The Power of Positive Thinking

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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

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Benchmark Reading Math Data

• Using Data To Enhance Instruction
• Gail White
• School Counselor
• Martin L. King, Jr. Elementary
  

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Skills Measured

• Reading
• Words and Phrases
• Main Idea
• Comparisons
• Reference Research

• Math
• Number Sense
• Measurement
• Geometry
• Algebraic Thinking
• Data Analysis

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Understanding the Data
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Number of students with less than a 50
likelihood of scoring 3 or higher on FCAT Reading

• 3rd Grade
• 70 out of 102 students
• 4th Grade
• 83 out of 137 students
• 5th Grade
• 58 out of 97 students

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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

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Critical Areas Reading
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Critical Areas Math
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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

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• Children learn in different ways and at
  different rates and variations should not be used
  as a reason to doubt a childs potential or limit
  that childs opportunities to learn.
• Hart Jacobi

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Research

• Instructional Strategies that Enhance Achievement
• Getting and Sustaining Attention
• Creating Meaning
• Semantic Memory
• Episodic Memory
• Procedural Learning
• Engaging Emotions

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Getting and Sustaining Attention

• Change voice, tone, volume, accent, pace
• Use props (bells, costumes, music)
• Deliberate use of contrast (change location)
• Balance novelty and ritual
• Make students the main show

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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

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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-hangersIntroduce 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

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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

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Procedural Learning

• Enhance emotions in MIDDLE of class
• Role plays, reenactments
• Presentations
• Create songs or raps of key terms
• Build a working model

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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)

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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)

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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

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Students Value Teachers Who

• A good teacher takes time out to see if all the
  kids have what theyre talking aboutand cares
  how theyre doing and will see if they need help.

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Differentiating Instruction/Instructional
Groupings

• Whole Groups
• Small Groups
• Heterogeneous group
• De-tracking
• Cooperative learning
• Peer tutoring
• Individualize instruction

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Lets Review the DATA

• Each number represent a child.

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Learning Needs Sunshine State Standards
August 2004/ Reading
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Learning Needs Sunshine State Standards
August 2004
Math

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Introducing...

• A DATA Collection Form to help you differentiate
  instruction based upon each student needs.

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Learning Needs Sunshine State Standards
August 2004
READING
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Learning Needs Sunshine State Standards
August 2004 Math

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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 droveBut the world may
  be different because I was important in the life
  of a child.

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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 [phone]).
• 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.