Leyton Schnellert October 2007 Rural Schools Renewal Conference Success for all: Working together to support students with special needs
Dec 27, 2015
Leyton SchnellertOctober 2007Rural Schools
Renewal Conference
Success for all:
Working together to support students with special needs
What do we know about the brain and diverse
learners?
SUCCESSFUL MEANING
MAKING DEPENDS ON THE COMPLEX INTERACTION OF
MANY OVERLAPPING
DIMENSIONS
What do we know about the brain and diverse
learners?
Brozo, IRA, 2007
SUCCESSFUL MEANING MAKING DEPENDS ON THE COMPLEX INTERACTION
OF MANY OVERLAPPING DIMENSIONS
COGNITIVE DIMENSION
- Skills, - Strategies,
- Background Knowledge
TEXTUAL DIMENSION
- Difficulty Level- Considerate/Inconsiderate
- Format
SOCIAL DIMENSION
- Apprenticing and Scaffolding
- Culture- Funds of Knowledge
PERSONAL DIMENSION
- Engagement- Goals
- Identity and Agency
What do we know about the brain and diverse
learners?
Butler & Cartier, 2004; Butler, Schnellert & Cartier, 2005
What the individual brings
Personal objectives
Managing motivation and emotions
Adjusting engagement in learning
Self-regulation(planning, self-monitoring, self-evaluating)
Task interpretation
Helping students process new content/ building their repertoire of meaning making strategies(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Gear, 2006; Harvey & Goudvis, 2007;Kame'enui & Carnine, 2002; )
…work for all students?
What key elements of learning…
Formative assessment to determine students strengths and needs(Brownlie, Feniak & Schnellert, 2006; Earl & Katz, 2005; Schnellert, Butler & Higginson, in press; Smith & Wilhelm, 2006)
Activating prior knowledge/ helping students connect what they are learning to what they already know(Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Kame'enui & Carnine, 2002; Wilhelm, 2007)
Ensuring students self-assess, set goals and take actions to manage and improve their learning(Brownlie, Feniak & Schnellert, 2006; Butler, Schnellert, & Cartier, 2005; Davies, 2000; Zimmerman & Schunk, 2001)
…work for all students?
What key elements of learning…
Provide opportunities for students to personalize
and transform (synthesize) their learning in reference to key concepts and essential questions (Brownlie, Feniak & Schnellert, 2006; Buehl, 2001; Cook, 2005; Daniels, & Bizar,2005; Tomlinson & McTighe, 2006; Wilhelm, 2007)
Use regular guided-thinking experiences to introduce key
comprehension strategies
Instructional considerationsTry to…
demonstrate response activities, stopping frequently to explain your “moves” as you deal with unfamiliar terms, structures,
and ideas.
repeat instructions
set a purpose
Clearly define assessment tasks so that students, understand the
steps they must take to complete the work.
(West, 2000; Booth, 2002)
Gradual Release of Responsibility
Independent
Guided
Shared
Modeled I show, you watchI show, you watch
I do, you help
You do, I help
You do, I watch
Pearson & Gallagher, 1983
Stage
Purpose: Engage/Activate prior knowledge/Predict content/ Focus on a purpose:
Purpose: Construct meaning/Monitor understanding/ Process ideas
Purpose: Process ideas/Apply knowledge/Reflect on thinking and learning
Assessment: 4. 3. 2. 1.
Connecting
Transforming &
Personalizing
Processing
(key concepts/essential understandings):Students will understand that…
(important skills or processes):Students will be able to…
Student outcomes
‘Big ideas’
Connecting Skimming the text,
what are 4 big questions I think will
be answered?
Things I already
know about the topic
and/or text
Purpose: reading to find Key Ideas about…
Name: _____________
ProcessingRead the information with your partner.-Together find the most important information-Then use pictures, words, diagrams, charts, images, webs or icons to make notes.-Talk to your partner about why this is important; make some notes under ‘why’
Purpose: reading to find Key Ideas about…
Name: _____________
Why is this important?
(and how do I know?)
Most Important Idea, Event or Action (use pictures, words, icons)
Schnellert, 2006
Purpose: reading to find Key Ideas about…
Name: _____________
Why is this important?
(and how do I know?)
Most Important Idea, Event or Action (use pictures, words, icons)
Schnellert, 2006
Synthesizing/ Transforming
What is the big
idea in this text?
How do I know?
What is an image or symbol that represents this?
Synthesizing/Transforming
Purpose: reading to find Key Ideas about…
Name: _____________
Schnellert, 2006
What clues can I use to figure out main ideas when reading this kind
of text?
The next time we read focusing on main idea and
details, I want to…
Historically, architects have designed buildings to be accessible for the majority of people, but not for all people.
Universal Design
Stairs are the
access most of us
have to buildings.
Universal Design
originated in
the field of
architecture.
For some people, though, stairs are a barrier to access: • people in wheelchairs, people on roller blades, baby strollers
The Challenge of Learners
with Diverse Needs
orRedesign
the curriculum?
Retrofit the curriculum?
“fix” the child
“fix” the curriculum
goals
assessm
en
ts
meth
od
s
mate
rials
so that it can meet diverse learner needs.
