vanderwey, s., brandt, b. (may 21,2011). building successful learning communities workshop nwpbis...
TRANSCRIPT
VanderWey, S., Brandt, B.
(May 21,2011).
Building Successful Learning
Communities Workshop
NWPBIS Conference,
Bellevue, WA
Human Bingo
Activity Directions:
1. Ask the questions.
2. Get only one signature per person.
3. Don’t sign your own.
4. Have fun.
Building SuccessfulLearning
Communities
IntroductionsScott VanderWey
WSU Director of Adventure Education
Audience
A Land Grant Research University
7
Cat Herding
How does this relate to you personally or professionally?
QuickTime™ and aSorenson Video decompressorare needed to see this picture.
Re-grouping Strategies• Hear me put your hand..• Volume• Time warnings• Music• Lights• 4-H rocks• Clapping• Coyote
Activity Directions:
1. Find a partner
2. Get back to back with them
Check-In
Active Listening
•Eye Contact
•Body Language
•Focus
•Follow-Up Questions
11
Activity Directions:
1. Find a partner
2. Get back to back with them
3. Turn and introduce yourself
4. Share with your partner:
A highlight from
this year ...
Check-In
Expressing Gratitude
•Shake hands
•Make eye contact
•Thank them for sharing
•Find a new partner
13
Activity Directions:
1. Find a new partner
2. Get back to back with them
3. Turn and introduce yourself
4. Share with your partner:
One gift you
bring to teaching…
Check-In
Expressing Gratitude
•Shake hands
•Make eye contact
•Thank them for sharing
By the end of the workshop
you will be able to…
1. Identify what the basic elements of a Learning Community are.
2. Explain why Learning Communities are important.
3. Understand how to use tools & strategies to create a Learning Community.
Learning Targets
Continued
We also hope that you…
Leave with a new paradigm
and want to learn more!
Shifting Paradigms
Instructor
Rules
Discipline
React
Curriculum Driven
Old Paradigm New Paradigm
Facilitator
Norms
Opportunities
Respond
Relevant LearningRote Learning
Product Process
Relationship Driven
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
SCHOOL-WIDE POSITIVE BEHAVIOR
SUPPORT
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion
Creating Second Order Change
2nd Order Change
1st Order Change
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
Sabotage
Sporadic Change
False Start
Anger
Anxiety
What is aLearning
Community?
Workshop Norms
•Be Here
•Be Open
•Be Caring
•Have Fun
A Learning Community is…
• Any group of people that come together with the intent to learn!
Defining Learning Community
Community is…
• Shared Membership
• Shared Purpose
• Shared Norms
• Shared Skills
• Shared Outcomes
Defining Community
Learning Community Model
“The most promising strategy for sustained school improvement is developing the ability to function as a Learning Community.”
Richard DeFour
(Learning Communities at Work)
The Legend of Bagger Vance
Discussion Circles
Activity Directions:1. The person with the knot
will be the speaker-- Everyone else will be practicing Active Listening.
2. Reflect and share: Why was Bagger Vance such
an effective educator? How can you find your
authentic swing in teaching?
Why Build Successful Learning
Communities?
RelationshipsRelationships are positive and are essential for establishing optimal conditions for learning and include high expectations around challenging work, student social support
for learning, and differentiation of instruction based on student needs.
Powerful Teaching and Learning Through the Lens of
Rigor, Reflection, Relevance, and Relationships
RigorSkills and/ or Knowledge are manifested as students develop conceptual understanding, not just recall.
RefectionThinking is evident because teachers provide opportunities for students to respond to open-ended questions, explain their thinking process, and reflect to create personal meaning.
RelevanceApplication of skills, knowledge, and thinking in relevant and/or real-world contexts is essential for engaging students in their learning and for helping students make connections that lead to understanding.
What Impacts Learning?
0 10 20 30 40 50 60 70
School Policies
School Demographics
Administrative Decision making
Socioeconomic level
Classroom Assessments
Curriculum Design
Classroom Instruction
Classroom Climate
School Culture
Student's Peer Group
Student's Motivation
Student / Teacher Social Interactions
Student's Home Environment
Student's Prior Knowledge
Student's Emotional Intellegence
Classroom Management
Psychology and Educational Practice, Herber Walberg (2002)
40 Developmental Assets
Protective vs. Risk Factors
Social/ EmotionalLearning
Life SkillsDevelopment
Different Research Strands
“At best, IQ contributes 20 % to the factors of success, which leaves 80% to
Emotional Intelligence (EQ).”
