Issue 26: Nov 10, 2008 Connections Newsletter

Connecting Classroom Structures

Jennifer Partrick
Nov 10, 2008

How do teachers connect whole group instruction to flexible groups and independent centers so that there is cohesion between different classroom structures? One way to do is to focus on the comprehension strategy taught during whole group instruction. Bear in mind that flexible groups and independent centers should be linked to students' instructional level when possible.

Imagine that during whole group instruction students are working on comparing and contrasting using fictional text. Also imagine that students will be learning about themselves, their culture and other cultures as stated in their social studies standards. With that in mind let us look at creating lessons for each flexible group and each center. While the teacher works with small groups of students to teach reading, the students are placed in heterogeneous centers to complete different assignments. The assignments are placed in folders ranging from easy to difficult. Students work their way through each folder. Since the whole group lesson was comparing and contrasting students will apply what they have learned when working at centers.

In the folder for the lower performing students the assignment is to compare themselves to their best friend. They plot the information on a Venn Diagram which will be used later in the week as a pre-writing tool. Books and tapes are available for students to read about things children like doing. The next assignment is for students to compare their family to another family. This assignment asks students to manipulate more information simultaneously. Students will place information on a Venn Diagram to be used later in the week. Books and magazines are available for students to read that relates to family structures. The most difficult assignment asks students to read about different cultures and compare them to their culture. This is more intense as students must now think about the entire culture of others and compare and contrast that to their culture. Information is placed on a Venn Diagram which will be used later in the week as a pre-writing tool. With each activity students are applying their understanding of comparing and contrasting but at different levels. Giving students the opportunity to choose an activity facilitates learning.

When students work with the teacher they read text that is appropriate for their instructional level. The teacher focuses on comparing and contrasting information that is located in the text.. During this time, the teacher works with students on specific word study skills that students need in order to move to the next reading level. During this time students are completing a graphic organizer and writing about what they are reading.

Connecting assignments for different classroom structures gives students the support they need as they learn new material. Providing choice creates excitement and motivation in students. Teachers use the student output to determine how well students have internalized the new skill or material and to note where break down in understanding occurs. Having this information helps the teacher decide what skills need to be revisited and the students who need more support.

View the Learning-Focused Literacy Collection for more information.



Success For All!

Cindy Riedl
Nov 10, 2008

Most successful teachers who have inclusion classes have found that when they teach the basic skills within the context of meaningful and engaging lessons, all their students can achieve a higher level of learning. Such lessons are focused on learning and stimulate critical thinking, which motivates students to make personal connections with the material. These teachers also know the value of collaborative pairs and groups. Students share their knowledge while knocking the barriers of negative attitudes and preconceived notions about peers with disabilities, because they learn to appreciate and rely on one another's skills. The principal goal for all students in these classes is for all students to achieve their own highest level of success in a supportive environment, taught by teachers who give them the tools to overcome obstacles and learn to their fullest potential.

Are you wondering what magic these teachers possess other than being miracle workers? It takes more than being tolerant, flexible and exuding warmth and sincerity in their interactions with students. The diversity of learning styles and abilities found in typical classrooms today requires that teachers have access to professional development that teaches them about the most effective research-based teaching strategies and coaches them during the process of implementation. LEARNING-FOCUSED has designed the Catching Kids Up Alliance Package that can train teachers to use techniques that benefit all students by successfully engaging them in appropriately challenging yet supported learning.

The intent of this article is to explore a variety of strategies and techniques that teachers experience during this alliance package: acceleration practices, vocabulary instruction, scaffolding grade level learning and differentiating assignments. These strategies, techniques and practices will help teachers reflect about what they can do to make the classroom a more pleasurable place to teach and learn. Keep in mind that strategies benefiting learners with special challenges are suited for engaging and stimulating all learners.

Setting Up the Classroom

  • Provide access to larger work areas and electrical outlets. Students who have learning styles or visual limitations can benefit from drawing large graphic organizers, taking notes on big charts, or using manipulatives or electronic devices for word processing.

  • Avoid distraction for students with attention difficulties or high attraction to the world around them by arranging desks away from windows, high traffic patterns and doors. 'Learning carrels' can be made easily by taping together two manila folders, creating a private workspace.

  • Help students that are on medication that causes drowsiness by providing a seat near a window for fresh air or a front-row seat.

  • Provide front-row seating for withdrawn students. Close proximity to the teacher creates a feeling of comfort.

  • Place at the ends of tables and rows students who are easily distracted by classmates.


