Agenda

Before we start….

Where can you get thispresentation and the ideas in it?

Challenges

Two types of challenges

• Changing student profiles• Pedagogical innovation

Challenge 1: Changing student profiles

Disruptive students

Integration of sts withLD

Unmotivated sts (they’realways bored!)

Let’s clarify some concepts 1

• Disruptive behaviour• Hyperactivity• Inattention• Impulsivity

DISRUPTIVE BEHAVIOUR…

• Refuses to do work

• Defies authority

• Intimidates other students

• Distracts teaching through verbal or physical means

HYPERACTIVITY…

• Constant movement

• Easily distracted

• Lack of control

• Does not attend to cues

INATTENTION…

• Passive

• Dependent learner

• Minimal problem-solving skills

• Views ability versus effort as a problem

IMPULSIVITY…

• Speaks before thinking out answers

• Cannot monitor behavior

• Impatient with repetition

• Avoids anxiety

Let’s clarify some concepts 2:

� Learning disabilities: • processing difficulties might involve understanding

or using language, spoken or written, resulting in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.

• They struggle in school because of these processing problems.

• Learning disabilities might impact learning to read, write, or do basic math or reading comprehension, written language, or more complex math.

Some common signs of learning disabilities:

• Reading: problems with syntax or grammar; poor reading ability or poor comprehension; difficulties with phonics

• Writing: problems with sentence structure, writing mechanics and organization; may spell the same word differently in the same paper

• Math: problems with numerical operations, math facts, or concepts; may reverse numbers

• Language: problems with comprehension of what is said or may misinterpret language; may respond in an inappropriate manner, unrelated to what is said; may be able to explain things orally, but not in writing

• Auditory: may be bothered by different frequencies of sound; may consistently misunderstand what is being said

• Cognitive: may acquire new skills slowly; may have difficulties following directions, especially multiple directions

• Motor: may have problems with fine motor skills, such as holding a pencil; may have poor coordination; not good in sports

• Memory: may be able to learn information presented in one way, but not in another; may have difficulties memorizing

• Organization: may have difficulties following a schedule or being on time; may have trouble learning about time

• Social: may have difficulties with social skills; may misinterpret non-verbal social cues; may experience social isolation

• Attention: may have short attention span or be impulsive; may be easily distracted; may experience stress on extended mental effort

• Affective: may have low self-esteem, or try to overcompensate

Solutions/issues: Starting off

Two often neglected issues, sourceof many conflicts in the classroom

• SpaceManagement

• Time Management

Space Management: does your classroom look like this?

Key aspects

• Wall Space – Display learner’s work, schedules, rules, announcements, motivational displays, etc

• Floor Space – Configurations for whole-group, small group, & activity centers.

• Traffic Patterns – Heavy vs. low usage.

• Teacher’s Desk – Locate in the back whenever possible

• Equipment Storage – Equipment must be both secure and accessible.

Some general tips

�Make sure you have access to all parts of the room.

�Feel free to assign seats, and change at will.

�Minimize the disruptions caused by high traffic areas in the class.

� If needed, arrange for a “Time-Out” space in your classroom that is as unobtrusive as possible.

Students Who might Cause Behavioural disruptions:

• Aggressive (the hyperactive, agitated, unruly student)

• Resistant (the student who won’t work)• Distractible (the student who can’t

concentrate)• Dependent (the student who wants help all

the time)

Location for Students who cause behavioural problems:

• Separate—disruptive students; maybe aggressive and resistant students

• Nearby—disruptive students; maybe distractible, dependent, and resistant

Prepare the Work Area…

• Arrange work areas and seats so that you can easily see and monitor all the students and areas no matter where you are in the room

• Be sure that students will be able to see you as well as frequently used areas of the classroom

• Keep traffic areas clear• Keep access to storage areas, bookcases,

cabinets, and doors clear

Prepare the Wall Space…

• Cover one or more bulletin boards with colored paper and trim, and leave it bare for the purpose of displaying student work and artifacts.

• Display your discipline plan in a prominent place.

• Post procedures, assigned duties, calendar, clock, emergency information, schedules,, charts, maps, decorations, birthdays, and student work.

• Have a consistent place for listing the day’s or week’s assignments

Prepare the Teaching Materials…

• Let students know what materials you want them to bring and use during the lesson. Only this material should be on their desks

• Have basic materials ready• Store seldom used materials out of the way• Place electronic media where there are electrical

outlets and where the students will not trip over the wires or can tamper with them

Prepare Yourself and Your Area…

• Do not create a barrier between yourself and the students.

• Keep your personal belongings in a safe location

• Have emergency materials handy (scotch tape, scissors, markers)

• Obtain the materials that you need before you need them

Time Management

• Researchers have found a high % of time spent on non-instructional tasks.

• Past – Teachers believed that students needed to be kept busy for good student behavior. (Do worksheets / Seat Work)

• Research reveals that students in classes where teachers spend more time on instruction, learn more.

• Today – Teachers must make sure that students are engaged in productive learning. (plan activities that are authentic and motivating)

Key ideas

• Students with LD do not handle transitions well• The key to success lies in preparing our students

to that transition.• If these preparations are carried out, students with

LD can adjust more effectively to the classroom situation, focus and stay focused during the lesson.

