GaDOE 11 th Annual Title Programs Conference June 18 – 20, 2013

1. GaDOE 11th Annual Title Programs Conference June 18 – 20, 2013 Rethinking N&D Teaching Practices: A Fresh Approach to Teaching Multiple Courses in the Same Neglected & Delinquent Classroom Presented By: Michelle Nation, Title I Support Specialist Federal Programs Department Troup County Schools Celeste McLaughlin, Education Program Specialist Title I, Part D Neglected & Delinquent Programs Georgia Department of Education

2. Agenda • Overview of Title I, Part D and Title I, Part A Neglected Set-Aside • Senate Bill 115 • Overview of Teaching Multiple Courses in Same Classroom • Student Centered Learning • Organization & Planning • Ideas & Lessons • Questions

3. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside Neglected, Delinquent and At-Risk Youth Education Program

4. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside Neglected and Delinquent Children defined: • Neglected = Children and youth who are in need of care due to abandonment, neglect, or death of their parents or guardians. • Delinquent= Children who have been adjudicated to be delinquent or in need of supervision.

5. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside Grantees and Population • Title I, Part A • Provides financial assistance to LEAs and schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards • US ED determines the LEA Title I, Part A neglected set-aside amount based on the neglected child count derived from the N&D Annual Survey • Title I, Part D • Subpart 1 - Provides financial assistance to educational programs for youth in state-operated facilities or community day programs • Subpart 2 - Provides financial assistance to support eligible LEA programs involving collaboration with locally operated correctional facilities

6. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside • Subpart 1 • Provides assistance for State Agencies: • Georgia Department of Juvenile Justice (DJJ) • Georgia Department of Corrections (GDC) • Georgia Department of Behavioral Health and Developmental Disabilities (DBHDD) • Subpart 2 • Provides assistance for LEAs: • Working in collaboration with local residential correctional facilities (In Georgia, O.C.G.A. 20-2-133(b) facilities MAY be eligible)

7. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside Services for N&D Children • In general, the same allowable services provided under Title I, Part A are the same type of services provided to N&D residential facilities and children • Resources provided to N&D residential facilities and children should supplement, and not supplant, the “regular” school program • Services may include before and after school tutorials, summer school, credit recovery, educational materials and supplies, vocational education, counseling services, and more

8. Overview of title I, Part d & Title I, Part A, Neglected Set-Aside The Title I, Part A, Neglected Set-Aside may be used in local or state RTFs for neglected or delinquent children for any of the following activities: • To improve educational services by assisting students in meeting academic challenges • Hire additional teachers, para professionals, educational counselors, and other staff members to provide additional instruction in areas of greatest need • Train teachers, aides, and other staff members who are actively involved in providing Title I services to neglected and delinquent children • Procure needed educational materials and equipment for Title I instruction, including books, computers, audiovisual equipment and supplies, and classroom materials • These funds follow the same use of funds as a regular Title I, Part A allocation

9. Senate Bill 115 & Approved RTFs Served Under O.C.G.A 20-2-133(B)

10. Overview of teaching Multiple Courses in the Same Classroom

12. ESSENTIAL QUESTION • How do I teach multiple courses during the same period in the same classroom?

13. It’s not easy,but compared to the past… Image Sources: http://www.museumsyndicate.com/images/3/28044.jpg, http://www.rootsweb.ancestry.com/~innwigs/ImageArchive/JacksonTownship/JacksonTwpPorterCoIndiana-OneRoomSchool-SmallerVersion-TC.jpg

15. SMORGASBORD

16. ACTIVATING STRATEGY • Choose a course • Relate the object you are assigned to the course you selected

17. SHARE

18. I LOVE FLASH CARDS! • Making them—Students and/or Teachers • Study Tools • Matching, Memory • All Kinds of Games • Research Tools • Questions for the Teacher/Students • Yes/No or Red/Green (Formative Assessment) • Test Questions • Tickets out the Door • Make your own using Tables in Word

