svNOPSISof PROGRAMCOMPONENTS Interests/LEARNING/LD Workshop.pdf · 2013-02-27 · " gain an understanding ofmonitoring student progress in aspecificskill area" identify explicit teaching

svNOPSIS of

PROGRAM COMPONENTS

Learning Difficulties

Professional Development Program

Learning Difficulties Professional DevelopmentProgram

Program Modules

Introductory Module

1 .

Program Foundations

2 .

Research and Literature

3 .

Early Identification and Intervention

4 .

Looking Beyond the Label

S . Assessment

6 .

Applying Strategies

7 . Collaboration

8 .

Empowering the Teacher

9.

Individualised Education Plans

10 . Whole School Planning

11 . Accountability

12. Secondary School Program

13 . Parent Session

. Learning Difficulties Professional Development Program

MODULE 1

PROGRAM FOUNDATIONS

Pur ose

To define the Learning Difficulties Professional Development Program

Outcomes

Kev Points

Activities (1) / Strategies (2) include :

"

(1) Group discussion to establish elements of positive change

Synopsis

As a result of attending this course participants will:

"

gain understanding of the background of the LDPD program and its relevance to theEducation Department of Western Australia Strategic Plan, Shean Report, Social JusticePolicy and PD Policy

"

Qain an overview of the PD program - its aims, beliefs and philosophies

"

all students can learn

"

Educators and Psychologists working collaboratively to assist teachers through a processof change

"

break down "jargon" [Disabilities, Specific Learning Difficulties . Learning Difficulties] toarrive at common understandings

"

schools and teachers take responsibility in the education of students having difficultieswith learning

"

awhole school approach in~~olves a collaborative process"

this program is based on Education Department of Western Australia's stated PD Policy -"All teachers participate in professional development to enhance continual professionalgrowth and performance"

ODD BO\:-

Where professional development is activity bayed. those H~ho do the work own it .

Learning Difficulties Professional Development Program

Pu~ose

To enhance knowledge, skills and understanding through access to a wide range of currentresearch related to students experiencing difficulty with learning

Outcomes

Synopsis

MODULE 2

RESEARCH AND LITERATURE

As a result of attending this course participants will :

gain access to a reference list which reflects items of current research

be directed to specific research related to modules within the Learning DifficultiesProfessional Development Program

Kev Points

"

current research and best practice should be reflected in the review and application ofeducational programs and resources

"

Reference list organised into areas :1 .

Adult Learning Principles2 . Collaboration3 .

Individualised Education Plans4 .

Assessment and TestingIssues involved in learning difficulties

6 .

Strategies for easier access to information

ODD BO\ :-

If children are unable to learn it is because we have yet to find the right way to teach them.


MODULE 3

EARLY IDENTIFICATION & INTERVENTION

Pur ose

To recognise the value of early identification and appropriate intervention strategies

Outcomes


-gain awareness that intervention programs should provide an appropriate teaching /learning match for studentsexplore ways that the failure cycle can be broken

Kev Points


Videos that support this module include :"

Bridge to Literacy - N W Lang Development Centre (WA)"

Reading Research - NSW University (NSW)"

Phonemic Awareness Training - Macquarie University (NSW)

ODD BOY:-

The more you read. the better you get.The better you get . the more you like it .The more you like it, the more you read.

Synopsis

examine assessment techniques appropriate for the early yearsphonemic awareness is a crucial element of reading acquisitionsuccess in the early school years does not guarantee success throughout the school yearsand beyond, but failure in the early grades does virtually guarantee failure in laterschooling

(1) Group discussion determines possible causes of failure to learn and the resulting"Matthew Effect''(?) Examination of material produced by K. Vaughan

K- 3 Earlv Identification andIntervention Qroaram(2) Reference to work of M Clay Individual differences(2) Phonemic a«~areness as part of good practice in early reading


MODULE 4

LOOKINGBEYOND THE LABEL

Purpose

To consider the impact of labels on educational outcomes

Outcomes

As a result of attending this course participants will:"

consider the value of the non-categorical approach to teaching"

recognise the merits of a collaborative approach in planning for students with learningdifficulties

"

explore the educational benefit of interventions

Kev Points

"

when a student is labelled, many teachers expect less and accept less

"

looking beyond the label

"

seek more information to select appropriate interventions


"

(1) Group discussion on `labels,' establishing a definition and the implications of thelabel for parents, teachers and the student

"

(1) Analysis of possible causes

"

(?) Creation of a (relevant to schools) Community Access Support list

*Articles that support this module include:Westwood, P (1995)

Learner and Teacher : Perhaps the Most Important Partnership of AllWheldall, K (1994)

Why Do Contemporary Special Educators Favour a Non-Categorical

Approach to Teaching?

