Workshop #6Rachel Karlsen

Learning goals and activities: Discuss and understand strategies for teaching and learning

Reading Writing

‘Rithmetic

Approximate Schedule

6:00-7:00 Greeting, overview of class, reading discussion, assignments due, UDL

7:00-8:00 Math Trends/Concepts/Best Practices,

Brainstorming with Pin Cards

8:00-8:20 Break

8:20-9:00 Reading Trends/info, Reciprocal Reading,

CSR, books

9:00-9:20 Writing info, Round Robin

9:20-9:45 Classroom Management videos if time

9:45-10:00 Final Questions, wrap up

Focus Questions: Math

• What are some of the current trends in math curriculum and instruction?

• What are some reasons students with learning problems have difficulty with traditional mathematics curricula?

• What teaching strategies are most important in helping all students acquire basic math skills?

• How can teachers ensure students understand the meaning of mathematical operations?

• How can teachers help students develop and use problem-solving strategies?

Focus Questions: Reading• What are current trend and issues in reading?

• What are the components of reading instruction?

• What are principles of effective reading instruction for struggling readers?

• What are some activities you can use to help students become more fluent readers?

• What strategies can you teach to improve students’ comprehension?

Focus Questions: Writing

• What are the current trends in writing curriculum and instruction and how do they align with your beliefs about writing instruction?

• What are advantages of teaching writing as a process and how does this process promote effective writing instruction?

• What strategies can you implement:– To establish an environment that promotes writing?– For conducting effective writing workshops?– For students who have difficulties writing stories?– For students who have difficulties with narrative writing?– For students who have difficulties with informational writing?– To help students who have difficulties with persuasive writing?– To help all students develop handwriting skills?

Warm up activity

Two truths and a lie

• On a 3 X 5 notecard, write down two true things about yourself that people in here don’t know

• Also write down one lie about yourself

• Switch cards with a random person

• Choose the truths and choose the lies

Toothpick Activity

• Remove two toothpicks to create four squares, with four complete sides and no extra toothpicks.

Bible promise

Galatians 6:9 (NIV)

“Let us not become weary in doing good, for at the proper time we will reap a harvest if we do not give up.”

“Fish is Fish”

• Quickwrite:– How does this story connect to teaching?

Fish is Fish

Important Note:

What we teach is sometimes different from what our students learn.

Comments from Class

• Tell about something you are happy about and something you are celebrating

• Share a thought about reading, writing and math from textbook (specific quote, page)

Assignments due tonight

• Read chapters 12, 13 and 14• Read one of the following:

– McGrath, A. (2005) A new read on teen literacy.– Schroder, M. (2008) Reading is thinking, part 1.– Wadlington, E., and Wadlington, P.L. (2008) Helping students

with mathematical disabilities to succeed.

• Reflection journal, three pages

• Learning team presentation: work will be done in class tonight

Assignments due next weekLast night of class

• Final presentation/Final paper– Each class member will “present”– Each class member will turn in a “paper”– See Choices….next slides

• Learning team evaluation (in file)

• Instructor evaluation…next week? This week? On paper?

CHOICE #1: Final presentation (Case Study)Individual

If this is your choice, please turn in a copy of your outline/notes/other

• CHOOSE TOPIC TONIGHT, IF READY• About 10 minutes• Intro/Concl• Diagnosis/behavior/treatment• Teaching techniques• Annotated reference page for each person in class • Disability from any category

– Physical– Psychological– Learning– developmental,– Other

CHOICE #2: Final paper (same topic as presentation)

If this is your choice, be ready to discuss your paper

• 8 to 10 pages, APA– Diagnostic criteria– Behaviors associated with criteria– School’s legal responsibility– Assessments that would aid student– Helpful teaching techniques and tips– Ideas to assist and educate parents of disabled

children– Least Restrictive Environment– Create a hypothetical Case Study, which combines

these components

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Universal Design for Learning(Universal Strategies)

Universal design for learning (UDL)

• Set of principles for designing curriculum

• Provides all individuals with equal opportunities to learn.

• Research –based (learner differences and effective instructional settings) 

UDL principles call for varied and flexible ways to

– Present or access information, concepts, and ideas (the "what" of learning),   

– Plan and execute learning tasks (the "how" of learning), and

– Get engaged--and stay engaged--in learning (the "why" of learning)

• Why is UDL necessary? Students come to classrooms with a variety of skills, abilities, needs, interests, backgrounds, and learning styles. This diversity is confirmed by brain research.

