2009 Institute for Staff Development Students Today, Leaders Tomorrow Individualizing the Classroom: Creating Individualized Plans for all students through

2009 Institute for Staff Development

Students Today, Leaders Tomorrow

Individualizing the Classroom: Creating Individualized Plans for all students through projects and classroom management

Individualizing the Classroom: Creating Individualized Plans for all students through projects and classroom management

Christel Kaufman

Western Regional Director

NAF



Welcome

• Background

• My essential question:

How do I get all kids to be engaged and

motivated to learn?



As a Teacher

“Teachers and administrators constantly lament that students are not motivated, but what they are actually saying is that they do not know how to persuade students to work……. All of our motivation comes from within ourselves.”

William Glasser, The Quality School



Motivation

What do you believe?



Beliefs

When leadership is shared or distributed in the classroom community, student performance improves.

If a student has an issue, concern or problem, having teachers that maintain an open door policy, whom they know will listen to them, problem solve with them, and be advocates creates an atmosphere of caring and results in increased work satisfaction.

If a student is struggling with the best way to complete a task, input from others is often welcome and critical

When others evaluate student work, and they know ahead of time this will be happening, it often ups the anti for excellence.



Student Centered

Course information sheet should make kids accountable

Examples:• If you are absent, it is your responsibility to speak with me directly

and get your work or go to the web site.• All students will be expected to present, evaluate, be evaluated by

instructor and students, and participate. You must do all of these things to pass.

• If you do not show up for class, a student may call you during class to find out why you are not there.



Day 1

Consider a Grading clause if possible and you agree with (not a NAF thing):

There is no letter grade given below a C in this class. If a student does not receive a passing grade of a C, there will be no letter grade given, instead a no pass will be recorded and they will have to repeat the course. A grade of C or better is fully expected.



Examples

This is a teaching and learning community!• Open and interactive process in most of what you do

creates a sense of community.

• Classroom Rules and Expectations

• You are part of this community, do participate



Building Community

• In your toolbox, write down your expectations of what students will leave your classroom with at semesters end.

• Pop share



Toolbox

When building community:

What are the perks you can offer to seniors in your academy?



Consider Seniors

• Write a set of commitments you could provide to students and place on the wall of your classroom.

• 5 minutes

• Share



Teacher Commitments

I value you, your feedback and your contributions

I commit to plus, minus and delta daily

I commit to facilitating your success in every way I can

I commit to NOT doing anything for you that you can do for yourself

I commit to student evaluation of my work

I commit to evaluation and providing you with the tools to move toward excellence in your work in this class

If you come to me and are not understanding something, I commit to helping you to understand

I believe your success is a reflection on my teaching, I commit to trying to be a good teacher for you.

I believe that each student is capable of learning and doing excellent work



Teacher Commitments

• Reflect on your life experiences that have brought you to the place you are today. Create a visual “map” of your journey

• Share and put on walls

• Where did I come from?• Significant event, people and situations that have shaped you

• Where am I now?• Describe yourself today

• Where am I going?• What do I need to know to get there?

• How do I learn best?



The Journey Map

Q: It sounds like you want schools to fill the role of social services.

A: No. Schools cannot be all things to all people; however, we can do better. We have to remember the consequences of indifference to the personal needs and aspirations of students. Remember the effect suicide can have? Not only is a family devastated, but so too are many of the parents and students in the school community. Emotionally and academically, everything is put on hold for more than a week. That’s an extreme example, but similar tragedies happen more often than we’d like. Let’s not forget the less cataclysmic events, the behavioral and discipline issues associated with students not engaged ---those clearly affect all students. Every student will be better off if we can reach each student



Breaking Ranks II

• Hard file on each student (ILP)

• Groups



Personalizing

Inside each file will go:

• Contract for grade

• Individual goals for class

• Goals for their academy experience

• A list of typically asked questions in 1:1

• Assignments

Signed:

Course description

Understanding of what it takes to graduate with a NAF certificate

Permission for students to call them on their home phone or personal phone



Student File ILP(Individualized Learning Plan)

Sample Questions

– What is your contracted grade– Rubrics they should be following– Any action plan format you want them to use– What do they need to do to get contracted grade– Actual plans, outlines guides, etc., anything to facilitate their

success – Accountable: are things done, why not? – Are you on track, what modifications do you need to make.– What can I do to help you succeed?– Is there anything you would like to share with me?



