All Teaching is Remedial

All Teaching is Remedial

• Beth Hahn• Educational Consultant

• Ohio Department of Education• Office for Exceptional Children

Carrollton Exempted Village Schools• January 7, 2010

Putting the “All” in Student Learning

Setting the Stage

• Even with a mandate for service, providing for Students with Disabilities (SWD) in the 13 different areas of disability is a challenge in many districts.

• Ohio’s English Language Learners (ELL) students perform well on NAEP compared to the nation as a whole, and the gaps between Ohio’s ELL students and native English speakers is smaller than the national average. However, this population of students continues to increase and our system must be prepared to serve them.

• Gifted students often arrive in class knowing 40-50% of what will be taught that year.

Putting the “All” in Student Learning

• Class sizes in many districts are increasing.

• The diversity of the student populations in classes is widening.

• And accountability measures demand that “all” students learn.

The Climate

SOMETIMES FEEL OVER-WHELMED?

Wondering how you’re going to teach all these students in today’s climate?

THE GOOD NEWS?

We know how to teach all students because. . .

. . . all teaching is remedial.

• It’s about teaching to both strengths and weaknesses.

• It’s understanding that -if the student doesn’t know it - he/she has to learn it. If he/she already knows it – it isn’t learning.

• It’s about being a “teacher” for every student – even the ones who already know a lot.

• It’s about choosing the right lessons and strategies for the various groups of learners in your class.

IT’S ABOUT PROVIDING GOOD INSTRUCTION.

The Face of Good Instruction

GOOD INSTRUCTION FOR THE 21ST CENTURY LOOKS A LITTLE DIFFERENT -Although students through the centuries have needed to be motivated and engaged . . .

1. Flexibility and adaptability2. Initiative and self-direction3. Social and cross-cultural skills4. Productivity and accountability5. Leadership and responsibility

21st Century learners must learn five competencies:

• Thinking skills embedded in core subjects • Thinking skills embedded in 21st century

themes: global awareness, economic literacy, civic literacy, health literacy, environmental literacy

• Thinking skills applied across content domains through performance-based activities

• Technology and resources beyond classroom walls are utilized

Framework for Curriculum & Instruction

Approaches, Frameworks, and Entry Points

Apprentice Expert

Novice

RTI and Progress Monitoring• An approach something like piano

lessons with a little soccer practice thrown in. . .

• Standard Protocol DIBELS

AIMSwebCurriculum Compacting

College of William & Mary Units Renzulli Learning Systems

• Problem-Solving Identify Design & Implement Monitor Progress & Modify Plan Next Steps

Response to Intervention Models

RtI Resources• http://www.rti4success.org/

How Can RtI Help Your Challenging Student?

• Pre-assessment• Continual assessment of strengths &

weaknesses• Adequate instruments (for gifted – enough

ceiling)• Varied assessments – running records,

checklists, work samples, portfolios, achievement tests, student interviews, curriculum-based measures, above/below-grade- level tests, performance-based

• Frequent assessment

Progress Monitoring

The National Center for Student Progress

Monitoring• http://www.studentprogress.org/

How Can You Use Progress Monitoring to Help Your Challenging Student?

GUIDING PRINCIPLES & COMPASS POINTS

Some ODE guidance documents. . .

UNIVERSAL DESIGN FOR LEARNING & BRAIN RESEARCH

A Framework

Brain NetworksRecognitio

n

Strategic

Affective

Recognition, Strategic, Affective

•Multiple Means of Representation

Recognition

•Multiple Means of Action•Multiple Means of ExpressionStrategic

•Multiple Means of EngagementAffective

Universal Design for Learning

UDL Resources• http://www.cast.org/udl/index.html

How Can UDL Principles Help Your Challenging

Student?

  • challenging and meaningful • pursue individual interests  • elicit the background knowledge • learning through different modalities?  • “show what they know” in a variety of ways?

ODE - Designing Performance Tasks for ALL Students (with specific suggestions for English Language Learners)

is a teacher’s response to learners’ needs

guided by general principles of differentiationsuch as:

respectful tasks flexible groupingclear learning goals positive learning environment

Teachers can differentiate:

Content Process Product

Based on students’

Readiness Interests Learning Profile

ongoing assessment and adjustment

Differentiated Instruction

Differentiation for Written Education Plans

Van Tassel Baska’s Conceptual Framework:

• Acceleration• Complexity• Depth of understanding• Challenge• Cognitive Creativity• Abstractness

Bloom’s Revised Taxonomy

Wrap Up

Questions - gifted @ode.state.oh.us

• Cash, R. M. (2011). Advancing differentiation: Thinking and learning for the 21st century. Minneapolis, MN: Free Spirit Publishing.

• Coleman, M.R. & Johnsen, S. K. (2011). RtI for gifted students. Waco, TX: Prufrock Press, Inc.

References