Source URL: http://www.udlcenter.org/aboutudl/whatisudl

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Universal Design for Learning (Universal Strategies)

Curriculum includes the goals, methods, assessments and materials we use to teach and learn.

Traditional curriculum • Often "fixed" and inflexible. • Individual differences become learning barriers • Individual styles, skills, and abilities often overlooked to fit the

curriculum, at the expense of genuine learning

Universal Design for Learning • Curriculum is made flexible and customizable so that individuals can

learn in ways that work best for them.• Common aim of learning effectively and efficiently• High standards are reached through many different means

Source URL: http://www.udlcenter.org/aboutudl/whatisudl

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Instructional Guidelines for Universal Design planning

• Use multiple means of representation

• Use multiple means of expression

• Use multiple means of engagement

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Universal Design Articles

• Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners (Cynthia Acrey, Christopher Johnstone, Carolyn Milligan)– This article discusses teaching at-risk students and gives

specific ideas for study guides.

• Accurate for All: Universal Design for Learning and Assessment of Students with Learning Disabilities. (David H. Rose, Tracey E. Hall, and Elizabeth Murray) – This article explains the three main principals of Universal

Design: Representation, Expression and Engagement.

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“Go Around All” protocolTime: 20 minute check

1. Divide into four approx. equal size groups (gr. #1, gr. #2, gr. #3, gr. #4)• Group #1 reads “Using Universal Design to unlock the Potential…” p. 22-26• Group #2 reads “Using Universal Design to unlock the Potential…” p. 27-31• Group #3 reads “Accurate for All…” p. 23-26• Got a computer? Group #4 researches “Universal Design for Learning” online

2. While reading or researching, record/highlight important ideas

3. In small group, first person reports all of the information that she/he has recorded and is comfortable reporting.

4. While first person is reporting, other group members listen attentively, but don’t question, comment or give clues to agreement or disagreement (nodding is okay).

5. After first person is finished reporting, second person reports (repeat info is okay). Groupmates listen attentively as described above.

6. Repeat until all group members have reported.

7. Discuss and make a visual, using poster boards or other method to report to entire class.

Helping All Students Succeed in Mathematics

Chapter 14

Developmental Arithmetic Disorder

• Developmental arithmetic disorder– Students have difficulties learning arithmetic-difficulties that are

unexpected given the students’ overall cognitive functioning and academic performance in other subject areas.

• Nonverbal math difficulties– Students display good reading and verbal skills but have

extreme difficulty in math.– Other problems include: social immaturity; disorientation;

deficits in visual, motor, and self-help skills; and problems estimating distance and time

Favorite Math Websites

• purplemath.com (explains algebra concepts)

• mathisfun.com (useful, kid-friendly activities, great math dictionary in understandable terms)

• khanacademy.org (short video clips of every imaginable math and many science topics)

Current Rock Stars of Math

• (Professional Learning Communities) Boaler 2006; McLaughlin and Tolbert 2006; DuFour 2009

• (Mathematical Discourse) Leahy, Lyon, Thompson and Wiliam, 2005; Yackel and Cobb, 1996

• (Cognitive Demand) Stein, Smith et al 2000• (Lesson Study) Stigler and Hiebert 1999; Lewis 2006; Watanabe 2003• (Specialized Math Content Knowledge) Ball, Thames and Phelps 2008• (High Yield/leverage Teaching) Franke 2008; Franke and Kazemi 2009;

Ball 2008• For newer teachers, especially: EDC Addressing Accessibility in

Mathematics, Deborah Ball, Megan Franke, Mary Kay Stein, Marilyn Burns, E. Kazemi

How Students Learn Math (also see poster)

• Research based requirements for meaningful, enduring student learning

• Mathematically productive classroom norms and relationships• Mathematical discourse that involves students’ mathematical

reasoning• Sense-making, representations, justifications, and generalizations• Students’ reflection and metacognition about their own mathematical

thinking• Relentless attention to understanding students’ mathematical thinking

about important mathematical concepts and processes• Productive disequilibrium (not frustration) about mathematical ideas

and relationships• High cognitive student engagement in high cognitive mathematical

tasks

Lesson Planning Framework (also see poster)

• Do the Math• Lesson Goals and Flow• Anticipate Students’ Strategies and Conceptions• Set up the Task• Monitor and Support Student Thinking• Select and Sequence• Connect and Extend• Collect artifacts and look ahead

What Research Says About Effective Classrooms (also see poster)

• Activity centers on mathematical understanding, inventing, reasoning, and sense making by all students

• The culture is one in which inquiry, incorrect answers, personal challenge, collaboration and disequilibrium provide opportunities for mathematics learning by all students

• The tasks in which students engage are mathematically worthwhile for all students

• A teacher’s deep knowledge of the mathematics content she/he teaches and the trajectory of that content enables the teacher to support important, long-lasting student understanding.

