the power of positive thinking keep your thoughts positive because your thoughts become your words,...
TRANSCRIPT
The Power of Positive Thinking
• Keep your thoughts positive because your thoughts become your words,
• Keep your words positive because your words become your behavior,
• Keep your behavior positive because your behavior becomes your habits,
• Keep your habits positive because your habits becomes your values,
• Keep your values positive because your values becomes your destiny.
– Mahatma Gandhi
Benchmark Reading & Benchmark Reading & Math DataMath Data
Benchmark Reading & Benchmark Reading & Math DataMath Data
Using Data To Enhance Using Data To Enhance InstructionInstruction
Gail WhiteGail WhiteSchool CounselorSchool Counselor
Martin L. King, Jr. Elementary Martin L. King, Jr. Elementary
Skills Measured ReadingWords and
PhrasesMain IdeaComparisonsReference
Research
Math• Number Sense • Measurement• Geometry• Algebraic
Thinking• Data Analysis
Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT
Reading
0
10
20
30
40
50
60
70
80
90
3rd4th5th
• 3rd Grade 70 out of 102 students
• 4th Grade 83 out of 137 students
• 5th Grade 58 out of 97 students
Number of students with less than a 50% likelihood of scoring 3 or higher
on FCAT Math
• 3rd Grade 78 out of 99
students
• 4th Grade 111 out of 136 students
• 5th Grade 83 out of 98
students
0
20
40
60
80
100
120
3rd4th5th
Where do we go from here?
• How do we improve? (Research)• Developing strategies and action
plans to meet the needs of students• Team Work: Grade level groups• Presentation of plans• Questions, comments, concerns
“Children learn in different ways and at different rates and variations should not be used as a reason to doubt a child’s potential or limit that child’s opportunities to learn.”
Hart & Jacobi
ResearchInstructional Strategies that Enhance
Achievement Getting and Sustaining Attention Creating Meaning Semantic Memory Episodic Memory Procedural Learning Engaging Emotions
Getting and Sustaining Attention
Change voice, tone, volume, accent, pace
Use props (bells, costumes, music)Deliberate use of contrast (change
location)Balance novelty and ritualMake students the main show
Creating Meaning• Use graphic organizers• Have students create graphic organizers• Ask compare/contrast questions• Use topic/concept mapping• Give global overview/pre-view of topic (with
overhead or map) at beginning• At end of topic, ask students to evaluate proc
and cons, discuss relevance or share models• Ask compare/contrast questions
Semantic Memory
• Teach through rhymes, visualization, mnemonics, music, discussion
• Use graphic organizers (Venn diagrams; concept maps, story maps)
• Put important information first and last• Use music, props, costumes• Ask students to share what they learned with others• Use cliff-hangers—Introduce problem one day and work
toward solution the next• Teach students to use acrostics (Every Good Boy Does
Fine)• Put students in pairs to form quick summary
Episodic Memory• Change location, emotions, movement,
novelty• Connect learning to song, field trip, simulation• Follow lesson with journal, project, peer
teaching• Do review in varied states (timed tests, public
tests, group presentation, quiz show)• Create theme days or theme weeks to add
color and interest to learning
Procedural Learning• Enhance emotions in MIDDLE of
class• Role plays, reenactments• Presentations• Create songs or raps of key terms• Build a working model
Engaging Emotions• Use celebrations (high fives, food, music, laughter)• Use controversy (debated, dialogue, argument)• Use physical rituals (chants, cheers, clapping patterns,
movements)• Do shared work (partners, think/pair/share)• Use movement (improvisation, dance, quiz show
games, rap, stretching, pretend) • Engage emotions as part of learning (e.g. games,
music, drama)
Characteristic of good teachers
• Stay on students• Able to control
behavior AND focus on lesson
• Goes out of the way to provide help
• Explains until the “light bulb” goes on
• Provides a variety of activities through which to learn
• Is connected to students (the relationship is important)
Students Value Teachers Who…
“Nagging” students communicates a teacher believes the student can succeed and cares enough to make sure the work is done.
These teachers:• Regularly check work• Provide a regular and visible accounting of missing
work• Call students’ homes to make sure they complete their
work• Act as cheerleader, encourager
Students Value Teachers Who…
• “A good teacher takes time out to see if all the kids have what they’re talking about…and cares how they’re doing and will see if they need help.”
Differentiating Instruction/Instructional
Groupings• Whole Groups• Small Groups
– Heterogeneous group– De-tracking– Cooperative learning– Peer tutoring
• Individualize instruction
R1: Words/Phrases
R2: Main Idea/Purpose
R3: Comparisons
R4: References
Below 50% 3rd Grade/102 tested
52 27 42 23
4th Grade/137 tested
91 60 47 44
5th Grade/97 tested
18 32 37 20
50%-69% 3rd Grade 26 45 36 32
4th Grade 23 65 50 49
5th Grade 58 27 39 30
70%-84% 3rd Grade 16 17 20 33
4th Grade 12 10 28 32
5th Grade 16 26 5 41
85%-100% 3rd Grade 8 13 4 14
4th Grade 11 3 13 13
5th Grade 5 12 19 6
Learning Needs: Sunshine State Standards August 2004/ Reading
Learning Needs: Sunshine State Standards August 2004 Math
M1:Number Sense
M2: Measurements
M3: Geometry M4: Algebraic Thinking
M5: Data Analysis
Below 50% 3rd Grade/99 tested
74 27 52 31 63
4th Grade/136 ested
82 80 66 71 64
5th Grade/ 98 tested
59 40 57 92 57
50%-69% 3rd Grade 18 45 39 51 34
4th Grade 45 34 55 61 62
5th Grade 31 51 34 5 27
70%-84% 3rd Grade 6 10 8 17 2
4th Grade 8 15 15 4 9
5th Grade 8 7 6 1 13
85%-100% 3rd Grade 1 17 0 0 0
4th Grade 1 7 0 0 1
5th Grade 0 0 1 0 1
Introducing...
• A DATA Collection Form to help you differentiate instruction based upon each student needs.
Learning Needs: Sunshine State Standards August 2004 READING
R1: Words/Phrases
R2: Main Idea/Purpose
R3: Comparisons
R4: References
Below 50%
50%-69%
70%-84%
85%-100%
Learning Needs: Sunshine State Standards
August 2004 Math
M1:Number
Sense
M2: Measurem
ents
M3: Geometry
M4: Algebr
aic Thinkin
g
M5: Data Analy
sis
Below 50%
50%-69%
70%-84%
85%-100%
Which child do you stand for?
• “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…But the world may be different because I was important in the life of a child.”
References
• Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: The College Board, obtained through The Achievement Council. (420 Wilshire Blvd. Suite 420, Los Angeles, CA 90010, 231-487-3194, fax 213-487-0879).
• Jensen, E. (1998).Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development
• Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids. Albany, NY: SUNY Press.