After School Paraeducator Videoconference

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After School Paraeducator Videoconference

• What Should I Do When I Am Working With Secondary
  Students In The Academic Content Areas?
• January 18, 2007

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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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Agenda

• Introduction and Learner Outcomes
• Overview of Effective Instruction
• Effective Instruction Within Secondary-Level
  Reading Math
• Principles of Effective Instruction
• Strategies for Implementing Effective Instruction

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Learner Outcomes

• Participants Will
• Identify five of the ten key principles of
  effective instruction
• Identify strategies for incorporating the key
  principles in a secondary setting
• Clarify the role of a paraeducator supporting the
  teacher in implementing secondary-level reading
  and math instruction

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Email Your Questions to

• Para_at_pattan.net

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Local Policy

• Your local school district, IU, preschool or
  employing agencys policies regarding
  paraeducator job descriptions, duties, and
  responsibilities provide the final word!

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Ten Principles of Effective Instruction

• Students learn more when they are actively
  engaged in instructional tasks
• High success rates correlate positively with
  student learning outcomes

Ellis Worthington (1994)
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Ten Principles of Effective Instruction

• The more content covered, the greater the
  potential for student learning
• Students achieve more in classes where they spend
  most of their time being directly taught by a
  teacher

Ellis Worthington (1994)
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Ten Principles of Effective Instruction

• Students become independent, self-regulated
  learners through instruction that is deliberately
  and carefully scaffolded
• The critical forms of knowledge (declarative,
  procedural conditional) must be addressed in
  order for students to become independent,
  self-regulated learners

Ellis Worthington (1994)
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Ten Principles of Effective Instruction

• Learning is increased when teaching is presented
  in a manner that assists students in organizing,
  storing, and retrieving information
• Strategic instruction will help students to
  become more independent, self-regulated learners

Ellis Worthington (1994)
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Ten Principles of Effective Instruction

• Students can become more independent,
  self-regulated learners through instruction that
  is explicit
• By teaching sameness both within and across
  subjects, teachers promote the ability of
  students to access knowledge in any
  problem-solving situation

Ellis Worthington (1994)
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Five Key Instructional Principles for
Paraeducators

• Utilize Scaffolded Instruction
• Maintain Active Engagement
• Incorporate High Rates of Success
• Activate and Organize Knowledge
• Teach Strategically

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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1 Scaffolded Instruction

• Skillfully structuring the environment to make it
  easier for students to achieve more than they can
  on their own
• Scaffolded instruction serves as a temporary and
  adjustable support for students to develop new
  skills and abilities

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Scaffolded Instruction
Ultimate goal
Initial instruction
Teacher assumes most of the control
Independent self-regulated learning
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Scaffolded Instruction-the Process

Student Mastery
Teacher
Prompts
Independent Practice
Corrective Feedback
Student
Student Efforts
Modeling
Student Participation
Explicit
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Scaffolded Instruction-Examples

• Guided Notes/Guided Practice
• Think Alouds/Think Sheets
• Study Guides

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2 Engagement Time

• Students learn more when they are actively
  engaged in instructional tasks
• Three aspects of time that directly impact
  student learning
• Time allocated for the activity
• Degree to which students are engaged
• Rates of Success that students experience

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Engagement Time-Lets Do the Math!!

• Group Activity
• Dissecting the Typical School Year
• How Much Time DO we really have for Instruction?

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Engaged Time
Lets do the math!! 180 school days allocated
30 min/day
subtract winter holiday events
standardized tests field trips special
programs play practice teacher
absenteeism movies _______________ ______
_________
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Engaged Time

• 180 days
• 40 days
• 140 days

140 days X 30 min (.5 hrs.) 70 hours
Engaged time (30 -90) 70 hrs X 30 -90
21 hrs 63 hrs
Do we need more time??
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Engagement Time-Definition

• Academic Engaged Time
• The amount of allocated time a student spends
  actively engaged in appropriate tasks that s/he
  can perform with a high rate of success.
• This is learning!!!

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Its Not About MORE Time!
Its About How We Use The Time We Have
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Factors that Influence Attention for Learning

• Increase Intrinsic Motivation - Gain
  attention for 10-90 min.
• CHOICES
• RELEVANT
• ENGAGING

• Increase apathy and resentment Gain
  attention for 10 min or lt
• REQUIRED
• IRRELEVANT
• PASSIVE

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Engagement Time
3. The rates of success the students experience
while engaged in the activity directly impacts
student learning. Success rate is a critical
variable when students are provided with high
rates of success during instructional activities,
student learning is increased.
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3 Incorporate High Rates of Success

• High student success rates (and to a less extent,
  moderate success rates) correlate positively with
  student learning outcomes
• Low success rates correlate negatively with
  student learning outcomes

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Incorporate High Rates of Success-Effective
Instructional Strategies