Mathematically Productive Teaching Routines(also see poster)

• Fostering mathematical habits of mind and interaction (see green and blue mini-posters on wall)

• Structuring Student Math talk (see handout in folder)• Listen and compare

• Interpret and compare• Revoice and compare

• Selecting and sequencing Student math ideas for discussion• Using public records of students’ mathematical thinking• Conferring with student mathematicians• Connecting multiple representations of students’ mathematical

thinking• Math seminar

Operation: Division(Learning goal: Practice and be aware of

mathematically productive teaching routines)

• Also see pink posters on wall.

• Work through the problem using visual, numerical/symbolic, verbal and everyday life examples

• Choose one: sharing method, grouping method or area method. If you are adept at one method, try another.

• Here’s the problem: 1 ÷ 2/3=

Process/reflection time…

• Take sticky notes to write down thoughts

• Wander, read through…

• Place sticky notes on areas where you have thoughts, ideas, questions…

• Discuss….

Math Overview

– To me, math problem solving is three things• the mathematics (skills and correct

answers) • the process (strategies) • the explanation (the why and how).

Math Overview– Process, or the strategies, that students can use (All of these are

not used with every problem, obviously):• Work Backwards: start with data at the end of the problem and

work toward the beginning of the problem• Organized List, Table or Chart: recording work in a list format

allows a student to number and check work easily• Guess and Check: useful if there are large numbers or many pieces

of data. Guess the answer, test it and choose another reasonable guess.

• Making it Simpler: reduce complex problems• Use Objects or Act it Out: Moving objects around can be useful• Making a Picture or Diagram: Useful especially with mapping,

geometry or graphing• Look for a Pattern: Useful when identifying and predicting “what

comes next”• Logical Reasoning: Sort through for the useful pieces of information

in a logical, organized fashion

Math Overview

– Here is a four step problem solving technique to work through and explain the “why” and “how.”

– Understanding the problem: Circle the question and rewrite it as a statement, leaving a blank for the correct answer. Write or highlight the important facts. Identify what skills you need to know and use.

– Devise a plan: What is your strategy? Organize it and explain it.

– Carry out the plan. Solve the problem, using a picture, table or numbers to show what you are doing. Your work should prove your solution. Number the steps and label everything. Use the words first, next, then and finally to tell what and why you solved the problem in this way.

– Look back. consider the reasonableness of your results. Does it make sense? Is it a good explanation?

Math Ideas

• Base ten pieces (bits, skinnies and flats)– Used to help students gain number sense

• For example, – 234 is two flats, 3 skinnies and 4 bits– OR 23 skinnies and 4 bits – OR 234 bits

Use music to cement concepts

Improper FractionsWhen the numerator’s Larger than the denominator,When the top number’s Larger than the one below,It’s an improper fraction. An improper fraction,It has more pieces and parts Than a whole.

5/4 9/8 6/3 improper

That’s how these fractions go.4/3 6/5 3/2 improper

The top number’s larger than the one below. When the numerator’s Larger than the denominator, When the top number’s Larger than the one below, It’s an improper fraction.An improper fraction,When the numerator’s larger Than the denominator below.They’re so improper!

Math Ideas

• Pattern blocks– Show 2 divided by ½– Show 2 times ½

• White boards – Quick way of checking understanding– Fun for the kids– Practice multiplication, etc.

Facilitating Reading

Chapter 12

Current Trends in Reading and Reading Instruction

• Two national reports on reading stress:– Importance of a balanced approach to teaching early

reading– Importance of phonological awareness and phonics

instruction– Critical role of repeated readings in development of

reading fluency– Importance of teaching reading comprehension

strategies, vocabulary, and text structure

Three Key Concepts for Effective Reading Instruction

• Reading is a skilled and strategic process.– Decoding and word identification– Alphabetic principle– Phonological awareness skills– Fluency

• Reading entails understanding and constructing meaning from texts.– Reading comprehension– Comprehension monitoring

• Reading is a socially mediated language-learning activity.

