On September 28, 2010, I attended a conference where Dr. George Sugai, nationally and internationally known expert in the field of PBIS, was the keynote speaker.
His warm, gently, positive personality filled the room and put a very diverse group of learners (new and experienced teacher, BOCES representatives, PBIS teams, guidance counselors, school social workers and school psychologists), administrators, and a parent (me) all at ease.
His words and slides from his PPT had us all scratching on our papers taking notes as rapidly as the ink would flow, so as not to miss one syllable of his presentation.
He frequently referred to the Response-to-Intervention triangle and the triangle of logic. These are references as the variety of needs that students have. The largest percentage of students (80%) deserve PBIS benefits as do the top 5% or the students with the most need for interventions.
He made implementing PBIS seem as necessary as serving school lunches to the health of a school's community. There were light breezes through the room of skepticism but most often there were gusts of approval and agreement for his words.
He made it seem immediately doable. He emphasized, though, the absolute need for parent involvement in implementing PBIS in its most effective manner.
I felt honored to be among such a group, a 10-year veteran parent but not yet an official teacher. I felt welcomed and respected by the other attendees that I met and felt part of a grassroots-type of group. I learned that some districts have had PBIS in place for 9-10 years with great success. The representatives of schools with younger programs envied their successes even though they were experiencing their own successes, albeit slowly.
The afternoon ended with a workshop in district groups to evaluate their need to implement PBIS or their need to improve or ramp up the PBIS programming already in place. My kids' home district is in its 3rd year of PBIS with very positive results in the reduction of office referrals.
This is an exciting philosophy to be a part of and with the extensive research available providing a solid evidence base, conclusions are being made that PBIS is as important in all grade levels as any other instruction that goes on. In fact, PBIS allows teachers to reclaim more instructional time than they even realize. A statistical analysis was even given by Dr. Sugai suggesting how many hudreds of instructional hours teachers can reclaim for instructional time when disciplinary issues are effectively controlled.
I could just go on about this but my fingers are tired of typing.
Here is the web address for the national PBIS site: www.pbis.org You need to check this out!
Wendy
Thursday, September 30, 2010
Week 5 General Methods
We are deep into learning about direct instruction and all of its methods of presentation. In 6 groups we all presented a micro-teaching on each element of a DI lesson.
The elements of a DI lesson are:
the anticipatory set (hook, pre-assess knowledge, advanced organizer to inform students as to what is coming next);
the development section which can include explanations, demonstrations, and modeling or some or all of those methods;
checking for understanding to occur frequently throughout the lesson to ensure that the students are all understanding the concepts being taught and if some are not, the teacher will readjust the pace or re-teach;
guided practice- once the information is conveyed by the teacher (I do it) then it is the "we do it" segment where students work on the learning the information with the teacher's constant supervision, assistance, and checking for understanding;
then the teacher does drill and practice exercises with the students to ultimately get the information into the students' long-term memories (again with more checking for understanding);
then the students apply what they have learned on their own under the "you do it" segment, typically without the teacher's assistance at all and at the students' own pace;
the last elements are closure and reflection- the teacher and/or the students sum up what was covered during the lesson and connects it back to what they knew before the lesson and what the lesson is going to lead to next;
teacher and student reflections are important ways to correct and improve the lesson for the future or to comment on what went well about the lesson.
Very intense but very exciting information.
Wendy
The elements of a DI lesson are:
the anticipatory set (hook, pre-assess knowledge, advanced organizer to inform students as to what is coming next);
the development section which can include explanations, demonstrations, and modeling or some or all of those methods;
checking for understanding to occur frequently throughout the lesson to ensure that the students are all understanding the concepts being taught and if some are not, the teacher will readjust the pace or re-teach;
guided practice- once the information is conveyed by the teacher (I do it) then it is the "we do it" segment where students work on the learning the information with the teacher's constant supervision, assistance, and checking for understanding;
then the teacher does drill and practice exercises with the students to ultimately get the information into the students' long-term memories (again with more checking for understanding);
then the students apply what they have learned on their own under the "you do it" segment, typically without the teacher's assistance at all and at the students' own pace;
the last elements are closure and reflection- the teacher and/or the students sum up what was covered during the lesson and connects it back to what they knew before the lesson and what the lesson is going to lead to next;
teacher and student reflections are important ways to correct and improve the lesson for the future or to comment on what went well about the lesson.
Very intense but very exciting information.
