1 / 42

All Teaching is Remedial

All Teaching is Remedial . Putting the “All” in Student Learning. Beth Hahn Educational Consultant Ohio Department of Education Office for Exceptional Children Carrollton Exempted Village Schools January 7, 2010. Setting the Stage. Putting the “All” in Student Learning.

clancy
Download Presentation

All Teaching is Remedial

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. All Teaching is Remedial

  2. Putting the “All” in Student Learning • Beth Hahn • Educational Consultant • Ohio Department of Education • Office for Exceptional Children Carrollton Exempted Village Schools • January 7, 2010

  3. Setting the Stage

  4. Putting the “All” in Student Learning • Even with a mandate for service, providing for Students with Disabilities (SWD) in the 13 different areas of disability is a challenge in many districts. • Ohio’s English Language Learners (ELL) students perform well on NAEP compared to the nation as a whole, and the gaps between Ohio’s ELL students and native English speakers is smaller than the national average. However, this population of students continues to increase and our system must be prepared to serve them. • Gifted students often arrive in class knowing 40-50% of what will be taught that year.

  5. The Climate • Class sizes in many districts are increasing. • The diversity of the student populations in classes is widening. • And accountability measures demand that “all” students learn.

  6. Wondering how you’re going to teach all these students in today’s climate? Sometimes feel over-whelmed?

  7. We know how to teach all students because. . . The good news?

  8. . . . all teaching is remedial.

  9. It’s about teaching to both strengths and weaknesses.

  10. It’s understanding that - if the student doesn’t know it - he/she has to learn it. If he/she already knows it – it isn’t learning.

  11. It’s about being a “teacher” for every student – even the ones who already know a lot.

  12. It’s about choosing the right lessons and strategies for the various groups of learners in your class.

  13. It’s about providing good instruction.

  14. The Face of Good Instruction

  15. Although students through the centuries have needed to be motivated and engaged . . . Good instruction for the 21st Century looks a little different -

  16. 21st Century learners must learn five competencies: • Flexibility and adaptability • Initiative and self-direction • Social and cross-cultural skills • Productivity and accountability • Leadership and responsibility

  17. Framework for Curriculum & Instruction • Thinking skills embedded in core subjects • Thinking skills embedded in 21st century themes: global awareness, economic literacy, civic literacy, health literacy, environmental literacy • Thinking skills applied across content domains through performance-based activities • Technology and resources beyond classroom walls are utilized

  18. Approaches, Frameworks, and Entry Points Novice

  19. RTI and Progress Monitoring • An approach something like piano lessons with a little soccer practice thrown in. . .

  20. Response to Intervention Models • Standard Protocol DIBELS AIMSweb Curriculum Compacting College of William & Mary Units Renzulli Learning Systems • Problem-Solving Identify Design & Implement Monitor Progress & Modify Plan Next Steps

  21. RtI Resources • http://www.rti4success.org/

  22. How Can RtI Help Your Challenging Student?

  23. Progress Monitoring • Pre-assessment • Continual assessment of strengths & weaknesses • Adequate instruments (for gifted – enough ceiling) • Varied assessments – running records, checklists, work samples, portfolios, achievement tests, student interviews, curriculum-based measures, above/below-grade- level tests, performance-based • Frequent assessment

  24. The National Center for Student Progress Monitoring • http://www.studentprogress.org/

  25. How Can You Use Progress Monitoring to Help Your Challenging Student?

  26. Some ODE guidance documents. . . Guiding Principles & Compass Points

  27. A Framework Universal Design for Learning & Brain Research

  28. Brain Networks

  29. Recognition, Strategic, Affective

  30. Universal Design for Learning

  31. UDL Resources • http://www.cast.org/udl/index.html

  32. How Can UDL Principles Help Your Challenging Student?

  33. ODE - Designing Performance Tasks for ALL Students (with specific suggestions for English Language Learners) • challenging and meaningful • pursue individual interests • elicit the background knowledge • learning through different modalities? • “show what they know” in a variety of ways?

  34. Differentiation for Written Education Plans Van Tassel Baska’s Conceptual Framework: • Acceleration • Complexity • Depth of understanding • Challenge • Cognitive Creativity • Abstractness

  35. Bloom’s Revised Taxonomy

  36. Wrap Up Questions - gifted @ode.state.oh.us

  37. References • Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing. • Coleman, M.R. & Johnsen, S. K. (2011). RtI for gifted students. Waco, TX: Prufrock Press, Inc.

More Related