Effective Reading Instruction for Struggling Readers

• Features of effective reading instruction include:– Establishing an environment to promote reading– Using appropriate and ongoing assessment so that you know

students’ reading levels and what skills and strategies your students have mastered and need to develop

– Providing intensive instruction– Obtaining early intervention when needed

Types of Assessments

• Critical aspects to choosing a test include:– The purpose of the test– The specific information needed about the student’s reading– The number of students being tested– The examiner’s qualifications

• Types of assessments:– Diagnostic– Norm-based– Curriculum-based (CBM)– Informal reading inventories (IRI)

Providing Intensive Instruction

• Reading instruction is appropriate and intensive when:

Students have a clear understanding of expectations

Students are grouped appropriately

Instruction provided matches the reader’s instructional reading level and needs

Instruction includes frequent opportunities for responding with feedback

Adequate texts are used that are engaging

Student progress is monitored frequently

Instruction is explicit and direct Teachers and peers support the students

Strategies for Teaching Phonological Awareness and Phonics

Phonological Awareness Skills

• Rhyming• Alliteration• Blending• Segmenting• Manipulating

Phonological Awareness Activity Guidelines

• Consider students’ level of development

• Model each activity• Use manipulatives and

movement• Move from less to more

difficult tasks• Provide feedback• Make learning FUN!

Instructional Features of Most Phonics Programs

• Teach a core set of frequently used consonants and short vowel sounds

• Begin immediately to blend and segment the sounds

• Separate the introduction of letter sounds with similar auditory and visual features

• Use consistent key words to assist students in hearing and remembering the sound

• Teach that some letters can represent more than one sound

• Teach that different letters can make the same sound

• Teach that sounds can be represented by a single letter or combination of letters

• Color-code consonant and vowels

• Add a kinesthetic component

• Have students use mirrors and feel their mouths

Strategies for Teaching Word Identification

• Teaching sight words– Automaticity– High-frequency words

• Teaching decoding strategies– Phonic analysis– Onset-Rime– Structural analysis– Syllabication– Syntax and semantics

Strategies for Helping Students Develop Fluency

• Using RTI to promote fluency– Oral reading fluency

• Reading aloud– Big books

• Repeated readings• Peer tutoring

– Peer-assisted learning– Classwide peer tutoring

Strategies for Improving Reading Comprehension

• K-W-L Strategy

• Question-Answer Relationships Strategy (QAR)

• Questioning the author

• Collaborative strategic reading

Effective Comprehension Instruction

• Effective comprehension instruction includes:– Activating background knowledge– Predicting– Generating and answering questions– Clarifying– Summarizing– Using text structures– Monitoring comprehension– Engaging text and conversations about reading

Collaborative Strategic Reading(CSR)

• Read text…

• Each group of two to three people speaks briefly on one of the following– Key Ideas– “Clicks” and “clunks”?– “Getting the gist”– Wrap up

Reciprocal Reading/teaching

• A method of teaching reading in all areas, using the skills of predicting, questioning, clarifying, and summarizing.

• Can be used in elementary/middle school/high school

• Can be modified

• Can be used in small groups, with student leaders

Teaching English Language Learners with Reading Difficulties

• Teachers who implement effective instructions for ELLs:

Consider commonalities in reading instruction in English and native language

Capitalize on every opportunity to use and promote language development

Identify procedures for instructing students in all critical elements

Promote all opportunities to teach and engage in vocabulary and concept building

Recognize that English is the most difficult language to learn to read

Use peer pairing and cooperative groups to enhance learning

Make connections between home and school language

Books

• Strategies that Work by Harvey and Goudvis

• Informal Reading Inventory (IRI) – The emphasis is on learning about the skills, abilities and needs of the individual

in order to plan a program of reading instruction that will allow a maximum rate of progress (p. 1)

• Phonics They Use by Cunningham

• Literacy for the 21st Century by Tompkins.

– Characteristics of Effective Instruction

• Connections to background knowledge

• Repitition

• Higher-level word knowledge

• Strategy learning

• Meaningful use

Accommodations and Modifications: How can you support the learning of this student in the classroom?