Daniel Goleman
(Emotional Intelligence)
(Hawkins et al., 1999; Malecki &
Elliot, 2002)
Increased Commitment to School
Less Behavior Issues
Improved Post-grad Employment Rates
Improved attendanceReduced Expulsions
Reduced Suspensions
More Time Devoted to Schoolwork
Improved Graduation Rate
Increased Mastery of Subject MaterialIncreased Positive School Climate
Why Look at Social/Emotional Learning?
The Search Institute
40 Developmental
Assets
More Assets Equals Higher Success
Fewer Assets Equals Lower Success
Average Number of Assets21.5
19.817.8 17.4 16.9 16.9 17.2 18
0
5
10
15
20
25
6 8 10 12
Grade Level
Nu
mb
er o
f A
sset
s
The more developmental Assets that can be built in young people, the more “Protective Factors” they have that lead to their overall success in
school and in life.
Michael Arthur, PHD University of WA in collaboration with OSPI
WASL Correlation
“At best, IQ contributes 20 % to the factors of success, which leaves 80% to
Emotional Intelligence (EQ).”
Daniel Goleman
(Emotional Intelligence)
42
Repeat to Remember
QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.
Human Calculator
Activity Directions:
1. This is played just like rock, paper, scissors, but you are a calculator that can add.
2. Find a partner, on three, pick a number from 1-5 and do the calculation.
3. Follow directions.
Intellectual Skills
Social Skills
Emotional Skills
Life Skills for the Whole Child
Beach Ball
Activity Directions:
Orange- What did you learn?
Green- What excites you about the research?
Blue- What do you want to know more about?
White- How does this relate to your role as an educator?
Red- What will you do with this information?
Yellow- free choice
How to Build Successful Learning
Communities
Brain Research
Neurons that fire together, wire together.
Learning Community Model
“Learning is only possible after a student’s social, emotional, and physical needs
have been met.”
Council on Adolescent Development
Maslow’s Hierarchy of Needs
Physiological Needs(Health, Food, Sleep)
Safety Needs(Shelter, Removal from Danger)
Love & Belonging Needs(Love, Affection, Being a part of a Group)
Esteem Needs(Self-esteem, Esteem from Others))
Self-Actualization Needs(Achieving individual potential)
“The willingness to take risks, ask questions and make mistakes is a
requirement for learning.”
Deborah Meier (In Schools We Trust)
04/18/23
The Method
Frame
Lesson
Reflect
Apply
Brain Research
Neurons that fire together, wire together.
54
Schema
QuickTime™ and aJVT/AVC Coding decompressorare needed to see this picture.
04/18/23
The Method
Frame
Lesson
Reflect
Apply
“Experience in itself is neither productive nor unproductive, it is how you reflect on it that makes it significant or not significant.”
Gavin Bolton, 1979
(Towards a Theory of Drama in Education)
Reflection
Tools for Building
SuccessfulLearning
Communities
Learning Community Model
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision Confusion
Creating Second Order Change
2nd Order Change
1st Order Change
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
=Trust ResourcesSkills PayoffAction PlanValues/ Beliefs Vision
Sabotage
Sporadic Change
False Start
Anger
Anxiety
=TrustVision ResourcesSkills PayoffAction PlanValues/ Beliefs2nd Order
Change=
Trust
Vision
Skills PayoffValues/ Beliefs
Action Plan
Check-In
Activity Directions:
1. Find a partner.
2. Introduce yourself
3. Share with your partner:
If you were a car, how are you running today?
Affirmations
•I appreciate that you…
•I enjoyed how you…
•I liked it when…
Movie Clip
Feedback
• In the future, you might consider…
• Next time, perhaps you could…
• This would be even better if…
• It would help me learn if you …
65
Snow Ball Fight
Activity Directions:
1. Take a 1/4 sheet of paper
and write down:
• How would you like to be treated by your peers?
1. Wad up your paper and throw it at someone across the room.
Roll of the Dice1. A connection I made…
2. Something I’ll use...
3. I understand…
4. I’d like to know…
5. I’m excited about…
6. I have enjoyed…
Beach Ball
Activity Directions:
Orange- What did you learn?
Green- What excites you about the research?
Blue- What do you want to know more about?
White- How does this relate to your role as an educator?
Red- What will you do with this information?
Yellow- free choice
Talking Knot
Activity Directions:
1. The Person with the knot
will be the speaker –
Everyone else will practice
Active Listening.
2. Reflect and share:
Call a Friend
Activity Directions:
70
Consider:• What is a Learning Community? • How are Learning Communities
created?
Directions:
1. Think to yourself.
2. Discuss with a partner.
3. Share with your group.
Think-Pair-Share
Class Movie
Freedom Writers
Text a Friend
What was valuable to you today?
Did we meet our learning targets?
Any constructive feedback?
Activity
On an index card, briefly write
a text to us answering:
Web Resourceshttp://4h.wsu.edu/challenge/communities.html
