolated skills, communicative tasks provide opportunities to use language in context. Correction typically occurs after an activity to avoid interrupting communication. Control is relaxed to promote natural language use. Whole-class instruction is best for presenting material but limits individual participation. Group and pair work increase speaking time but require management. One-on-one work allows for personalized feedback but lacks social aspects. The optimal approach balances these factors based on the lesson goals and students' needs.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
The document is a presentation by The First Group on investment opportunities in Dubai's hotel industry. It highlights that Indians are the top foreign investors in Dubai's real estate market. It promotes hotel suite investments with The First Group, noting their high occupancy rates above 90% managed by Wyndham Hotels. Investors can expect returns of 6% from such investments, which are not subject to local taxes in Dubai.
Ways in which my Media Product has Used, Developed and Challenged forms of re...Jack Hudson
The document provides details about the design of an indie rock magazine called AMPLIFY. It summarizes the key design elements including the masthead, cover lines, contents page, and a double page interview spread. For the masthead, words like "Riff", "Rebel" and "Amplify" were chosen to appeal to an indie audience. The cover lines and secondary stories were designed to attract readers and show the breadth of content. The contents page uses sections and images to guide readers to articles. The double page spread features an interview with an artist presented in a style inspired by other music magazines.
1. Behaviour is anything that can be seen or heard, and it provides insights into unseen aspects like thoughts and emotions. Behaviour affects how people interact with each other.
2. Challenging behaviour is culturally abnormal behaviour that endangers safety and disrupts services. It includes aggression, disruption, destruction, noncompliance, noise, stereotypy, and self-injury.
3. People display challenging behaviour for reasons like gaining attention, sensory stimulation, avoiding demands or social contact, or accessing objects. Functional analysis is used to understand the causes and contexts of an individual's behaviour.
This document summarizes common gynecological infections including bacteria, fungi, parasites, and viruses. It provides details on symptoms, diagnostic tests, causative organisms, and treatments. Key points discussed are symptoms of bacterial vaginosis including abnormal discharge and fishy odor. Diagnostic tests mentioned are pH level, whiff test, and VDRL test. Common organisms causing infections are discussed such as Candida albicans causing candidiasis. Treatment recommendations are provided for each type of infection.
The document discusses different approaches to developing mobile applications, including native apps, web apps, and hybrid apps. Native apps are developed using each mobile operating system's native tools and languages, allowing full access to device capabilities but requiring separate development for each platform. Web apps are developed with web technologies like HTML5, CSS, and JavaScript and run in a mobile browser, allowing cross-platform support but limiting access to device features. Hybrid apps combine web technologies with a native wrapper to provide cross-platform support while also allowing access to some device capabilities. The document analyzes the pros and cons of each approach and factors to consider like platforms supported, user experience, performance, and frameworks available.
The document summarizes a presentation given by reading specialists to teachers about professional learning communities (PLCs). It discusses what PLCs are, the roles of reading specialists in a PLC, and struggles and lessons learned. Specifically, it notes that PLCs focus on student learning through collaboration and results. Reading specialists play instructional, assessment, and leadership roles in PLCs. Their roles include collaborating with teachers, assessing students, and leading professional development. Challenges in establishing effective PLCs include developing shared visions and transparent conversations among teachers.
The document discusses several models of teaching including lecture, discussion-questioning, viewing-listening, and inquiry training. It provides descriptions of the key characteristics of each model, including how they are typically grouped, the roles of the student and teacher, common teaching resources used, and their potential benefits and drawbacks. The models vary in the level of student participation and involvement, from more passive approaches like lecture to more active approaches that emphasize discussion, viewing of media, and developing inquiry skills.
The document provides an agenda for an orientation session for a Behavioral Leadership Teams Academy. It includes introductions of the school teams and their reasons for participating. It discusses the shift from traditional to instructional models of discipline and the beliefs of the academy. It outlines the roles and responsibilities of RtI:B team members and the training model which involves online and in-person sessions over the school year.