What ideas or concepts from our reading this week (Chapter 12, 13 and 14) will be useful to meet the learning needs of this student?

• Charlie is in the third grade and has difficulty writing a complete sentence. His handwriting is hard to read and his words are often misspelled. However, Charlie does have many interesting ideas.

• Madelaine is a very active child and has a hard time sitting still at school. She gets distracted easily and has a hard time focusing in her 2nd grade classroom.

• Hailey recently moved into the school, two months after the year started. She is having a hard time adjusting to her new fifth grade textbooks. History and Science, especially, seem difficult for her to read.

• Riley scored very high on the district math test. He could have gone into a program for gifted students, but his parents chose to keep him in a typical general education 4th grade classroom.

• Kent is a high functioning student with autism in your advanced high school math class. He works with a one-on-one assistant, but has a hard time working with people his own age.

Facilitating Writing

Chapter 13

Current Trends in Writing Curriculum and Instruction

• Movement toward standards-based writing instruction and research-based practices

• Increased emphasis on assessment• Emphasis on balanced and effective writing

instruction for all students• Implementation of writing practices based on

research and represent standardized writing and spelling outcomes.

Progress Monitoring and Writing

• Teachers monitor students’ progress by noting:– Whether students can complete the written project– How proficient they are at each element of the writing

process– Whether they can apply the skills and knowledge to

other contexts– How they explain the process they are using

Response to Intervention and

Writing

Provide opportunities to work in pairs and groups toward cooperative learning writing products

Establish goals for students’ writing Give students access and instruction in

word processing Assist students in developing prewriting

practices Use inquiry activities to analyze data

related to writing reports Use writing process approaches that

provide extended time for writing and revision

Provide students with good models of writing

Use writing tools to enhance content knowledge

Carnegie Corporation of New York suggest the following research practices for teaching writing to older students:Teach students writing strategies that include planning, revising, and editing compositionsHelp students combine sentences to make them more complex and to summarize texts

Teaching Writing as a Process

• Formulate message in your head

• Organize ideas in a logical fashion

• Think about the reader

• Choose words carefully

• Select words to convey meaning succinctly

• Attend to spelling, capitalization, and punctuation

• Consider appearance of final product

Writing is…

An interactive process

A strategic process

A process of constructing meaning

A student-centered process

A socially mediated language-learning activity

Strategies for Conducting a Writing Workshop

The Writing Process

Prewriting

Collect information

Postwriting

Composing/Drafting

Revising Editing Publishing

Prewriting: Getting Started

• Selecting topics• Problems in topic selection• Planning

– Identify the intended audience– State a purpose for writing– Decide on a format

• Composing• Revising and editing• Publishing • Sharing

Strategies for Teaching Narrative Writing

• Writing problems when composing stories include:– Lack of organization– Lack of unity and coherence– Lack of character development– Incomplete use of story elements

• Strategies:– Use Story Webs to Plan– Instruct in Story Development

Strategies for Teaching Expository Writing

• Paragraph Writing– PLEASE Strategy:

• Pick the topic, audience, and paragraph type

• List information about topic

• Evaluate list and order

• Activate writing

• Supply supporting or detail sentences

• End with a strong concluding sentence

• Essay Writing– Think about audience– Plan the essay, using

TREE method: • Write a Topic sentence

• Think of Reasons to support the topic sentence

• Examine your reasons

• Think of an Ending or conclusion

Strategies for Teaching Expository Writing

• Research Paper Writing– SCORE A

• Select a topic• Create categories• Obtain reference tools• Read and take notes• Evenly organize the information using note cards• Apply writing process steps (i.e., prewriting, drafting, etc.)

Strategies for Teaching Persuasive Writing

• STOP – Suspend judgment– Take a side– Organize ideas– Plan more as you write

• DARE– Develop your topic sentence– Add supporting ideas– Reject possible arguments– End with a conclusion

Students with Difficulty in Handwriting

• Characteristics of poor handwriting (dysgraphia) include:

Poor letter formation Inconsistent spacing between letters

Letters too large, small, or inconsistent in size

Incorrect alignment

Incorrect use of capital and lowercase letters

Incorrect or inconsistent slant of cursive letters

Letters crowded and cramped

Lack of fluency in writing

Principles of Effective Handwriting Instruction

• Legibility

• Fluency

• Reasons for improvement in legibility and fluency include:– Posture– Pencil grip– Paper position