19. EVEN MORE GREAT FLASH CARD IDEAS • Index Cards: The King of Study Aids: http://www.holmdel.k12.nj.us/schools/satz/eng_dept/Study%20Skills/How%20to%20Study/Study%20Skills/index_cards.htm • Flashcard Machine: http://www.flashcardmachine.com/about/ • Quizlet: http://quizlet.com/

20. Taking It Home • Newsletters • Emails • Workshops • One-on-Ones • PL Sessions in Varying Lengths

21. Student centered learning • Elements & Principles of Student Centered Learning • Centers/ Stations • Simulations • Presentations

22. http://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classroomshttp://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classrooms

23. http://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classroomshttp://www.clarity-innovations.com/about/blog/sburt/visually-representing-student-centered-classrooms

24. Move Towards More—Student-Centered Learning (SCL) • Facilitate: Involve students in learning activities in class—presentations, question and answer, discussion or other activities • Motivate: Give motivation and spirit to students that will build confidence. Place students at the center of learning, not teachers or the curriculum • Inspire: Act as a student assistant and as a friend who can provide inspiration to students Source: http://vaniuno.wordpress.com/2010/10/16/teacher-as-facilitator-motivator-and-inspiration/

25. SCL: 7 Elements • “Active rather than passive learning; • An emphasis on deep learning and understanding; • Increased responsibility and accountability on the part of the student; • An increased sense of autonomy in the learner;

26. SCL: 7 Elements • An interdependence between teacher and learner; • Mutual respect within the learner-teacher relationship; and • A reflexive approach to the teaching and learning process on the part of both teacher and learner.” Source: Lea, S. J., D. Stephenson, and J. Troy (2003). Higher Education Students’ Attitudes to Student Centred Learning: Beyond ‘educational bulimia’. Studiesin Higher Education28(3), 321-334. As found in http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf

27. SCL: 9 Principles • SCL requires an ongoing reflexive process. • SCL does not have a “one-size-fits-all” solution. • Students have different learning styles. • Students have different needs and interests. • Choice is central to effective learning in SCL.

28. SCL: 9 Principles • Students have different experiences and background knowledge. • Students should have control over their learning. (courses, curricula, evaluation) • SCL is about enabling, not telling. • Learning needs cooperation between students and staff. Source: http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf (pp. 3-4)

29. Lorene Morrow: “I don’t know. You tell me.” David Tumlin: “Did you read it?”

30. Want to Know More about SCL? Here’s a Good Starting Place: http://download.ei-ie.org/SiteDirectory/hersc/Documents/2010%20T4SCL%20Stakeholders%20Forum%20Leuven%20-%20Student-Centred%20Learning%20Toolkit.pdf

31. CENTERS / STATIONS

32. CENTERS / STATIONS • Have “supplies and materials that work well together and give students the tools to complete activities and mini-projects” • “What types of learning centers are appropriate? Classroom size, students’ interest, and grade level will help you determine your decision”

33. EXAMPLES OF CENTERS • Reading / Writing / ABC / Spelling • Art / Illustration / Visual Expression • Science / Experiment • Music / Poetry / Listening / Biography • Math / Numbers • Invention / Build-It, Paint It / Puzzles / Blocks • Performance / Storytelling / Drama • Science / Water / Weather • Social Studies / Map and Chart

34. ANOTHER TAKE ON CENTERS • Enrichment Centers • Skill Centers • Interest and Exploratory Centers

35. PARTS OF A CENTER • Sequence of Activities • Number of Centers • Assignment • Duration of Centers • Management System • Time • Help! • Assessment • Title • Furniture • Storage • Space • Materials • Location • Responsibility • Learning Alternatives • Instructions http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1

36. TIPS ON CENTERS • Rules, Guidelines, Expectations • Gradually Introduce Centers • Timers • Traffic Boards • Checklists, Paper/Pencil Tasks, Other Methods of Accountability • Have Mandatory and Optional Activities/Assignments at Centers http://www.proteacher.org/c/330_managing_student_centers.html