This document discusses several common barriers that adult learners face when returning to school or participating in workplace training. It identifies attitudinal barriers like low self-confidence and fear of failure that can stem from past negative experiences. It also examines timing and financial barriers related to balancing work, family responsibilities, and school. Additionally, the document looks at barriers faced by students with exceptional needs, using the case of a student with auditory processing issues. It provides suggestions for educators to alleviate these barriers by applying theories like Knowles' principles of adult learning and Maslow's hierarchy of needs.
Cooperative learning involves organizing students into groups where they work together to learn from one another and are accountable for their own learning as well as the learning of others, with benefits including improved achievement for all students, development of social skills, and replacing competition with cooperation. Key aspects of cooperative learning include positive interdependence among group members, individual accountability, face-to-face interaction, development of social skills, and group processing. The role of the teacher is to structure the learning environment and tasks, facilitate the learning process, and encourage student responsibility for their own learning.
TEACHnology for Focus Teacher Leaders Day OneMark Woolley
The document outlines an agenda for a TEACHnology 1:1 Focus Teacher Leaders course. The course is designed for leaders, coordinators, and leading teachers. It will explore topics like school culture, change processes, strategic planning, and leading digital communities. Participants will develop skills in areas like OSX, problem solving, and technology applications. The goal is to empower staff and walk with them as schools move toward a 1:1 model for primary students by the end of 2007.
"Earthsoft Foundation of Guidance (EFG) is working as an NGO/NPO for students - Education & Career
guidance and for Professionals for soft skills enhancements. We are working speading , sharing
knowledge; experience globally.It has uploaded important presentations at http://myefg.in/downloads.aspx.
Also visit www.slideshare.net and search using key word - earthsoft
Read http://tl.gd/jm1gh5 and view picture http://twitpic.com/cept60
http://www.slideshare.net/rrakhecha/efg-activities-of-one-year27-mar2013
Be mentor using your education, knowledge & experience to contribute for a social cause & do conduct
free training/ workshop seeking help of existing platforms
Kindly spread to your friends.Thank you!
- Earthsoft Foundation of Guidance
Let us make earth little softer..
"
This document discusses several modern instructional approaches for cooperative and collaborative learning: jigsaw technique, circle learning, concept mapping, and think-pair-share. It provides details on how each approach works, including step-by-step explanations of implementing the jigsaw technique and the four steps of circle learning (reflection, learning, planning, action). It also discusses the purposes and uses of concept mapping and think-pair-share techniques. The document concludes that organizing students into heterogeneous groups for particular learning experiences has been shown to be an effective technique that allows for varying degrees of student success through interaction and teacher-planned activities.
Group work facilitated by a group charter can create an efficient & effective...Ann Esarco
The document discusses theories of constructivism and cognitive development, including those proposed by Piaget and Vygotsky. Piaget's theory focused on individual learning through active engagement, while Vygotsky emphasized social interaction and scaffolding from more knowledgeable others. Constructivism holds that learning occurs through assimilation and accommodation within environments that facilitate exploration. The document then provides examples of group work techniques like case studies, debates, and projects. It introduces the concept of a group charter, describing its components and benefits for establishing expectations and processes to improve online group function and outcomes. A study is described that found groups using charters felt more prepared and efficient, with higher assessment scores, identifying roles, standards, conduct, and timelines as
This document discusses developing a passionate team of instruction librarians at the Li Ka Shing Library at Singapore Management University. It outlines the library's roadmap for student instruction programs, including in-class sessions, thematic training, and research consultations. Feedback from students and faculty is also discussed. The document then covers the library's interventions for continual professional development, such as training coordination meetings, conference attendance, and external certification programs. It emphasizes developing instruction skills through on-the-job experience and a culture of collaboration, knowledge-sharing, and lifelong learning among the instructional team.