Writing Ideas

• Flipcharts

• Graphic organizers

• Teach organization (ex. transition words)

• “Round Robin” writing (see next slide)

Round Robin WritingDirections: Choose a topic. Write for two minutes. Hand to your elbow partner

to your right. You have two minutes to read and add to this…..be unique!1. Ever since Obama became president…2. My favorite place to hang out is….because….3. I think vampires are….because….4. My ideal classroom would be…5. If I could have only one “super power” it would be……..because……..6. ………..is my favorite subject to teach, because……7. Reflection: Some of the things I learned in this Exceptional Learners

class are….8. ………are my favorite animals because……9. So far, my favorite classroom management tip is…..because….10. If I could choose my ideal job at this moment, it would smell like…..11. My least favorite sight is…………because……….12. My favorite Easter memory is…….….because………..

Writing: Overview• Genres

– Expository (ex: reports, research, analytical essays)– Persuasive (ex: letters, point of view, advertisements)– Narrative (see elements of literature, stories)

• Process– Prewrite– Rough draft– Peer feedback– Revise/edit– Final– Post/Publish

• Areas of Significance– Content– Organization– Style– Conventions

Writing Rubrics and Portfolios

• Writing Rubrics – a scoring guide that outlines the expected performance on a written product– Most include levels of performance from unacceptable to

proficient– Rubrics can be developed by schools, districts, and states

based on writing standards • Writing Portfolios – four types you can use are:

– Showcase portfolios– Documentation portfolios– Process portfolios– Evaluation portfolios

Concepts Charts/Posters

• Examples of “Concept Posters”• Learning goal: Identify main ideas and details of

education articles; understand and practice concept posters

• Procedure:– Read article with group– Make a Concept Poster. Please include:

• Identify main concept or concepts• Identify important vocabulary words (tech terms) or examples• List details/characteristics• Draw a visual/picture/diagram/map/etc

Brainstorming with Pin CardsMove into groups of four, around a table.• Take half a note card stack (color designates person) and brainstorm ideas; pass to

person on right. One idea per card.• Read the note card (on your left) and pass on.• If this prompts another idea, write another note card.• After a while….gather and read the cards at your table.• Sort cards into categories and create a title card for each category.• Share categories with large group.• If possible, type up categories while sharing.• Look at categories in common. • Discuss with large group. • Walk around the room and read the categories and cards. Think about which ideas

you find to be the best.• Large group conversation.

Answer question, using pin cards

• What ideas or activities discussed, read or tried will you use in your classroom to accommodate exceptional students (TAG, learning differences, EBD, physical disabilities, etc) especially in reading, writing and mathematics?

Video

• Understanding Learning Difficulties

• How Difficult Can It Be?

• A New Look at ADHD…about 35 mins.

Defusing statements that avoid power struggles Quickwrite: Choose one, two, three…that sound most like

what you would say and write about it.

• I’m disappointed that you are choosing to use such angry words even though I am sure there is much to be upset about.

• I am really concerned! It is very important that I understand why you are so mad. Please tell me later when I can really listen

• I know there is a solution to this, but I don’t know what it is right now. Let’s meet later when we can really figure it out.

• Your words (actions) tell me you are bored. It takes a lot of discipline to hang in there when you are unsure about why we are doing certain things. Thanks for hanging in there.

• I know you are angry but there is no problem too big that can’t be solved. Let’s use words to solve the problem.

• You’re just not yourself today and that must feel lousy.• We both know there are other ways of telling how we feel while still being

respectful. I look forward to hearing from you after class.• Wow, you must be feeling awfully mad to use those words in front of

everyone. Let’s talk later after class.• That is an interesting opinion. Tell me more after class.

Behavior idea: Teaching tips and Behavior idea: Teaching tips and techniquestechniques

Social Skills Activity, part two Social Skills Activity, part two Purpose: To identify and encourage positive Purpose: To identify and encourage positive

behavior in studentsbehavior in students– Learning goal: Middle and high school students Learning goal: Middle and high school students

will identify, visualize, describe and understand will identify, visualize, describe and understand aggressive, passive and assertive behavior in aggressive, passive and assertive behavior in themselves and others themselves and others

Wrap upWrap up

Reflection:Reflection:– What was useful to me tonight?What was useful to me tonight?