Wendy
Reflection on Drill & Practice presentation 9-29-10
Group 4- PPT on Drill and Practice Method of Direct Instruction
Here is my reflection on our presentation:
Three cheers to my group! Thank you all and I had a lot of fun putting this together with all of you.
1. I felt we were all very prepared and we, in fact, collaborated very successfully with Google Docs.
2. We all made good eye contact, voice projection and used the slides as guides and did not read from them too much. I personally read from the slides at times but only to make sure (with the aim, goal and objective) that I had the precise wording correct.
3. I thought our hook was engaging but then I realized that after we had the audience's attention I did not pre-assess knowledge right away (although I did after the advanced organizer- maybe the advanced organizer should've been after pre-assessment of knowledge?) nor did I repeatedly check for understanding. I see that as an error in the presentation.
4. We could've used the available technology more to enhance our presentation. Sadly, the only links we included did not work at the time despite the links working during our practice session.
5. I truly enjoyed working with Sally, Pam and Kelly. I knew that once we broke up the tasks, the tasks would be completely very well. And they were.
6. We also didn't really deliver the information in small, memorable chunks. I think all these skills develop with practice. Putting this presentation together made me aware of what skills are necessary to proficiently use drill and practice!
7. I did announce the aim, goal and objective to the class where I should have just realized that the learning opportunity activity would address those parts of the lesson naturally.
8. I agree with Sally that we should've presented the class with a summative assessment exercise to check for understanding.
9. I also used "will be able to" in my goal and objective. I now understand why that is not appropriate. I understand that there must be an observable or measurable element to the goal and objective.
Taking this time to reflect is a very important way for me to improve my skills.
Wendy
Here is my reflection on our presentation:
Three cheers to my group! Thank you all and I had a lot of fun putting this together with all of you.
1. I felt we were all very prepared and we, in fact, collaborated very successfully with Google Docs.
2. We all made good eye contact, voice projection and used the slides as guides and did not read from them too much. I personally read from the slides at times but only to make sure (with the aim, goal and objective) that I had the precise wording correct.
3. I thought our hook was engaging but then I realized that after we had the audience's attention I did not pre-assess knowledge right away (although I did after the advanced organizer- maybe the advanced organizer should've been after pre-assessment of knowledge?) nor did I repeatedly check for understanding. I see that as an error in the presentation.
4. We could've used the available technology more to enhance our presentation. Sadly, the only links we included did not work at the time despite the links working during our practice session.
5. I truly enjoyed working with Sally, Pam and Kelly. I knew that once we broke up the tasks, the tasks would be completely very well. And they were.
6. We also didn't really deliver the information in small, memorable chunks. I think all these skills develop with practice. Putting this presentation together made me aware of what skills are necessary to proficiently use drill and practice!
7. I did announce the aim, goal and objective to the class where I should have just realized that the learning opportunity activity would address those parts of the lesson naturally.
8. I agree with Sally that we should've presented the class with a summative assessment exercise to check for understanding.
9. I also used "will be able to" in my goal and objective. I now understand why that is not appropriate. I understand that there must be an observable or measurable element to the goal and objective.
Taking this time to reflect is a very important way for me to improve my skills.
Wendy
Monday, September 27, 2010
Week 4 General Methods
This week we really dove into the exploration of the behavioral model/direct instruction strategy. We read about B.F. Skinner's operant conditioning and Watson's classical conditioning of behaviors. Skinner believed that the consequences of an action determined the behavior and the frequency at which such behaviors occurred. I really believe in his theory. PBIS is an extension of his work. Dr. George Sugai is the modern leader popularizing the use of PBIS (Positive Behavioral Interventions and Supports) in schools.
From my speech on Sept. 14, I was invited to attend an all-day PBIS workshop in which Dr. Sugai is the keynote speaker. That is for Tues., Sept. 28 at our famed Bethel Woods Center for the Arts in Bethel, NY. I am excited and feel very privileged to be included.
Back to the behavioral model...
We were asked to fill in a direct instruction graphic organizer. A find exercise for someone like me who can rarely summarize anything!! I did it though. I liked doing it also! I think my lack of abilities in summarization comes from my lack of confidence in my memory. I have a very weak memory. I can visualize information in its sequence if I arrange it that way. The graphic organizer is so helpful for that purpose.
The most important item I realized is that direct instruction need not be boring. It needs to be structured and efficient for its purpose of teaching basic information for students to absorb into their long-term memories, but it need not be solely in lecture format!