ODD BO\:-

Education is about teaching and learning not about biology.

Synopsis

. Learning Difficulties Professional Development Program

MODULE 5

ASSESSMENT

Pur ose

To demonstrate the role of assessment as the basis of instructional decision making

Outcomes

As a result of attending this course participants will :"

gain an understanding of the principles of assessment and implications for studentlearning

"

develop an understanding of the importance of gaining diagnostic information fromassessment

"

gain an understanding of assessment procedures used by school Psychologists

Kev Points

"

provide opportunity to share ~ood practice within the school - don't change for chancesake

"

the purpose of assessment is to assist the instructional process"

interpretation assists the teacher in maximising student learning"

investigate forms of testing [ psychological tests, norm-referenced, criterion-referenced.standardised] as appropriate


"

(1) Discussion involving purpose of a variety of testing and assessment used in schools"

(2) Psychologist explains use and purpose of some more detailed tests"

(2) Examples of various tests and assessment tools"

reading questionnaire"

miscue analysis procedures"

check lists"

(2) Explore ways of gaining information from observation, tests, specialist assessmentsand other classroom methods

"

(1) Samples of specific assessments that may be more fully explored according to schoolneeds

OllD BOX :-

Teachers must believe that all students are capable of learning more and better.

Synopsis


MODULE 6

APPLYING STRATEGIES

Pur ose

To provide links between identified needs and appropriate strategies

Outcomes


gain an understanding of breaking down tasks into sub-skills (Task Analysis)"

gain an understanding of monitoring student progress in a specific skill area"

identify explicit teaching strategies appropriate to student needs

Kev Points

"

setting a realistic objective"

purposeful assessment of performance is the indicator of progress"

to le~rrt a skill, a student must be taught

Activities (1) / Strategies (2) include :(strategies presented will vary according to identified focus or area of need of each site)

"

(1) Practice in breaking a task down into its smallest component ."

(1) Group to identify an academic task to be taught and work through the processnecessary to identify the sub-skill that needs to be explicitly taught

"

(1) In Basket activity to provide experience in collaborative problem solving"

(2) Peer tutoring"

(?) Mastery learning"

(?) Repeated reading"

(Z) Paired reading"

(?) Strategies for text - a small selection related to miscue analysis"

(2) How to select appropriate text

Videos that support this module include :"

How Difficult Can This Be? (FAT City)"

Pause. Prompt . Praise - Macquarie University (NSW)

ODD BOI:-

What teachers do is .influenced greatly by what they believe .

Synopsis

Learning Difficulties Professional Dcvclopment Program

MODULE 7

COLLABORATION

Pur ose

To explore the elements of successful collaboration

Outcomes


identify key factors in effective collaboration"

Qain insight into the perspective of those involved in collaboration

Kev Points

"

the status of each member is valued"

identify what pre-requisite needs are required and how these can be catered for


"

(1) Jigsaw - activity to explore the perspectives of those involved in collaboration"

(1) Group discussion to Generate strategies to address areas of concern"

(1) Explore aspects of ParentJTeacher collaboration

Video that supports this module :Collaborative Management of Learning Difficulties - Macquarie University (NSW)

ODD BO1 :-

A problem shared is a problem halved .'A success shared is a success doubled .

Synorsis


Purpose

MODULE 8

EMPOWERING THE TEACHER

To explore teaching approaches which are effective with all students, particularly those withLearning Difficulties

Outcomes

As a result of attending this course participants will"

gain an understanding of effective skills required to teach students with learningdifficulties :

- communication skills- management and organisation- curriculum delivery

"

gain an understanding of methods of adapting learning situations

Kev Points

"

Encouragement is the "subtle Giant" available to teachers and needed by students"

Recognise and build on student's strengths"

Excellent teaching is that which produces learning and understanding


"

(1) Discussion includes - beliefs of teaching and/or `good' teachers- how teachers feel about current changes

"

(1) Focus activity using CBAM material"

(1) Expectation spirals"

(1) Establishing the difference between praise and encouragement and appropriate use ofboth

"

(1) Adapting the Curriculum"

(1) Inventory of classroom behaviours

Videos that support this module include ;"

How Difficult Can This Be? (FAT City)"

Last One Picked, First One Picked On

ODD I30\:-

What teachers do is influenced greatly by what they believe .