Communicative language teaching focuses on meaningful language use, authentic tasks, and learner-centered instruction. While drills focus on isolated skills, communicative tasks provide opportunities to use language in context. Correction typically occurs after an activity to avoid interrupting communication. Control is relaxed to promote natural language use. Whole-class instruction is best for presenting material but limits individual participation. Group and pair work increase speaking time but require management. One-on-one work allows for personalized feedback but lacks social aspects. The optimal approach balances these factors based on the lesson goals and students' needs.
This presentation "Accelerated Learning" introduced the concept of organizational learning and action learning. And provided a project case to show how to integrate action learning, web-based learning and classroom learning in corporate training and development program.
The document is a presentation by The First Group on investment opportunities in Dubai's hotel industry. It highlights that Indians are the top foreign investors in Dubai's real estate market. It promotes hotel suite investments with The First Group, noting their high occupancy rates above 90% managed by Wyndham Hotels. Investors can expect returns of 6% from such investments, which are not subject to local taxes in Dubai.
Ways in which my Media Product has Used, Developed and Challenged forms of re...Jack Hudson
The document provides details about the design of an indie rock magazine called AMPLIFY. It summarizes the key design elements including the masthead, cover lines, contents page, and a double page interview spread. For the masthead, words like "Riff", "Rebel" and "Amplify" were chosen to appeal to an indie audience. The cover lines and secondary stories were designed to attract readers and show the breadth of content. The contents page uses sections and images to guide readers to articles. The double page spread features an interview with an artist presented in a style inspired by other music magazines.
1. Behaviour is anything that can be seen or heard, and it provides insights into unseen aspects like thoughts and emotions. Behaviour affects how people interact with each other.
2. Challenging behaviour is culturally abnormal behaviour that endangers safety and disrupts services. It includes aggression, disruption, destruction, noncompliance, noise, stereotypy, and self-injury.
3. People display challenging behaviour for reasons like gaining attention, sensory stimulation, avoiding demands or social contact, or accessing objects. Functional analysis is used to understand the causes and contexts of an individual's behaviour.
This document summarizes common gynecological infections including bacteria, fungi, parasites, and viruses. It provides details on symptoms, diagnostic tests, causative organisms, and treatments. Key points discussed are symptoms of bacterial vaginosis including abnormal discharge and fishy odor. Diagnostic tests mentioned are pH level, whiff test, and VDRL test. Common organisms causing infections are discussed such as Candida albicans causing candidiasis. Treatment recommendations are provided for each type of infection.
The document discusses different approaches to developing mobile applications, including native apps, web apps, and hybrid apps. Native apps are developed using each mobile operating system's native tools and languages, allowing full access to device capabilities but requiring separate development for each platform. Web apps are developed with web technologies like HTML5, CSS, and JavaScript and run in a mobile browser, allowing cross-platform support but limiting access to device features. Hybrid apps combine web technologies with a native wrapper to provide cross-platform support while also allowing access to some device capabilities. The document analyzes the pros and cons of each approach and factors to consider like platforms supported, user experience, performance, and frameworks available.
The document summarizes a presentation given by reading specialists to teachers about professional learning communities (PLCs). It discusses what PLCs are, the roles of reading specialists in a PLC, and struggles and lessons learned. Specifically, it notes that PLCs focus on student learning through collaboration and results. Reading specialists play instructional, assessment, and leadership roles in PLCs. Their roles include collaborating with teachers, assessing students, and leading professional development. Challenges in establishing effective PLCs include developing shared visions and transparent conversations among teachers.
The document discusses several models of teaching including lecture, discussion-questioning, viewing-listening, and inquiry training. It provides descriptions of the key characteristics of each model, including how they are typically grouped, the roles of the student and teacher, common teaching resources used, and their potential benefits and drawbacks. The models vary in the level of student participation and involvement, from more passive approaches like lecture to more active approaches that emphasize discussion, viewing of media, and developing inquiry skills.
