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Exemplary, Research-Based Thematic Transition Instruction

Exemplary, Research-Based Thematic Transition Instruction. DCDT Conference Albuquerque, NM October 21, 2005 Pamela Luft, Ph.D. Kent State University pluft@kent.edu. Rationale for Thematic Instruction. Transition’s scope should be broad and life-long

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Exemplary, Research-Based Thematic Transition Instruction

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  1. Exemplary, Research-Based Thematic Transition Instruction DCDT Conference Albuquerque, NM October 21, 2005 Pamela Luft, Ph.D. Kent State University pluft@kent.edu

  2. Rationale for Thematic Instruction • Transition’s scope should be broad and life-long • Transition often is limited to separate classes: • home ec • career development • world of work • functional or life skills • Instruction becomes delimited and fragmented Transition Services Preparation & Training

  3. Thematic Instruction • Overcome fragmentation through Integrated Thematic Instructional Units • Design units across the full range of academic content areas • Incorporate a transition focus to “anchor” units in relevance and meaning Transition Services Preparation & Training

  4. Research-Based Unit Design • Thematic instructional units: • Increase redundancy and retention of key concepts • Enhance learning of cross-curricular relationships and processes • Life cycles: of people, animals, plants, cities, countries, solar systems Transition Services Preparation & Training

  5. Understanding by Design (Wiggins & McTighe, 2005) • Utilizes research-based processes • Bloom’s research and learning theories http://www.ubdexchange.org/resources.html • Project-specific research results and outcomes • Used at: • Teachers College at Columbia University, • Penn State University • Old Dominion University • Vanderbilt University • University of Maryland. Transition Services Preparation & Training

  6. Unit Design and Transition • Design process that focuses on: • Authentic, relevant, and enduring learnings • The “heart” of each curricular area • Transition provides: • The conceptual link among these learnings through… • The authentic, relevant, and enduring topics Transition Services Preparation & Training

  7. Understanding by Design • “Backward design” process • Stage 1: • Review external standards and student needs, to… • Stage 2: • Develop assessments to evaluate achievement of the standards and needs, that ends with… • Stage 3: • Develop lessons and instructional activities that • Prepare the student to adequately perform on the assessments and • Demonstrate thorough understanding. Transition Services Preparation & Training

  8. Stage 1: Incorporate Transition Issues • State standards are “unpacked” into meaningful and teachable chunks according to elements that are • (a) worth being familiar with, • (b) important to know and understand, and • (c) what is authentic and relevant and of life-long value to the student (i.e., transition needs) Transition Services Preparation & Training

  9. Transition-Focused Units • Transition Services Preparation Project • Years 1-2: Teachers identified topics and units • Years 3-4: Transition units based on research results • Student participation in IEP meetings: MS and HS units • Vocational preparation and coursework • Career Development units (Brolin’s LCCE) • Career Awareness • Career Exploration • Career Preparation • Career Assimilation Transition Services Preparation & Training

  10. Project Website http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm Units are found: Transition Teaching Units Research-Based Priorities Transition Services Preparation & Training

  11. Transition Teaching Units Unit Design Processes Unit Examples Transition Services Preparation & Training

  12. Research-Based Priorities and Practices Summary:Literature Review of Research Grant Activities:Yearly listing with unit development process Transition Services Preparation & Training

  13. References • Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529. • Kohler, P.(1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121. • Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development. Transition Services Preparation & Training

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