The Goal…
HOW IS THIS ACHIEVED?
Flexible curricular materials and activities
that provide alternatives for students with differing abilities.
These alternatives are built into the
instructional design of educational materials. They are NOT added on
after-the-fact.
Universal Design principles can apply to
lectures, classroom discussions, group work, handouts, web-based
instruction, and other academic activities.
3 Guiding Principles:
1
2
3
Multiple means of engagement
Multiple means of representation
Multiple means of expression
• to tap into learners' interests, offer appropriate challenges, and increase motivation.
• to give learners various ways of acquiring information and knowledge
• to provide learners alternatives for demonstrating what they know
Teaching approaches that respond to diversity
Differentiation
Literature andinformation
circles
Open-ended teaching
Inquiry learning
Multiple intelligences
Workshop
Say Something
What is teaching to diversity?
How does UDL
relate to your work?
What comes to mind?
In a trio…
Menu for Resource Teachers
specials• Help administer, score and create a plan from a bi-monthly performance-based assessment
• Collaborative planning
• Co-teaching
• Working with small groups or individual students
•Peer/parent/tutor programming
•Special education assistants
Long term gains for struggling readers/learners…
Deshler, Lenz, Bulgren, Schumaker, & Marquis, 2004
these adolescents also need to participate in the general education curriculum so they do not fall behind their peers in content knowledge; and
“adolescents who lack literacy skills can learn these skills if they have intensive, focused and sustained instruction that helps them catch up with their peers;
a shared responsibility for literacy instruction is needed -deliberate steps
must be taken to coordinate instruction across teachers and classes.”
Source: Ensuring content-Area learning by secondary students with learning disabilities by Deshler et al., 2001
The Content LiteracyContinuum
Developing a school-wide approach to
improving adolescentliteracy
is about
IntensiveClinical
Interventions(level 5)
that requires
SLPs
DevelopingA plan
that requires
Professionaldevelopment
Strategiesintervention
model
Adolescentliteracy
that clearly addresses
Embeddedstrategy
instruction (level 2)
Intensivestrategy
instruction(level 3)
Intensivebasic skill
instruction (level 4)
Contentmastery
instruction(level 1)
that requires teacher
attention to
in which students learn how to approach literacy through
for those students who need more
explicit strategy instruction
by offering
for students who read at
approximately grade 4 level
and need
Consultative
Consultation regarding
specific issues that arise
Co-planning
Suggestions for supporting the continued progress of students toward achieving
their IEP goals beyond initial levels
Adaptations/modifications
Responding to emergent
issues
Co-instruction
Introduction of strategies
Curriculumdesign
Next Steps…
Next Steps…Instruction outsideof class based on
IEP goals
Pre-teaching and/orre-teaching introducedin regular classroom
Intensive literacy instruction
that reinforces classroominstruction
Memory strategies Vocabulary
Study skills
Readingstrategies
Writingprocess
i.e. second shot
Literacy interventionNumeracy tools
Organizationstrategies
How can we provide
students with alternativesfor demonstrating
what theyknow?
How can we help These students interact with the ideas they encounter?
Questions
to think
about when
planning
How can we tap into these students’ interests, offer appropriate challenge and increase motivation?
How can we work together to best meet the needs of diverse learners?
Develop collaborative, community-minded classrooms
Provide personalized, descriptive feedback
Multiple modes for input and output
Develop authentic, engaging tasks
Determine enduring understandings
Cognitive strategy development
Metacognition and self-regulation
Establish shared goals (see Lenz & Deshler)
ResourcesBC Performance Standards www.bced.gov.bc.ca/perf_standsBennett, B. & Rolheiser, C. (2001). Beyond Monet: The Artful Science of Instructional
Integration. Bookation.Booth, D. (2002). Even hockey players read: Boys, literacy and learning. Markham, ON:
Pembroke.Brown, A., Cocking, R., & Bransford, J., Eds. (2000). How People Learn: Brain, Mind,
Experience, & School. National Academy Press.Brownlie, F. Feniak, C. & Schnellert, L. (2006). Student Diversity, 2nd ed., Pembroke Publishers.Brownlie, F. (2005) Grand Conversations, Portage & Main Press.Brownlie, F. & King, J. (2000). Learning in Safe Schools. Pembroke Publishers.Buehl, D. (2001). Classroom Strategies for Interactive Learning, IRAButler, D. L., Schnellert, L., & Cartier, S. C. (2005). Adolescents' engagement in "reading to
learn": Bridging from assessment to instruction. BC Educational Leadership Research, 2.
Cohen, P. (1995). Designing performance assessment tasks. Education Update, 37(6), 1–5.Daniels, H. & Bizar, M. (2005).Teaching the best practice way: Methods that matter, K-12
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Research-Based Strategies for Increasing Student Achievement ASCD.Murawski, W.W., & Dieker, L.A. (2004). Tips and strategies for co-teaching at the secondary
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Tomlinson, C. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. ASCD.
Throneburg, R.N., Calvery, L.K., Sturm, J. J., Paramboukas, A.A., & Paul, P.J. (2000). A comparison of service delivery models: Effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20.
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