The document provides an agenda for an orientation session for a Behavioral Leadership Teams Academy. It includes introductions of the school teams and their reasons for participating. It discusses the shift from traditional to instructional models of discipline and the beliefs of the academy. It outlines the roles and responsibilities of RtI:B team members and the training model which involves online and in-person sessions over the school year.
This document discusses several common barriers that adult learners face when returning to school or participating in workplace training. It identifies attitudinal barriers like low self-confidence and fear of failure that can stem from past negative experiences. It also examines timing and financial barriers related to balancing work, family responsibilities, and school. Additionally, the document looks at barriers faced by students with exceptional needs, using the case of a student with auditory processing issues. It provides suggestions for educators to alleviate these barriers by applying theories like Knowles' principles of adult learning and Maslow's hierarchy of needs.
UNESCO toolkit 5: Managing Learning-Friendly ClassroomsSaloni Singhal
This document provides guidance for teachers on managing inclusive and learning-friendly classrooms. It discusses establishing classroom routines to help children work efficiently, assigning responsibilities to all students to teach them responsibility, and using a curriculum triangle framework to plan well-structured lessons considering content, teaching processes, and learning environments. Tips are offered on routines, maximizing limited resources, managing group work, and assessing student progress. The overall aim is to provide teachers with tools to effectively teach diverse students.
The document discusses key factors that influence the classroom environment, including teaching practices, relationships, physical space, and classroom organization. It emphasizes that the teacher plays a crucial role in establishing an environment that either supports or hinders student learning and well-being. An inclusive classroom requires considering all students' needs, facilitating positive relationships, and ensuring flexibility so the environment can evolve to meet changing requirements.
This document discusses assistive technology and provides background information on Individualized Education Plans (IEPs), Attention Deficit Hyperactivity Disorder (ADHD), Auditory Processing Disorder (APD), mild learning disabilities, and instructional practices for differentiation. An IEP is a legal document that describes the educational program designed to meet a child's unique needs. Students with difficulties learning and functioning are candidates for IEPs. The document also defines the three subtypes of ADHD and explains the challenges faced by students with APD or mild learning disabilities. It concludes by noting that assistive technology includes devices and processes to help people with disabilities and that differentiating instruction through small groups and personalized assignments can increase student motivation and participation.
Karen Colaric and Susan Lee presented this process in use at Park Day School in Oakland, CA. The SDA process (Support, Development and Assessment) for teachers was created by a committee led by the lower school director, Karen, and a group of teachers at PDS, including Susan. It is intended to appropriately acknowledge and celebrate the work of teachers and to promote their continued growth. This process is useful and relevant for teachers and a philosophical fit for progressive schools.
This document provides an overview of problem-based learning (PBL). It begins by explaining the basics of PBL as a teaching and assessment method. It then discusses the key characteristics of PBL, including that it is student-centered, uses ill-structured problems to trigger learning, and involves self-directed learning in small groups. The document also reviews different PBL models and processes, benefits and challenges of PBL, and provides examples of how PBL has been implemented at various universities. Overall, the document serves as a comprehensive introduction to PBL.
This presentation explores how teacher collaboration can become an effective schoolwide practice to accommodate the needs of diverse English Language learners (ELLs) and to help all students meet national and state learning standards. In addition, a co-teaching approach to instruction is showcased in conjunction with
various co-teaching models for ELLs.
This document discusses co-teaching strategies for inclusive classrooms. It defines co-teaching as two or more educators sharing instructional responsibilities for a single group of students. Successful co-teaching requires communication, trust, respect, and commitment between partners. The document outlines several approaches to co-teaching such as one teach, one observe; station teaching; and team teaching. It provides examples of how co-teaching can benefit students and notes that it is an ongoing relationship that must be continually worked on.
The document discusses assessment for learning, assessment as learning, and assessment of learning. It defines each term and provides examples. Assessment for learning is an ongoing process of gathering evidence on student learning to help teachers adjust instruction and help students focus their learning. Assessment as learning involves students actively monitoring their own learning. Assessment of learning summarizes learning at a point in time to make judgements about student achievement based on criteria. The document emphasizes using assessment to improve student learning and develop independent learners.
