ICSD Co-Teaching PLCMarch 17, 2014 Jenn Gondek, Instructional Specialist at TST BOCES Lee Ginenthal, Teacher on Special Assignment at ICSD
How were you able to provide a social or behavioral support in a co-taught situation?
What Are Social Skills? • Social skills are not the same thing as behavior. Rather, they are components of behavior that help an individual understand and adapt across a variety of social settings. Walker (1983) defines social skills as “a set of competencies that a) allow a`nindividual to initiate and maintain positive social relationships, b) contribute to peer acceptance and to a satisfactory school adjustment, and c) allow an individual to cope effectively with the larger social environment” (p. 27).
What Are Social Skills? • Social skills can also be defined within the context of social and emotional learning — recognizing and managing our emotions, developing caring and concern for others, establishing positive relationships, making responsible decisions, and handling challenging situations constructively and ethically (Zins, Weissbert, Wang, & Walberg, 2004).
Quality Social Skills Instruction: • Focuses on social and emotional learning strategies that encourage reflection and self-awareness. • Creates opportunities to practice effective social skills both individually and in groups. • Adjusts instructional strategies to address social skills deficits. • Tailors social skill interventions to individual student needs. www.nichy.org
Instructional Continuum • Initial Instruction (whole group) • Differentiated Instruction (small group) pre-teach, re-teach, application, guided practice • Classroom Intervention (diagnostic and in class) • Intensive Intervention (outside the classroom setting) As you move through the continuum, you provide more time and resources based on student need.
Provide Explicit Instruction • Introduce the lesson – model multiple examples, explain directly • Provide Extensive Guided Practice – students practice what was modeled, are given prompts and immediate feedback • Follow Through – support application of skills and content with scaffolding, structure ample review • Process – use a gradual release of responsibility, provide immediate corrective feedback NOTE: The greatest mileage from explicit instruction occurs in small groups!
Moment of Disruption Strategies Win-Win Discipline
Two by Ten Strategy • 2 minutes each day • Personal Conversation about a topic of student’s choice • 10 consecutive days • 85 % increase improvement in individual student’s behaior • Wlodkowski (1983)