�Beginning Class – Start lesson off with routine tasks to ease earners in; Establish a signal system to begin “ All eyes on me, 1,2,3.”

�Lesson Pacing – Lessons should move briskly without excessive repetition. What do you do with learners who finish early? Follow up activities should not be more of the same.

�Providing Assistance –

Research shows teachers spend too much time working one-on-one with students. 20 seconds is recommended.

Must avoid doing the work for the learner. Provide one suggestion. Build confidence –offer praise for successful small steps. Move on, but check back later for on task behavior.

�Establishing Routines & Procedures –

Plan, teach, & display procedures for handling recurring & predictable events.

What will learners do when they enter the classroom; personal problem to discuss with the teacher; passing out & collecting work; daily attendance; sharpening pencils; using the restroom, etc.

Unmotivated Students

• Factors That Influence Motivation:– Fear of Failure – “Better to

look bad, than stupid”. Safer not to try.

– Lack of Meaning – May not see relevance to assignments.

– Emotional Distress –Anxiety/Depression from influences at home.

– Learning Disability – Give up in frustration.

Unmotivated Students

– Lack of Challenge– Desire for Attention – look helpless to

teacher– Peer Concern – not cool to like school– Low Expectation – no encouragement

from home– Expression of Anger – due to pressure

from parents

Settling activities

Stirring activities

Challenge 2: PedagogicalInnovation

Technology integration is not:

• Taking students to the computer lab once a week for 40 minutes

• Using the computer as an electronic worksheet

• Using the computer as a reward station for students who are finished with their other assignments

Technology integration is:

• Part of the daily activities taking place in the classroom

• Supporting and extending curriculum objectives in a seamless manner

• Engaging students in meaningful learning• Enabling students to demonstrate what

they have learned in new and creative ways

Uses of Technology in the classroom

Lesson Focus: Sample for writing

Sample unit of work

TIME

STAGE AIM ACTIVITY

10’ Generatingideas

To activate students´schemata on the topic ofbullying.To generate ideas to beused in the articlesTo focus on topic-specificvocabulary

Students brainstorm ideas byvisiting two BBC links,analyzing 3 infographics andwatching a short clip.They do not need to cover allthese sources.They complete a generatingideas guideline in case theyneed to.

Article: Bullying today

Task

Generating ideas

What do you remember about our discussion of the issue of bullying? Make notes on the ideas you remember.

Now, do you have all the necessary information to write a fully informed article?You can use the following file to order your ideas:

https://docs.google.com/document/d/1VDByOaLYZiB2R-ffdUQo7Xx3S5IGydk-SXCDtVk1gnU/edit

(Remember to make a copy in your drive, change its name when you open it)

On the next slide you will find links to explore the topic more thoroughly and complete your notes. Remember you need to include: what bullying is, its characteristics and consequences. Explore the links freely.

Making a good and clear article requires the use of precise vocabulary. Include the key terms you encounter in the shared glossary below:

https://docs.google.com/spreadsheets/d/1gHDotqbD3NbV7Zk8Efoa0QNAAPQWP2oNOu2yY35TizA/edit#gid=0

Check this out

Or you may want to explore this

General issues on bullying: http://www.bbc.co.uk/radio1/advice/bullying

Long-term of effects of bullying: http://www.bbc.com/news/health-27063715

You can also get information from these infographics:

10’ Planning

To highlight theimportance of planningand different strategiesthat can be used toaccomplish it.

Students revise theconcept of planning, sortout good and not so goodplanning strategies, andplan their informativearticles accordingly.

Planning stage

What is planning?

How do you plan your writing?What strategies can you use?

Scroll over the next slide and cross out the strategies that are not effective in planning

Planning strategies

Good planning strategies

● make a list● make a

spidergram● write ideas on

sticky notes

Poor planning strategies

● all the others

Now, make a plan (an outline of your article) using any of the techniques highlighted above integrating the ideas you generated in the previous stage. This will help you develop your article.

30’ Drafting

To draft the firstversion of theirinformative article

Based on theirgenerated ideas andplan, students work ona google doc sharedwith the teacher on thedrafting of theirinformative article,requesting assistancewhen necessary.Teacher can also guidestudents and monitortheir drafting processlive.

10’ Firstrevision andediting

To revise their workfocusing on ideas,organization andstyle.

Students check theirwork following a quizon google forms. Theyenter their answers onit so the teacher canget a picture of how thewhole class is doing inthe three key areas.

20’ Redrafting

To redraft the articles Based on the revision done,students redraft aspects ofthe articles that still needpolishing.

10’ Secondrevisionandediting

To revise their work focusingon form and layout.

Students check their workfollowing a quiz on googleforms. They enter theiranswers on it so the teachercan get a picture of how thewhole class is doing in thethree key areas.

20’ Finalversion

To produce the finalversion of the informativearticles.

Based on the revision done,students redraft aspects ofthe articles that still needpolishing.

10’ Publication To publish students work onthe school´s website

Students embed a link on theschool website to their articles

3 things you take from this session

Keeping in touch

• silviarovegno.wordpress.com/

• www.pinterest.com/silviamvdeo/