changing the classroom structure to enhance student success
DESCRIPTION
Thoughts for the day What do we want students to get out of school? How does the classroom structure change to fit current students? How do we tap into student interest to increase engagement? How do we ensure students get what they need from an activity?TRANSCRIPT
Changing the Classroom Structure to Enhance Student Success
Jennifer Tate, BCBA, LCSWJanice Gont, Diagnostic Teacher, M.Ed.
ILCCBD Conference February 6, 2016
Thoughts for the
day
What do we want students to get out
of school?
How does the classroom
structure change to fit current
students?
How do we tap into student interest to
increase engagement?
How do we ensure students get what they need from an
activity?
THE BIG IDEAS1. Check for academic problems2. Identify the underlying
function of behaviors3. Eliminate behavioral triggers4. Redefine the behavioral goal
as a replacement behavior5. Rule out the most likely cause
for misbehavior first6. Be flexible in responding to
misbehavior7. Manage behaviors through
strong instruction -Intervention Central
ENGAGEMENT
• Engagement in the classroom environment
• Engagement in the academic material– Use interest– Alternate activities based
on learning preferences• Engagement in the
learning process– Contest/Competition– Data collection – Incentives
Functions that Maintain Behavior
Escape/ Avoidance
Attention Seeking
Obtain/ Access to preference
Sensory stimulation/ Automatic
Engagement Impacts Function
Engaged in learning
School is less
aversive
Preventative Strategies
Be flexible about what
the class looks like
Use attention getters
Support during less structured activities
Preferential Seating
Predictability
Proximity to Staff
Extended Processing
Time
Establish Rapport
Learning Preferences
• We all have a preferred learning style, or method we take in and process information best.
• Learning preferences can change over time in response to
• Environment• Emotions• Social Skills• Physical needs• Psychological needs
Auditory Visual
Kinesthetic Tactile
Visual Learners…• Prefer visual representations of information• Have difficulty remembering verbal instructions• Prefer visually modeled directions / steps• Typically enjoy books • Use color to organize information• Need to see the teacher• Typically ask questions• Prefer quiet work time• Tend to be daydreamers• Can be shy• Doodlers…• Tidy …. Can have anxiety about organization YET… may come across as
disorganized.
Classroom Strategies for Visual Learners…
• Visual Schedules• Written/ Visual directions• Task strips – directions/ steps• Videos to reinforce concepts• Seating close to teacher or where instruction
is occurring• Quiet area for independent work tasks• Allow time to calm/ breaks
Auditory Learners…• Prefers lecture format/ verbal directions• Verbally/ socially outgoing• Likes to explain things• Enjoys music • Talkative…• Prefers study groups/ small groups for learning• May be a slow reader• Easily distracted by noise/ talking• Can get lost when directions are missed• May take in information quickly and need additional challenge• May have difficulty reading information and then writing answers on
tests – prefers to listen
Classroom Strategies for Auditory Learners…
• Verbal presentation of tasks, may need to repeat.• Time for small group discussion • Extension activities ready for additional challenge• Tests read aloud • May want calming music while working• Breaks with sound/ music/ movement/ peer
buddy
Tactile/Kinesthetic Learners…• Like to move!• Can have difficulty with body regulation• Like sports, movement activities• Learn by imitation- like practicing skills• Learn by touching/ exploring with hands on • Enjoys games• Impulsive• Like to touch others – can be affectionate• Like to talk about feelings• Prefer comfortable clothing• May have difficulty reading or are unmotivated to read• Need clearly defined TIME LIMITS• Need movement to engage memory/ retrieval
Classroom Strategies for Tactile/ Kinesthetic learners…
• Priority seating near teacher/ where instruction is occurring• Technology! IPADs, touch screens/ devices• Movement breaks regularly! • Movement based learning/ practicing rote skills (ex: jumping
while counting, air spelling, clapping when reading words)• Stand vs. sitting when appropriate• Fidget items ( squishy ball, putty, squeeze item)• Hands on exploration of concepts (centers)• Apply learning to rhythm, rhythmic movements to enhance
memory• Timer for activities
Enhancing Engagement• Multi- modal learning
• Addresses multiple ways simultaneously to strengthen learning preferences while maximizing engagement.
Verbal strategies Visuals
Movement Strategies
Hands on strategies
• Strategies targeted can consider independent and instructional levels for students
• Allow for differentiation at multiple learning levels and diverse behavioral learning needs.
Maximizing Multi-modal Strategies
• Tic- Tac- Toe charts
• Learning preference/ flexible groupings• Multi- ability groupings ( strength based)• Interest groupings – can be motivating to the “unmotivated”
• OTR – Opportunities To Respond• Successful at maximizing engagement with students having
behavioral challenges in the classroom • Versitle… whole group, small group, individualized• Can incorporate multi-modes to respond based on needs
Flexible Classroom Environments
(Imbeau & Thomlinson, 2010)
Classroom
Dysfunctional
Adequate
Orderly,Orderly
restrictive &Orderly enabling
Takes into consideration behavioral and learning needs by allowing students to learn in ways that meet their strengths, learning preferences, and body needs.
Orderly enabled classrooms promote flexibility in relation to meeting students needs, while not sacrificing structure.
What do orderly “enabled” classrooms look like?
• Well established routines/ expectations
• Ongoing modeling, teaching, practice and reinforcement of routines and expectations
Routines & Structure
• Calm Down Spot – quiet area
• Learning areas sensitive to learning needs
Flexible Set- up • Enabling students
to make choices that support their interests, preferences
• Flexibility to avoid power struggles with challenging students
Structured choice opportunities
Moving Forward…