And, after watching some short videos on direct instruction in action, I have come to believe in its effectiveness for these purposes.
I find when I substitute teach, I tend to use DI a lot because I had no other options. Unless the teacher leaves plans regarding learning center time or other pre-planned activities allowing other indirect methods, I don't want to veer off into too much unfamiliar territory.
As our class weeks progress, I will know more about the other strategies and could try to redesign the class lessons to incorporate other strategies than DI.
On to the next week...
Wendy
From my speech on Sept. 14, I was invited to attend an all-day PBIS workshop in which Dr. Sugai is the keynote speaker. That is for Tues., Sept. 28 at our famed Bethel Woods Center for the Arts in Bethel, NY. I am excited and feel very privileged to be included.
Back to the behavioral model...
We were asked to fill in a direct instruction graphic organizer. A find exercise for someone like me who can rarely summarize anything!! I did it though. I liked doing it also! I think my lack of abilities in summarization comes from my lack of confidence in my memory. I have a very weak memory. I can visualize information in its sequence if I arrange it that way. The graphic organizer is so helpful for that purpose.
The most important item I realized is that direct instruction need not be boring. It needs to be structured and efficient for its purpose of teaching basic information for students to absorb into their long-term memories, but it need not be solely in lecture format!
And, after watching some short videos on direct instruction in action, I have come to believe in its effectiveness for these purposes.
I find when I substitute teach, I tend to use DI a lot because I had no other options. Unless the teacher leaves plans regarding learning center time or other pre-planned activities allowing other indirect methods, I don't want to veer off into too much unfamiliar territory.
As our class weeks progress, I will know more about the other strategies and could try to redesign the class lessons to incorporate other strategies than DI.
On to the next week...
Wendy
Week 3 General Methods
I am a little behind on my blogs for right now.
Week 3 was 9/13-9/19 and was an overview of lesson planning and its structures and models of instruction.
I was having trouble keeping the terminology straight: what is a model? a method? a strategy?
But I understand now.
The best image is an inverted triagle with four divisions. The broadest segment is the models. A model is only one of four instructional practices: behavioral, information processing, social interaction, and personal.
A slightly more narrow section represents the instructional strategies: which are either two or five categories. For the 2: direct or indirect, with 4 strategies being included under the heading of indirect. For the 5: direct, indirect, interactive, experimental (process not product), and independent study.
An even more narrow category represents the instructional methods, the actual manner in which instructional environments are created. There are many of these and they are found under each instructional strategy. Our readings had very explicit and comprehensive diagrams that were very helpful in learning these distinctions.
Finally, the most narrow category are the skills being taught. These are the most specific instructional behaviors.
We also had the opportunity to practice writing learning objectives. These are tricky to draft in a logical way so that they can actually be implemented. We have the MSMC model that is very helpful. I keep that model on my desk and refer to it often. Drill and Practice- an instructional method under DI!
All of these categories are related and all of them serve different instructional purposes.
Since direct instruction is the most commonly used strategy, we will spend the next two-three weeks on learning and practicing how to employ DI.
This was a good review!
Wendy
Week 3 was 9/13-9/19 and was an overview of lesson planning and its structures and models of instruction.
I was having trouble keeping the terminology straight: what is a model? a method? a strategy?
But I understand now.
The best image is an inverted triagle with four divisions. The broadest segment is the models. A model is only one of four instructional practices: behavioral, information processing, social interaction, and personal.
A slightly more narrow section represents the instructional strategies: which are either two or five categories. For the 2: direct or indirect, with 4 strategies being included under the heading of indirect. For the 5: direct, indirect, interactive, experimental (process not product), and independent study.
An even more narrow category represents the instructional methods, the actual manner in which instructional environments are created. There are many of these and they are found under each instructional strategy. Our readings had very explicit and comprehensive diagrams that were very helpful in learning these distinctions.
Finally, the most narrow category are the skills being taught. These are the most specific instructional behaviors.
We also had the opportunity to practice writing learning objectives. These are tricky to draft in a logical way so that they can actually be implemented. We have the MSMC model that is very helpful. I keep that model on my desk and refer to it often. Drill and Practice- an instructional method under DI!
All of these categories are related and all of them serve different instructional purposes.
Since direct instruction is the most commonly used strategy, we will spend the next two-three weeks on learning and practicing how to employ DI.
This was a good review!
Wendy
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