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SWPBIS Day 2: Universal Curriculum

SWPBIS Day 2: Universal Curriculum. Designing Lesson Plans and Acknowledgement System s. :. 1. 4. 8/24/2010. Objectives. Understand why and how to teach appropriate behavior. Identify a format for lesson plans.

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SWPBIS Day 2: Universal Curriculum

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  1. SWPBISDay 2: Universal Curriculum Designing Lesson Plans and Acknowledgement Systems

  2. : 1 4 8/24/2010

  3. Objectives Understand why and how to teach appropriate behavior. Identify a format for lesson plans. Develop a plan to include of teaching staff in the development of behavior lesson plans. Understand why acknowledgement systems are a critical feedback mechanism for students. Develop acknowledgement system. 8/24/2010

  4. Consider this… Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish……… Rob Horner 8/24/2010

  5. Teaching Expectations 8/24/2010

  6. My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! 2nd annual pbis film festival winner—elementary---Stayin In Line http://vimeo.com/groups/pbisvideos/videos/20958391 Bathroom Dance http://vimeo.com/groups/pbisvideos/videos/20956797 8/24/2010

  7. The Behavior-Instruction ConnectionDarch & Kame’enui (2004) Procedures for Academic Problems • Assume the student has learned the wrong way • Assume student has been taught (inadvertently) the wrong way • Diagnose the problem • Adjust presentation, use effective instructional strategies, provide feedback, practice and review • Assume student has learned the skill Procedures for Behavioral Problems • Assume student refuses to cooperate • Assume student knows what is right and has been told often enough • Provide more negative consequences withdraw student from normal context • Provide more negative consequences maintain removal from normal context • Assume student has learned his/her lesson 8/24/2010

  8. Behavioral Errors More often occur because: Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context 8/24/2010

  9. Why Develop a System forTeaching Behavior? Behaviors are companion for academics. Procedures and routines create structure. Repetition is key to learning new skills. 8/24/2010

  10. We mustassume: • We need to teach expectations/rules • Students will need to practice appropriate behaviors Why Develop a System forTeaching Behavior? We can no longerassume: Students know the expectations/rules Students will learn appropriate behaviors without practice and modeling 8/24/2010

  11. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998) 8/24/2010

  12. Teaching the Behavior Matrix Lesson Plan Formats

  13. Teaching Behavior Skills 1) State behavioral expectations and why needed-student buy-in 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4)Check for Understanding 5)Model Non-examples 6) Students practice appropriate behaviors 7) Reinforce/acknowledge appropriate behaviors 8/24/2010

  14. Close • Repeated Independent Practice • Fading of Prompts/Cues • Systematic Error Correction Procedures Behavior Lesson Format I DO Demonstrate WE DO Guided practice YOU DO Independent practice Opening Motivation Assessment of Prior Knowledge Setting of Goal/Expectations Body Active Modeling examples/non-examples Prompting/Cueing Guided Practice with Feedback 8/24/2010

  15. What Are Cool Tools? Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix 8/24/2010

  16. Name of Setting or Skill________________________ School-wide expectation/s addressed: Behavioral Lesson Plan • 1) Explain expectations & why needed • 2) Check for student understanding/buy-in (ask some ???s) • 3) Model examples • 4) Check for student understanding/buy-in • 5) Adult/s model non-examples • 6) Check for student understanding/buy-in • 7) Model examples • Students practice • Template Available 8/24/2010

  17. Direct Instruction Lesson Sequence • OPENING • Motivation • Statement of goal • Review of prior knowledge • BODY • Model: “I DO” • Presentation of new materials in small steps • Consistent, clear, slow and repetitive • Presentation of examples and non-examples • Prompt: “WE DO” • Consistent and/or simultaneous with the model • Questioning and checking for understanding with responses from all • Check: “YOU DO” • Do one and stop • Monitor closely • Provide feedback, repetition, and reinforcement • CLOSE • Review, preview • Independent practice to mastery • Guided practice with feedback and reinforcement 8/24/2010

  18. Examples of Lesson Plan FormatsTeaching Expectations Annotated Behavior Lesson Format Behavioral Lesson Plan Building Expectations Sample Lesson Plan Cool Tools Direct Instruction Lesson Sequence ***Handout Packet 8/24/2010

