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Wednesday, September 19, 2007
David Osher
Measuring Measuring Conditions for Conditions for LearningLearning
Friedman, 2007
Drop out rate
TrendTrend
Not OK
Turning the Curve
Using Data & Indicators To Promote Change
Indicators that matterIndicators that matter All Indicators are not created equal
What are the levers for change What are the outcomes that matter What outcomes support collaboration
The problem of too many indicators Drowning in data Data versus information What is actionable
The problem of not having the right indicators
What to assess
What gets assessed gets addressed, so there must be practical, efficient ways for schools to address these factors
9 10 11 12
On Track to Thrive
On Track
Off Track
What’s your standard& What do you base it on?
What factors affects What factors affects learning and developmentlearning and development
Health Physical and mental
Academic Quality of Instruction Quality of Curricula Opportunities to learn
Social Social Relationships
E.g., Family-School Behavioral Social-Emotional
Organizational
Experience of SafetySocial Emotional CapacityAuthentic Challenge Caring Connection & Support
AppropriatePedagogies & CurriculaDifferentiated InstructionLearning Environment
Opportunities To LearnCultural CompetenceOrganizational EfficacyInstructional Leadership
Conditions for Learning
HealthMental HealthPhysical Health
Social & Emotional Pedagogical
Why Should You be Why Should You be Concerned with Conditions Concerned with Conditions for Learning?for Learning?
Key to addressing the educational needs of children and youth who are neglected, delinquent, or at-risk of involvement in the juvenile justice system
Key to ensuring that these students have the same opportunities to achieve as students in regular community schools
Necessary for successful transitions
Low Hanging Fruit that can affect other outcomes
Social and Emotional Social and Emotional Conditions for LearningConditions for Learning
Students are supported
Students are socially capable
Students are safe
Students are challenged
Meaningful connection to adults
Strong bonds to school
Positive peer relationships
Effective and available support
Emotionally intelligent and culturallycompetent
Responsible and persistent
Cooperative team players
Contribute to school and community
Physically safeEmotionally and socially safe
Treated fairly and equitably
Avoid risky behaviorsSchool is safe and orderly
High expectationsStrong personal motivation
School is connected to life goals
Rigorous academic opportunities
Why Are Conditions For LearningWhy Are Conditions For LearningImportant – the Social Context of Important – the Social Context of LearningLearning
Zone of Proximal Development (Vygotsky) personalization differentiated instruction scaffolding
The Zone of Proximal The Zone of Proximal Development for Learning & Development for Learning & DevelopmentDevelopment
Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.
support
chal
len
ge
ZPD(fr
ustra
tion)
(bore
dom)
Why Are Conditions For Learning Why Are Conditions For Learning Important? The Neurochemistry and Important? The Neurochemistry and Neurobiology Neurobiology of Learningof Learning
attending concentrating memorizing
What happens if the learner What happens if the learner (or teacher) is(or teacher) is
angry, anxious, depressed, fearful, frustrated, upset, traumatized, worried, sad, otherwise distressed?
lacks the skills and neuronal networks to handle emotional arousal?
Support SafetySocial
Responsibility Challenge
All
Some
Few
A Differentiated Approach to Student Support and Conditions for Learning.
http://www.cpstoolkit.com
Safeguarding Our Children: An Action Guide, Revised and Expanded (Sopris West)
Teaching and Working with Children with Emotional and Behavioral Challenges (Sopris West)
Addressing Student Problem Behavior (Parts 1, 2, 3) (CECP)
“Schools Make a Difference,” in Racial Inequity in Special Education, The Civil Rights Project at Harvard University and the Harvard Education Press
Resources: MaterialsResources: Materials
ResourcesResources Learning First Alliance. (2001). Every Child Learning:
Safe & Supportive Schools. Washington: DC: Author
Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Chicago: Author.
Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004).Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.