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Power of positive
- 1. The Power of Positive Thinking • Keep your thoughts positive because your thoughts become your words, • Keep your words positive because your words become your behavior, • Keep your behavior positive because your behavior becomes your habits, • Keep your habits positive because your habits becomes your values, • Keep your values positive because your values becomes your destiny. – Mahatma Gandhi
- 2. Benchmark Reading &Benchmark Reading & Math DataMath Data Using Data To Enhance InstructionUsing Data To Enhance Instruction Gail WhiteGail White School CounselorSchool Counselor Martin L. King, Jr. ElementaryMartin L. King, Jr. Elementary
- 3. Skills Measured Reading Words and Phrases Main Idea Comparisons Reference Research Math • Number Sense • Measurement • Geometry • Algebraic Thinking • Data Analysis
- 5. Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Reading 0 10 20 30 40 50 60 70 80 90 3rd 4th 5th • 3rd Grade 70 out of 102 students • 4th Grade 83 out of 137 students • 5th Grade 58 out of 97 students
- 6. Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT Math • 3rd Grade 78 out of 99 students • 4th Grade 111 out of 136 students • 5th Grade 83 out of 98 students 0 20 40 60 80 100 120 3rd 4t h 5t h
- 7. Critical Areas: Reading Words / Phrases 161 Comparisons 123 Main Idea/Purpose 119
- 8. Critical Areas: Math Number Sense 215 Algebraic Thinking 194 Data Analysis 184
- 9. Where do we go from here? • How do we improve? (Research) • Developing strategies and action plans to meet the needs of students • Team Work: Grade level groups • Presentation of plans • Questions, comments, concerns
- 10. “Children learn in different ways and at different rates and variations should not be used as a reason to doubt a child’s potential or limit that child’s opportunities to learn.” Hart & Jacobi
- 11. Research Instructional Strategies that Enhance Achievement Getting and Sustaining Attention Creating Meaning Semantic Memory Episodic Memory Procedural Learning Engaging Emotions
- 12. Getting and Sustaining Attention Change voice, tone, volume, accent, pace Use props (bells, costumes, music) Deliberate use of contrast (change location) Balance novelty and ritual Make students the main show
- 13. Creating Meaning • Use graphic organizers • Have students create graphic organizers • Ask compare/contrast questions • Use topic/concept mapping • Give global overview/pre-view of topic (with overhead or map) at beginning • At end of topic, ask students to evaluate proc and cons, discuss relevance or share models • Ask compare/contrast questions
- 14. Semantic Memory • Teach through rhymes, visualization, mnemonics, music, discussion • Use graphic organizers ( Venn diagrams; concept maps, story maps) • Put important information first and last • Use music, props, costumes • Ask students to share what they learned with others • Use cliff-hangers—Introduce problem one day and work toward solution the next • Teach students to use acrostics (Every Good Boy Does Fine) • Put students in pairs to form quick summary
- 15. Episodic Memory • Change location, emotions, movement, novelty • Connect learning to song, field trip, simulation • Follow lesson with journal, project, peer teaching • Do review in varied states (timed tests, public tests, group presentation, quiz show) • Create theme days or theme weeks to add color and interest to learning
- 16. Procedural Learning • Enhance emotions in MIDDLE of class • Role plays, reenactments • Presentations • Create songs or raps of key terms • Build a working model
- 17. Engaging Emotions • Use celebrations (high fives, food, music, laughter) • Use controversy (debated, dialogue, argument) • Use physical rituals (chants, cheers, clapping patterns, movements) • Do shared work (partners, think/pair/share) • Use movement (improvisation, dance, quiz show games, rap, stretching, pretend) • Engage emotions as part of learning (e.g. games, music, drama)
- 18. Characteristic of good teachers • Stay on students • Able to control behavior AND focus on lesson • Goes out of the way to provide help • Explains until the “light bulb” goes on • Provides a variety of activities through which to learn • Is connected to students (the relationship is important)
- 19. Students Value Teachers Who… “Nagging” students communicates a teacher believes the student can succeed and cares enough to make sure the work is done. These teachers: • Regularly check work • Provide a regular and visible accounting of missing work • Call students’ homes to make sure they complete their work • Act as cheerleader, encourager
- 20. Students Value Teachers Who… • “A good teacher takes time out to see if all the kids have what they’re talking about…and cares how they’re doing and will see if they need help.”
- 21. Differentiating Instruction/Instructional Groupings • Whole Groups • Small Groups – Heterogeneous group – De-tracking – Cooperative learning – Peer tutoring • Individualize instruction
- 22. Let’s Review the DATA • Each number represent a child.
- 23. R1: Words/ Phrases R2: Main Idea/ Purpose R3: Compa risons R4: References Below 50% 3rd Grade/ 102 tested 52 27 42 23 4th Grade/ 137 tested 91 60 47 44 5th Grade/ 97 tested 18 32 37 20 50%-69% 3rd Grade 26 45 36 32 4th Grade 23 65 50 49 5th Grade 58 27 39 30 70%-84% 3rd Grade 16 17 20 33 4th Grade 12 10 28 32 5th Grade 16 26 5 41 85%-100% 3rd Grade 8 13 4 14 4th Grade 11 3 13 13 5th Grade 5 12 19 6 Learning Needs: Sunshine State Standards August 2004/ Reading
- 24. Learning Needs: Sunshine State Standards August 2004 Math M1: Number Sense M2: Measurements M3: Geometry M4: Algebraic Thinking M5: Data Analysis Below 50% 3rd Grade/ 99 tested 74 27 52 31 63 4th Grade/ 136 ested 82 80 66 71 64 5th Grade/ 98 tested 59 40 57 92 57 50%-69% 3rd Grade 18 45 39 51 34 4th Grade 45 34 55 61 62 5th Grade 31 51 34 5 27 70%-84% 3rd Grade 6 10 8 17 2 4th Grade 8 15 15 4 9 5th Grade 8 7 6 1 13 85%-100% 3rd Grade 1 17 0 0 0 4th Grade 1 7 0 0 1 5th Grade 0 0 1 0 1
- 25. Introducing... • A DATA Collection Form to help you differentiate instruction based upon each student needs.
- 26. Learning Needs: Sunshine State Standards August 2004 READING R1: Words/ Phrases R2: Main Idea/ Purpose R3: Comparisons R4: References Below 50% 50%-69% 70%-84% 85%-100%
- 27. Learning Needs: Sunshine State Standards August 2004 Math M1: Number Sense M2: Measurements M3: Geome try M4: Algebraic Thinking M5: Data Analys is Below 50% 50%- 69% 70%- 84% 85%- 100 %
- 28. Which child do you stand for? • “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…But the world may be different because I was important in the life of a child.”
- 29. References • Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: The College Board, obtained through The Achievement Council. (420 Wilshire Blvd. Suite 420, Los Angeles, CA 90010, 231-487-3194, fax 213-487-0879). • Jensen, E. (1998).Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development • Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids. Albany, NY: SUNY Press.
Notes de l'éditeur
- Reading data