  19. Activity Lesson Plan Format 8/24/2010

  20. How Do We Teach Behavior? Introductory Events Teaching school to expectations and rules On-going Direct Instruction Specially designed lessons, character education Embedding in Other Curriculum Booster Trainings Keeping it Out There Visual Displays – posters, agenda covers Daily announcements 8/24/2010

  21. Tips for Teaching Behavior Practice should be conducted in actual setting whenever possible Real students should never practice non-examples Use high frequency acknowledgments Precorrect with students before activity Have a plan for behavioral acting-out 8/24/2010

  22. Setting Classroom Setting Halls Setting Cafe Be Safe! Ms. Jones K Ms.Smith 2 Mr.Grey 5 Mr.Stein-Art Ms.Pat 1 Mr.Joe 3 Ms.Jane 6 Ms Café Rachel R. Mr.Green-4 Ms. Red -1 Be Ready! Mr.T-1 Ms.Shade-5 Mr.Bill-Music Lesson Planning Groups Example 8/24/2010

  23. Class Cafe Recess Brown 1 Dodds 1 Jones 2 Smith 4 Snyder 3 Flisher K Johns Art Karen Cafe Black 5 Kline Principal Lesson Planning Groups Example Expectation 1 Be Respectful 8/24/2010

  24. Core Team Members Lesson Planning Core Team Example Core Team Member #1 & Grade groups/ Departments Core Team Member #3 & Grade groups/ Departments Core Team Member #2 & Grade groups/ Departments

  25. Activity 1.Develop a Plan for Developing Lesson Plans Plan who will develop the lesson plans for your school 2.Action Plan 8/24/2010

  26. ACKNOWLEDGEMENT SYSTEMS Section 2: 8/24/2010

  27. What Does Acknowledgement Mean? Reinforcement “Any action that follows a behavior and increases the likelihood of future occurrence of behavior.” Verbal, tangible, special privilege, social

  28. Advantages of anAcknowledgement System Provides a versatile/varied means of communication with each student, as well as a group of students Structures interactions in a consistent manner Provides representation for student of his/her progress Highly visible means of reinforcing behavior, school-wide (for staff, as well as students) 8/24/2010

  29. Acknowledgement SystemWhat is it? A ticket, stamp, hole punch or other VISIBLE object: given to the student(+ reinforcement)andpaired withspecific verbal feedback and … 8/24/2010

  30. Acknowledgement SystemWhy do it? Provides instant reinforcement for desired behaviors Focuses attention on desired behaviors Provides a reminder to staff to pay attention to and reinforce desired behaviors 8/24/2010

  31. Acknowledgement System Whoshould do it? Anyone and everyoneworking in the school! Don’t forget…. office staff, custodians, cafeteria staff, substitutes 8/24/2010

  32. Acknowledgement System Where should it be used? Must be used in common areas: Hallways Cafeteria Entrance and dismissal areas Playground and outdoor areas Gymnasium Office areas (Main Office, Guidance, Nurse etc.) Auditorium 8/24/2010

  33. Acknowledgement System When should you use it? Immediately following the display of the desired behavior Use heavily after teaching the skill at the beginning of the year Use throughout the school year varying the targetbehavior, location, group of students, etc. dependent upon your data Vary the degree of use dependent upon your baseline data 8/24/2010

  34. Levels of Acknowledgement System “The many levels of acknowledgement!” Individual Student Group School Staff

  35. Back Up Reinforcers Examples of Back-Up Reinforcers…REWARDSRemember…always pair a back up reinforcer withverbal feedback 8/24/2010

  36. Think… “What items/symbols could serve as reinforcers in your school building?” Keep these guidelines in mind: Will the reinforcer be easily available? Will the reinforcer be easy to give to students immediately? Will the reinforcer be difficult to duplicate? Will the reinforcer be nontransferable? Will the reinforcer be easy to record? 8/24/2010

  37. VIDEO EXAMPLEPrincipal’s 200 Club

  38. ACTIVITY Plan acknowledgement system

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