Making Learning Relevant, Meaningful and Realistically Challenging

  • Embed content with personal relevance from prior experience, interests, goals or real-world connections to assure that new information goes beyond rote memory into long-term memory.

  • Include real and interesting objects and interactive experiences when introducing new content.

  • Present new material in story or journalistic formats, such as Punctuation Takes a Vacation, One Hundred Hungry Ants, The Greedy Triangle and Leo the Late Bloomer.

  • Differentiate by creating realistic challenge and interest with tiered assignments and assignment menus that offer choice that does not separate students based on intellect or ability.

  • Preview vocabulary, graphic organizers and build background knowledge before the lesson to help students with disabilities prepare for a successful learning experience during the lesson. It reduces frustration and increases attention.

  • Teach the behaviors that will allow students to work in collaborative pairs and learning teams.


Lower the Barriers But Not the Standards

  • Teach organizational strategies using checklists, rubrics and learning logs, where students can list, sketch, chart or diagram three to five main points of interest, facts or words they learned. Have them rehearse with a partner before recording responses to summarizers or the lesson essential question. Summarizing is best done immediately after the lesson as closure.

  • Have students record homework assignments in their notebooks and start the assignment in class. Information and instructions that seemed clear become confusing when the scaffolding and security of the teacher are gone. Create a task analysis checklist that students can use to check off the steps in a process or assignment.

  • Provide constant feedback that helps shape understanding. Rubrics can be used to provide pre-feedback before students begin an assignment or project.

  • Conduct ongoing assessment is to keep all students actively connected to the lesson. Whiteboards are extremely useful for providing individual assessment and feedback in a whole class setting. 'Thumbs up, Thumbs down' is also useful for quick feedback to yes or no questions.

  • Model with thinking out loud. This is extremely important.

  • Provide extended wait-time that allows the student to prepare a response by giving the question and then coming back to the student.


Lowering Stress (The brain will not engage in the task of learning unless basic survival needs are first met! The stress in the classroom will defeat the best intentions of a lesson.)

  • Establish reasonable behavioral expectations that create an environment low in destructive anxiety and high in appropriate challenge - No tolerance for bullies! Short attention spans are the brain's way of shutting out anxiety-producing confusion. When students stop asking questions, it may be a signal of confusion or anxiety.

  • Make difficult or abstract content more relevant and personally interesting. Bring lessons to life and reward students' efforts. Chunking content with distributed summarizing and practice is important.

  • Give students a three-minute pause to break periods of intensity by providing a review of vocabulary or content in a game format, such as Hot Seats, Concentration, Quick Talk or Word Bingo. Riddles are a wonderful way to engage kids in word play and reduce tension.

  • Know your students and their limitations, interests and 'hot buttons'.

  • Use dramatization, which is a powerful strategy that enriches lessons with visual stimulation and the sensory activity of movement.

  • Read chapter books that teach lessons and connect with students' interest and humor. Humor is a powerful stress-relieving tool. The BFG, The Pain and the Great One, Miss Nelson Is MissingWhodunit Crime Puzzles are examples of short chapter reads that can release tension for everyone.

These examples of ideas and strategies are just the tip of the iceberg. There is so much more to be learned through experiencing LEARNING-FOCUSED workshops and materials. Logical and practical ideas that create successful teaching and learning experiences are at your fingertips. Live the experience! Join us!



Test Taking Strategies - A Closer Look at Data

Carol Brewer
Nov 10, 2008

At this time of the year we are into our second quarter benchmarks. Administrators and teachers should look at their data to determine "next steps" for instruction.  It is important to have an understanding of how to "read" the data and determine the needed strategies for explicit instruction.  Many times the data are viewed as whole class or grade level and not in terms of meeting the needs of the individual students. For example, even though a high percentage of students are proficient with the Knowledge questions ("look back" questions that can be found in the text), there are still students who need to strengthen this test taking strategy. This understanding can be reinforced in small "Flex Groups". These Flex Groups allow the teacher time to model the strategy on the struggling learners' comprehension level. 

    Steps in the Process:

  1. Students take the Benchmark Assessments

  2. Student results are recorded

  3. Administrators and teachers analyze the data

  4. Administrators and teachers look at the needs of the  individual students

  5. Teachers use data to set up "next steps" for instruction

  6. Teachers use Flex Groups to satisfy the needs individual students


Remember: Use data to meet the needs of individual students.

For more information view the Learning-Focused Assessments collection.