Honoring Student Diversity: Differentiated Instruction Creating a Climate for Learning EDUC-503 Session III.

Honoring Student Diversity:

Differentiated Instruction

Creating a Climate for Learning

EDUC-503 Session III

Putting it all togetherThe syllabus:

What questions do you have?

Do you have any comments or concerns?

As we go through the semester be thinking about:

How are the general syllabus topics connected to one another, your opinions as an educator, and your selected parallel text?

What quote did you pick?

Confirming parallel text selections.

Do I know you?

Part I: Creating a Climate for Learning

School-wide Positive Behavior Supports (SWPBS)

What is SWPBS?According to Rob Horner (University of Oregon) and

George Sugai (University of Connecticut) SWPBS is:

A systems approach for establishingthe social culture and individualized behavioral supports needed for schools to be effective learning environments for all students.

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

What is SWPBS?

Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes.

More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

from: www.pbis.org

In looking at the definitions alone, WHY are we learning about SWPBS in this course?

Video clip from www.pbis.org

Guiding questions as you watch:

1. What are the features of SWPBS?

2. What words come to mind as the administrators, teachers, and coaches talk about SWPBS?

3. What do you feel are the most important ideas to understand about SWPBS?

Evidence-based features of SWPBS1. Prevention

2. Define and teach positive social expectations

3. Acknowledge positive behavior

4. Arrange consistent consequences for problem behavior

5. On-going collection and use of data for decision-making

6. Continuum of intensive, individual interventions

7. Administrative leadership – Team-based implementation (systems that support effective practices)

“What Does School-Wide PBIS Emphasize?”

In general, SWPBS emphasizes four integrated elements:

(a)data for decision making(b)measurable outcomes supported and

evaluated by data(c)practices with evidence that these

outcomes are achievable(d)systems that efficiently and effectively

support implementation of these practices.from: www.pbis.org

Four Integrated Elements of SWPBS

from: www.pbis.org

What are your experiences with SWPBS?

• Lauren and Melissa share their experiences from X School.

• Other

Part II: Creating a Climate for Learning

At the Classroom Level

What are your assumptions?

Self-reflection questions:

1. What are the primary characteristics defining a successful student? Use single words or short phrases to identify up to 5 characteristics. Underline THE most important characteristic (i.e. Without ____ a student will not be successful.).

2. What steps do you/will you take to create an atmosphere where students can take intellectual risks in your classroom/class?

3. What is your “philosophy of discipline” (as it relates to students at the level you teach or intend to teach)? This is often an interview question.

4. You are engaged in direct teaching of a concept and student becomes VERY disruptive. What do you? Be precise and specific in your description.

What are the primary characteristics defining a successful student?

What steps do you/will you take to create an atmosphere where students can take intellectual risks in your classroom/class?

What is your “philosophy of discipline”

(as it relates to students at the level you teach or intend to teach)?

This is often an interview question.

You are engaged in direct teaching of a concept and student becomes VERY disruptive. What do you?

Be precise and specific in your description.

Alfie Kohn

“To help students become ethical people, as opposed to people who merely do what they are told, we cannot merely tell them what to do. We have to help them figure out--for themselves and with each other--how one ought to act.”

“That's why dropping the tools of traditional discipline, like rewards and consequences, is only the beginning. It's even more crucial that we overcome a preoccupation with getting compliance and instead involve students in devising and justifying ethical principles.”