37. MIDDLE SCHOOL CENTERS • Set ground rules for center usage • Include cooperative activities • Select high-interest tasks • Leave space around the centers • Organize materials carefully • Compose clear instructions

38. Want More Information about Centers? • Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html • TeacherVision: http://www.teachervision.fen.com/learning-center/new-teacher/48462.html?for_printing=1&detoured=1 • Middle School Centers: http://www.ehow.com/how_6607771_set-centers-middle-school-classroom.html

39. SIMULATIONS

40. SIMULATIONS • Allow students “to experiment with real-world activities” • “Simulation activities can give students a ‘safety net’ while they are learning” • Role-Playing • Debating • Simulation Software

41. ROLE-PLAYING: 3 ASPECTS • Briefing—establishing the situation • Drama or Role-Play • Debriefing—follow up discussion Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

42. ROLE-PLAYING CONSIDERATIONS • Know your students and what they can handle • Goals, rules, assignments, expectations in advance • Approximate reality as much as possible • Let students know how they will be evaluated in advance Source: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html

43. SETTING UP A DEBATE IN THE CLASSROOM • Set a clear topic and assign contrasting viewpoint • Give students time to research and prepare • Opportunities to cross-examine, judge • Essay, assessment, other types of follow-up Source: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources

44. SIMULATION SOFTWARE CONSIDERATIONS • It must be an appropriate game • The game needs to embody the learning objectives • Non-gamers need structure and support Source: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59

45. SIMULATIONS ON THE WEB • Net Frog: http://frog.edschool.virginia.edu/Frog2/ • Shedd Aquarium: http://sea.sheddaquarium.org/sea/interactive_module.asp?id=20# • Learner.org for Students: http://www.learner.org/students/ • Thinkport: http://www.thinkport.org/Classroom/trips.tp • Bitesize: http://www.bbc.co.uk/bitesize/ks2/ • eduweb: http://www.eduweb.com/old_news.html • Mission US: A Revolutionary Way to Learn History: http://www.mission-us.org/ • Gizmos: http://www.explorelearning.com/ • The Stock Market Game: http://www.smg2000.org/

46. SIMULATIONS: A NOTE ABOUT ASSESSMENT • “If assessing learning based on game outcomes, depending on the game design, game results may or may not indicate that significant learning has occurred. (For example, even if a student ‘loses’ in a simulation, it might not mean that s/he did not learn; and alternatively, a student who faired well may have learned alternative strategies unrelated to intended learning objectives.” Source: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf

47. Want More Information About Simulations? • Concept to Classroom: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html • Strategies in the Social Studies Classroom: http://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimulation.html • Instructional Strategies Online: http://olc.spsd.sk.ca/de/pd/instr/strats/simul/simlist.html • Learning Simulations Add to Classroom Lessons: http://www.teachers.net/gazette/MAY03/sorenson.html • Interactive Websites, Games, and Activities: http://eduscapes.com/tap/topic86.htm

48. Want More Information About Simulations? • Using Games and Simulations for Teaching: http://www.cte.cornell.edu/documents/cte/CTE%20Using%20Games%20and%20Simulations.pdf • Best Practices for Using Games and Simulations in the Classroom: http://siia.net/index.php?option=com_docman&task=doc_view&gid=610&tmpl=component&format=raw&Itemid=59 • How to Bring Debating Activities into the Classroom: http://www.guardian.co.uk/teacher-network/2011/oct/20/debate-activities-classroom-resources • Classroom Debates: http://www.niu.edu/facdev/resources/guide/strategies/classroom_debates.pdf

49. PRESENTATIONS • “To perform a successful presentation the student must understand the subject matter, the psychology of the planned audience, different presentation strategies, and how to organize the information in the most efficient and effective manner Presentation formats range from simply talking in front of the class to designing complex interactive computer-based information systems to be delivered through the Internet” Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html

50. STUDENT PRESENTATIONS • Write • Make/Invent/Design/Draw • Figure Out/Analyze • Perform/Present Source: http://www.thirteen.org/edonline/concept2class/mi/implementation_sub1.html