ILP Files

Filing system where students can access their ILP file any time

Second set of files for PBL



Files

• Get their file• Review questions that will be asked, have answers/work

for meeting

• What happens when they show up empty handed? • Problems in a student’s life?• Connections/Advocacy needed• Empathy, not sympathy



Preparing Students for 1:1



Grouping

• 32 students – 83 minute period – block schedule

• About 7.5 minutes per student each period

• On 1: 1 days

• What are the others doing?



Scheduling

Monday Wednesday Friday

Group A Group B Group C

Mark Susie Jennifer

Sally John Jody

Gregg Pat Phillip

Donna Michelle Christine

Evan Jack Jesse

Elizabeth Katie Frank

Jose Marcos Isabella

Group A Group B Group C Date

1:1 independent independent 7/9

Independent 1:1 independent 7/11

Independent independent 1:1 7/12



Sample Student Schedule

Many types

Learning through the evaluation of others



Student Evaluations

Teacher• Plus – what did you like• Minus - what didn’t you like• Delta – suggestions for changeEVERY teachable lesson, project, activity, etc.

*Assign a student to be time keeper daily for this alone



Evaluations

Oral Communication Skills

Your evaluator will rate your oral communication skills when you make your presentation. The scoring guide they will use is shown below.

Date:

Topic:

Student being evaluated:

Evaluator:

Basic Proficient Advanced

Organization Ideas are not Presents ideas in Presents ideas in a polished, well

clearly presented an organized manner organized manner

Attention to Shows little or no Uses an approach that Uses an original and creative

Audience awareness of is appropriate for approach appropriate for

intended audience intended audience intended audience

Language Uses some inappropriate Uses appropriate Uses vivid, precise language

language, language

Delivery Uses limited delivery Demonstrates effective use Demonstrates ease in delivery

techniques, including a of delivery techniques, techniques, including an appropriate

somewhat indistinct voice including an audible voice and natural voice, excellent eye contact

many filler words, umm little filler words rarely 2-3 filler words



Student evaluation -oral

Name of student being assessed:

Date

Rating scale:

1=excellent 2=good 3=fair 4=poor

___Board has an eye appealing draw to it, making it more attractive and drawing the viewer in.

___Board has photos, items, explanations that depict the title.

___Board has an essential question clearly stated on it.

___Board clearly addresses the point the presenter is trying to make

___Photos, pictures, items are appropriately labeled, enabling the viewer to get a sense of what is being addressed, the point the presenter is asserting.

___Overall rating

Please provide one warm (I liked) comment :

Please provide one cool (I wondered) comment:



Student assessment project boards

• Frame your feedback using two or three of the stems below:

• I saw• I learned• I wondered• I appreciated• What did you notice during the presentation? • What worked? • What didn’t?



Audience Feedback

• What do you currently do to personalize and create community in the classroom?

• What might you change?

• New ideas, modifications that have been stimulated by this?



Think, Pair, Share

• Rule: Never do for a student what a student can do for themselves.

• Empower students by giving them the tools to move forward and take care of themselves.



Essential

• Speaking – toast masters strategies• Circle with fortunes – 1 minute stand up • Bell or buzz for fillers

• Team building activities - fun• Learning going on • Guest Greeters• Preparation for real world, shaking hands• Critical Friends Groups for teachers and administrators• PLC’s for school • Journaling – guided by topics



Other

• Plus, what did you like?

• Minus, What didn’t you like?

• Delta, Suggestions for improvement?



Plus, Minus, Delta

• Table evaluations



Questions

Documents

2009 Institute for Staff Development Students Today, Leaders Tomorrow Individualizing the Classroom: Creating Individualized Plans for all students through