Synopsis

"~ Learning Difficulties Professional Development Program

MODULE 9

INDIVIDUALISED EDUCATIONPLANS

Purpose

To explore Individualised Education Plan (IEP) formats and procedures

Outcomes


"

define essential components of Individualised Educational Plans

"

gain an understanding of the planning process

"

develop skills in planning for a student with learning difficulties

Kev Points

"

an Individualised Education Plan (IEP) is arrived at through a collaborative process

"

documentation should be practical, concise and communicative

"

an Individualised Education Plan provides continuity in catering for a student's need


"

(1) Group discussion to establish necessary elements of IEP

"

(2) Group activity to discuss components of an IEP

" ~ (1) Sample Teaching Plan - used to commence planning for a focus student in one

curriculum area

"

(2) Looking at a variety of samples of IEPs

"

(1) (3) Revisin; a planning sequence to establish an IEP process

ODD BOX:-

Move from the known to the unknown .

Synopsis

Learning Difficulties Professional Dcvelopmcnt Program

Purpose

To develop a whole school approach to managing the education of students with learningdifficulties

Outcomes


"

consider how students with learning difficulties are currently being catered for in theschool

"

establish planning and review procedures to manage the needs of these students

Kev Points

"

established processes will ensure the continuity of learning programs

"

regular review at the classroom and school level is essential

"

timelines facilitate planning of initiatives


"

(1) (2) Discussion of (Draft) Learning Difficulties Guidelines Document

"

(1) (2) Looking at sample policies

(refer also Module 11)

'

"

(1)

Group discussion to establish elements of a successful area of operation in school

and to see if these elements can be applied to learning difficulties within the

whole school setting

"

(?)

Participate in Strategic Planning

ODD BOX:-

Keep in mind the 10 C's

1 Contnucnication? Cooperation

3 Collaboration4 Contnritment

Confi-ontin~ Problems6 Compromise7 Consensus8 Cnordinution9 Cvnsistencv10 Ccrriny

.

Synopsis

MODULE l0

WHOLESCHOOL PLANNING

.,Learning Difficulties Professional Development Program

Purpose

To provide an overview of accountability issues with regard to the education of students withlearning difficulties

Outcomes


"

gain an understanding of methods schools can use to minimise risk

"

explore elements of the Education Department of Western Australia's Strategic Plan(1996-1998) relevant to learning difficulties

.

Kev Points

"

heightening awareness of Education Department of Western Australia expectations

"

key contacts in this field:

Education Department of Western Australia Legal ServiceSSTUWAPeter Williams - Associate Professor. School of BusinessLaw, Curtin University of Technology

Ken Booth - Director, Education Act Review Project

*Articles that support this module include;

Williams, P (19961 The Law And Students With Learning Difficulties : Some RecentDevelopments

ODD BO\:-

MODULE 11

ACCOUNTABILITY

It is wise to provide for the things that can't happen, in case they do .

Synopsis

Lcarning Difficulties Profcssional Development Program

Purpose

To provide an overview of this school's involvement in the Learning Difficulties ProfessionalDevelopment Program

Outcomes


gain an understanding of the service provided by the Education Department of WesternAustralia for students with learning difficulties

"

gain an understanding of Individualised Education Plan procedures and formats"

gain insight into parent involvement in the collaborative process

Kev Points

"

the partnership of parents and teachers is a critical part of the collaborative process

"

these notes are intended as a guide - information presented must be specific to the needs

of the parent group

General Notes

This module provides a framework for presenting information on learning difficulties toparents .

Part 1 :

- Pre-Session Preparation- How does a learning difficulty affect the parents of the child?- Teacher l Parent Collaboration (Refer to Presenter's Notes : Module 7)

including information on IEPs

Part 2:

- Background information on the Learning Difficulties ProfessionalDevelopment Program

Part 3:

- Suggestions for supplementary Parent Workshops1 . What can parents do at home to foster independence and success for

the student experiencing difficulty with learning? . How can parents help their child with reading (Homework)

3 . How can parents assist as volunteers in the classroom

ODD BOX :-

Parent involvement isn't just a nice idea .For the sake of our children, it is essential .

Synopsis

MODULE 13 PARENT SESSION

Documents

svNOPSISof PROGRAMCOMPONENTS Interests/LEARNING/LD Workshop.pdf · 2013-02-27 · " gain an understanding ofmonitoring student progress in aspecificskill area" identify explicit teaching