• Mastery Learning
• Direct Instructional Techniques
• Errorless Learning
• Constructive Feedback

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Incorporate High Rates of Success-Constructive
Feedback

• Is..
• Highly specific
• Compares current performance to a standard
• Frequent and ongoing
• Timely

• Is Not
• Non-specific advice, blame or praise
• Assuming that the process (instructions, hard
  work, advice) is enough to reach goal
• Delayed or erratic

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High Rates of Success-Activity

• Given a list of potential feedback, identify
  examples and non-examples of constructive feedback

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4 Organize Activate Knowledge

• Learning is increased when teaching is presented
  in a manner that assists students in manipulating
  information by
• Organizing
• Storing
• Retrieving

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Organize Activate Knowledge

• Why the inability to access prior knowledge?
• 1. Students lack sufficient knowledge base.
• 2. Students have poorly organized knowledge so
  have difficulty retrieving it.
• 3. Students are unaware of the conditions under
  which the knowledge they possess knowledge is
  relevant.

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Activate Organize Knowledge-Instructional
Strategies

• Notetaking
• Content Organizers
• Study Guides
• Instructional Organizers
• Advance Organizers
• Lesson Organizers
• Post-Organizers

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Organize Activate Knowledge- Guided Practice
Activity

• At Each Table
• Complete Frayer Diagram 1 to illustrate the term
  Constructive Feedback
• Share your results with the Group

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Chinese Graphic Organizer
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Organize Activate Knowledge- Independent
Practice Activity

• At each Table
• Given a set of sample content organizers
• Timeline
• Compare/Contrast with Summary
• Select one that you would use to support a
  student with an instructional task
• Share your work with the group

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5 Teach Strategically

• Strategic instruction will help students to
  become more independent, self-regulated learners
• Strategic instruction is designed to teach
  students how to apply techniques, principles or
  rules over time in order to solve problems and
  complete tasks successfully and independently

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Goal of Strategic Instruction

• To teach students how to learn effectively

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Teaching Strategically-What the Research Says

• Expert learners
• Know how and when to use specific cognitive
  strategies
• Access particular strategies with flexibility
• Develop a repertoire of cognitive and
  metacognitive strategies spontaneously

• Novice Learners (ineffective)
• Do not have a repertoire of problem solving
  strategies
• Do not exhibit strategy flexibility
• Have difficulty integrating subskills

Jones, et al (1987)
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Definition of a Strategy

• Individuals approach to a task
• Systematic plans that one uses to accomplish a
  learning task
• Cognitive Strategies are the Tools
• Metacognitive Strategies are the Process

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Teaching Strategically-Steps

• Discuss thinking process associated with strategy
  steps.
• Determine opportunities for transfer.
• Highlight empowerment that accompanies use of
  strategy.
• Model reflection allow students to think through
  the solutions to their academic problems.

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Teaching Strategically-Examples

• KWL (Know/Want to Know/Learned)
• Order of Operations Please Excuse My Dear Aunt
  Sally

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Designing Original Strategies

• Choose a learning outcome or goal
• Remember to Task Analyze
• Eagerly put the steps in sequential order
• Always make it simple and easy to remember
• Try to choose an action words that match your
  title by using synonyms
• Extend learning by making a cheat sheet for
  students to use independently

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Instructional Principles for Paraeducators
Scaffolded Instruction
Maintain Active Engagement

Teach Strategically
Activate/Organize Knowledge
Incorporate High Rates of Success
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Learner Outcomes

• Participants Will
• Identify five of the ten key principles of
  effective instruction
• Identify strategies for incorporating the key
  principles in a secondary setting
• Clarify the role of a paraeducator supporting the
  teacher in implementing secondary-level reading
  and math instruction

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References

• Ellis, E. and Worthington, L. (1994). Research
  Synthesis on Effective Teaching Principles and
  the Design of Quality Tools for Educators.
  National Center to Improve the Tools of
  Educators, University of Oregon
• Keller, C., Bucholz, J. Brady, M.,(2006). Yes,
  I Can! Empowering Paraprofessionals to Teach
  Learning Strategies. TEACHING Exceptional
  Children, 39(3)18-23
• Marzano, R.(2003)What Works in Schools.
  Alexandria, VA ASCD
• Thompson, M. (2006)Leadership, Achievement, and
  Accountability Benchmarking to Exemplary
  Practice. Boone, NC Learning Focused Solutions

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Upcoming Videoconferences

• March 6, 2007What Should I Do When I Am Working
  With Secondary Students in Social Settings?
• April 17, 2007What Should I Do When I Am Working
  With Students Who Have Limited Language and
  Communication Needs?

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Upcoming Training Sessions

• Paraeducator Weekend Seminar
• May 4-5, 2007
• Featured SpeakerRick Lavoie

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Closing Tasks

• Complete the Paraeducator Development Plan
• Complete the Evaluation Form