Variability, Barriers,

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Variability, Barriers, Student Behavior
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Exploration Session Goal

• Participants will gain insight into student
  behavior variability and explore strategies to
  address behavior barriers
• Participants will consider behavior barriers in
  their learning environments and how to address
  them.

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From Monday
Keep the conversation going! https//todaysmeet.c
om/BehaviorRoom

• Qualities of favorite teacher
• Emotionally connected
• Relatable
• Connected on an emotional level
• Super energized
• Emotionally invested
• Checked in with students
• Met specific learning needs
• Lets try to get to know our most challenging
  student.

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Brainstorming Activity

• Find a partner
• Discuss challenging behaviors/students
• Agree on a type of student you want to keep in
  mind throughout the session
• What makes this student challenging?
• What characteristics describe this student?
• What seem to be barriers for this student?

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North, South, East, West
http//www.nsrfharmony.org/protocol/doc/north_sout
h.pdf
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Compass Points NSEW

• Debrief Questions
• 1. What are some strengths of your style?
• 2. What are some limitations of your style?
• 3. What does your style look like, both
  positively and negatively, in student form?
• 4. What supports does this style need in a
  learning/working environment?
• 5. What other style might cause this student the
  most behavior problems/barriers?

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Danger Zones

• http//www.nsrfharmony.org/protocol/doc/zones_of_c
  omfort.pdf
• Debrief
• How could this type of activity be used in your
  learning environment to address variability in
  behavior?

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What can we do about variability in student
behavior?

• Lets share some strategies!

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Five Finger Covenant
http//rebekahmercer.weebly.com/five-finger-covena
nt.html
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PBISWorld

• www.pbisworld.com
• Pick a behavior
• See a list of strategies and interventions

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Get Student Feedback

• UDL Now! (Katie Novak)Chapter 8 Using Student
  Feedback to Inform Instruction
• Ideas
• Survey Students (What assignments are frustrating
  to you and why? What assignments help you to feel
  the most successful?)
• Ask about personal coping strategies (What helps
  you learn best? Do you feel safe in school?)
• Learn about the 7 Cs of effective teaching
• http//www.metproject.org/downloads/Student_Percep
  tions_092110.pdf

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UDL Now!, Chapter 8

• Once you understand the variability in students
  interests and how they view the world, you can
  differentiate processes by providing varying
  learning activities when you design your lessons.
  Its not up to you to choose how the students
  learn. Its up to you to provide options they
  will want to choose to learn. If you dont know
  your students, you cant design a curriculum that
  is relevant to them.
• -Katie Novak

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Get To Know Your Students!

• UDL Now! Chapter 3 Recruiting and Engaging
  Students as UDL Partners
• Katies Strategies
• Create a class pledge for students to sign (PBIS
  Expectations, 5-Finger Covenant)
• Ask students to write a letter explaining why
  they should be The Favorite Student

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Teach Students to Collaborate

• Use protocols!
• Taken from Why Protocols?
• http//www.nsrfharmony.org/protocol/doc/why_protoc
  ols.pdf
• A protocol consists of agreed upon guidelines
  for a conversation, and it is the existence of
  this structure which everyone understands and
  has agreed to that permits a certain kind of
  conversation to occur often a kind of
  conversation which people are not in the habit of
  having. Protocols are vehicles for building the
  skills and culture necessary for
  collaborative work.

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Resources for Protocols

• National School Reform Faculty
• http//www.nsrfharmony.org/
• Check out Tuning, Fishbowl, Dilemma!

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Resources for Protocols

• Visible Thinking Routines
• http//www.visiblethinkingpz.org/VisibleThinking_h
  tml_files/03_ThinkingRoutines/03a_ThinkingRoutines
  .html
• Check out See, Think, Wonder, Compass Points

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Pinterest

• Search for specific behaviors or barriers
• See what ideas you find!
• http//www.pinterest.com/edgrenk/school-projects-i
  deas/

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Other Ideas

• UDL Facilitators
• Remember, students can be experts!
• Use student voice to create PBIS expectations

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Exploration Time

• Explore, discuss, or think about the activities
  (NSEW, Danger Zones) we completed and strategies
  offered.
• With your student in mind, think about at least
  1 strategy you could try in your learning
  environment.
• Which UDL guideline does it fit into?

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Debrief

• New insight on your student?
• Major takeaway or strategy?
• Additions to learning environment?

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Quote Universal Design for Learning theory and
practice

• a UDL curriculum designer or teacher can plan
  for expected variability across learners and
  provide curriculum that has corresponding
  flexibility and affordances to amplify natural
  abilities and reduce unnecessary barriers for
  most students, and enable teachers to customize
  easily for each learner. Of course, there will be
  outliers who may require on-the-fly
  individualization or innovative single
  solutions.
• Page 10

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Dont Forget!

• Remember, challenging students in a UDL classroom
  are more likely to find options that help them be
  successful and become expert learners than in an
  environment that is not universally designed!