This document outlines a rubric for evaluating student contributions and participation in a group project. It includes categories for contributions, problem-solving, attitude, focus, instructional goals and objectives, instructional strategies, assessment methods, reading activities, listening activities, organization, word choice and grammar usage, and mechanics. The rubric provides ratings from 1 to 4, with 4 being the highest or most positive rating.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
This document outlines an agenda and materials for a professional development session on designing instruction for deep learning and diversity. The agenda includes reviewing the backward design process, discussing differentiated instruction, sharing examples of Understanding by Design lesson plans, reviewing instructional approaches, and providing feedback. Key topics that will be covered are the backward design model, differentiated instruction principles and strategies, comparing traditional and differentiated classrooms, six effective instructional approaches, and an exciting follow-up workshop opportunity on differentiated instruction.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
The document discusses several topics regarding a high school including positives like engaging teachers and resources, as well as potential improvements. It notes students have many classes per term, making it difficult to focus, and suggests using "team teachers" and mixed classes. Other proposed changes include giving students more independence, hands-on work, opportunities to critique each other's work, and improving literacy and community/culture building.
This document provides an overview of Positive Behavioral Interventions and Supports (PBIS) and the role of para-professionals in implementing PBIS. It discusses PBIS as a multi-tiered system of support, establishing and teaching expectations to students, using acknowledgment systems to recognize positive behaviors, responding to minor problem behaviors through re-teaching expectations, and the importance of active supervision through constant movement and scanning of areas. The document also provides examples of environmental supports and small changes schools can make to improve behavior, such as adding structure to areas and increasing adult-to-student ratios.
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.
This document discusses assistive technology (AT) and its role in bridging quality education. It defines AT as any item or system that improves functional capabilities for those with disabilities. AT can be low-tech like pencil grips or high-tech like specialized computers. Laws like the ADA and IDEA support students' access to AT. The IEP process is used to determine individual student needs and select appropriate AT solutions. Commonly used AT in schools includes word prediction, speech-to-text, augmentative communication devices, switches, and high-tech devices. Future directions for AT include advances in mobility, biomechanics, robotics, and funding sources are described.
The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.
This document provides strategies for preventing challenging behaviors in students. It discusses understanding the function of behaviors, building positive relationships with students, using environmental strategies like visual supports and schedules, employing language strategies, and reinforcing positive behaviors. Specific reinforcement techniques are outlined such as using material, natural, sensory, and social reinforcers. Additional strategies mentioned include social stories, problem solving charts, transition objects, and frequent breaks.
This document discusses strategies for promoting independence for students with 1:1 paraeducators. It begins by noting some detrimental effects that can occur when independence is not fostered, such as students being unable to complete basic tasks without assistance. The document then outlines how shifting mindsets among teachers, paraeducators, students, and parents can support independence. Specific strategies are provided, including using prompts from most to least assistance and fading assistance over time. The importance of teaching students to work independently for short periods is also discussed. Overall, the document advocates for an approach where paraeducators focus on connecting students to the classroom rather than doing everything for them.
This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.
This document outlines an agenda and materials for a workshop on developing statewide initiatives to support paraeducator career growth. The workshop will explore five strategic steps: defining the need, developing partnerships, preparing a plan, securing support, and maintaining collaboration. A panel will then discuss lessons from Washington state's paraeducator legislation process. The panel will take questions from attendees.
The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016
Teacher X X X
Teacher X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Shared X X
This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X in
This document provides guidance on data collection for paraeducators. It explains that data collection is an important part of supporting student achievement and should be implemented under the direction of the teacher. Paraeducators often assist with behavioral data collection to inform student support strategies. The document reviews different data collection methods including frequency, interval, duration, and latency recording and provides examples. It stresses the importance of summarizing and interpreting data to evaluate interventions.
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
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1. IN-STEP AND IN-SYNCH
6 SOCIAL SKILLS FOR EFFECTIVE
PARAEDUCATOR/TEACHER PARTNERSHIP
National Resource Center for Paraeducators Conference 2012
MARY HULL
2. SIX SOCIAL SKILLS
Observe Commit
Adapt
Communicate
Create time
Self knowledge
3. Self
knowledg
e
You, the expert on you
Why are you a member of this occupation?
What talents, focus, and goals do you bring to the
classroom?
National Resource Center for Paraeducators Conference 2012
MARY HULL
4. Self
knowledg
e
Know Yourself Activity 1
My skills My further No thank you
interests
National Resource Center for Paraeducators Conference 2012
MARY HULL
5. Self
knowledge
Identify and understand learning/teaching styles and
how they can complement, mesh or clash with
students and teachers
What thinking style do you bring to the classroom?
National Resource Center for Paraeducators Conference 2012
MARY HULL
6. Self
knowledg
e
Know Yourself Activity
How would you………
National Resource Center for Paraeducators Conference 2012
MARY HULL
7. Self
knowledg
e
Sequential
Precise
National Resource Center for Paraeducators Conference 2012
MARY HULL
.
8. Self
knowledg
e
Technical
Confluent
.
Freely adapted from Let Me Learn, website at end of
presentation. Resource Center for Paraeducators Conference
National
2012
MARY HULL
9. Observe
Learn how and what to observe in classrooms
National Resource Center for Paraeducators Conference 2012
MARY HULL
10. Classroom observation exercise
How Could You
Help?
Observe
In Class rooms:
Where is …………?
What is …………..?
National Resource Center for Paraeducators Conference 2012
MARY HULL
11. CLASSROOM OBSERVATION
ACTIVITY
Observe
National Resource Center for Paraeducators Conference 2012
MARY HULL
12. Classroom observation
ACTIVITY
Observe
National Resource Center for Paraeducators Conference 2012
MARY HULL
13. Classroom observation
ACTIVITY
Observe
National Resource Center for Paraeducators Conference 2012
MARY HULL
14. Classroom observation
ACTIVITY
Observe
National Resource Center for Paraeducators Conference 2012
MARY HULL
15. Classroom Observation Checklist
What do seasoned professionals look for when initially entering a classroom to
understand the people in the group? How do they complete ordinary classroom
tasks and how do they fit into the group?
Observe
Teaching Space Adult Workspace:
Materials Student Characteristics
National Resource Center for Paraeducators Conference 2012
MARY HULL
16. Classroom observation
Checklist
Procedures
Observe
Daily Organization Daily Organization
Teaching Style Behavior System
National Resource Center for Paraeducators Conference 2012
MARY HULL
17. Communicate
How to find informal social connections
to enhance working relationships
Creating connections:
National Resource Center for Paraeducators Conference 2012
MARY HULL
18. Speed Sped Meeting Form
1st potential partner:
2nd potential partner:
National Resource Center for Paraeducators Conference 2012
MARY HULL
19. Comm
WAYS TO ESTABLISH A ROUTINE
FOR ON-GOING COMMUNICATION
Communicate
…..
LEARN HOW TO CARVE OUT
TIME AND OPPORTUNITIES FOR
THESE SOCIAL BEHAVIORS.
Create
time
National Resource Center for Paraeducators Conference 2012
MARY HULL
21. ada
Commit Adapt Communicate
Problem solving before there are problems by
1)
2)
To determine role
What are the possibilities?
National Resource Center for Paraeducators Conference 2012
MARY HULL
22. Co-working roles
Adapt In the classroom
Types of support Teacher’s role paraprofessional’s role
Coach Teacher instructs entire class Encourages one or more students
to participate in the large group
instruction
Scan Teacher instructs entire class Watches forstudents who seem to
needhelp in clarifying directions,
getting materials, etc.
Tutor Teacher instructs some of the Instructs a small group in parallel
students with teacher:.
Substitute teach Teacher is not available to teach Teaches entire class.
Organize Teacher instructs entire class Locates materials ,equipment; sets
up the materials and puts them
away at end of lesson.
National Resource Center for Paraeducators Conference 2012
MARY HULL
23. Co-working roles
Adapt In the classroom
Types of support Teacher’s role paraprofessional’s role
Clerk Teacher instructs entire class.
Monitor behavior Teacher instructs entire class.
Report behavior Another teacher is teaching or
in charge of class (PE, art,
substitute, etc.).
Model Teacher instructs entire class.
Attend Personal Needs Teacher instructs entire class
National Resource Center for Paraeducators Conference 2012
MARY HULL
24. Co-working roles
Adapt In the classroom
Types of support Teacher’s role paraprofessional’s role
Sounding board Teacher considers possible
actions.
Confident Teacher or student tells para a
problem.
Bridge Teacher, parents, student, try to
understand each other’s point of
view.
Translator Teacher would like to speak to .
parent who does not speak
English.
Community Liaison Teacher wants to use
community resources.
National Resource Center for Paraeducators Conference 2012
MARY HULL
25. Establish parameters for partnership
Collaboration
Commit Adapt
☐To be determined with teacher
☐ Co-working system:
1) Discipline
2) How students should refer to paraprofessional
3) Extent of parent contact
4) Support process: Ask three and then me Communicate
☐ Enabling versus support
☐Etc.
National Resource Center for Paraeducators Conference 2012
MARY HULL
26. PATHWAYS TO TEACHER AND STUDENT
SUPPORT
Social Behaviors:
Paraprofessional 1)
s are the most 2)
commonly used
special education 3)
intervention in 4)
the United States
5)
6)
National Resource Center for Paraeducators Conference 2012
MARY HULL
28. Books by Mary Hull
Conversations With Paraeducators: Optimizing Your Work
As The Other Grown-Up In The Classroom
The Paraeducator: The Other Grown-Up in the Elementary
Classroom
FOR FURTHER CONSIDERATION
MaryWHull@gmail.com
National Resource Center for Paraeducators Conference 2012
MARY HULL
Editor's Notes
The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references forOverview:The valuable skills that you cannot measure easily in a multiple choice, pencil and paper (or computer) test. What administrators should interview for….the characteristics they usually ask references forI developed this seminar from results of research I did through Rutgers UniversityGive you the organization for the presentation:
What do you know about you?
Give a surprise birthday party for your best friend? Do, share.
Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further.
Has implications for students—students who have difficulty in school often are rigid in their thinking/learning patterns and school methods which favor some patterns over others, may be difficult for them. See web site at end of packet if you would like to explore further.most teachers have their strength in sequential and precise. Any questions?
Analyze video using check list
Any questions?
Observation is not a passive activity
Partner introductions: find out two ways you and your partner can connect.You are going to be working together in a classroom—your teacher is going to have a student who needs a one-to-one and a class who has 5 other students eligible for special education and related services for science, math and social studies. You are going to be the classroom support para, but you will need to cover for the one-to-one while she has lunch during the student’s lunch and recess period. Your teacher has asked you both to “set up a schedule” and “work it out.”
Review typical Para schedules—perhaps review their own. Look at opportunities before, during and after school hours.
setting boundaries and creating procedures:determining roleThe strength of the role—you can perform a wide range of tasks in a wide range of ways—is its problem. Which task? Which manner? And it changes from day to day and from month to month and from child to child.Problem solve with partner: what needs to be decided? Discipline, class routines
Problem solve with partner: what needs to be decided? Discipline, class routines
Problem solve with partner: what needs to be decided? Discipline, class routines
Problem solve with partner: what needs to be decided? Discipline, class routines
Questions?
Send yourself a letter—envelop and card: What positive piece of informationdo you want to remember from this seminar?