BPS Inclusive Schools Network Online Training Modules

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BPS Inclusive Schools Network Online Training Modules:

BPS Inclusive Schools Network Online Training Modules R. Hines

Slide 2:

One Size Does Not Fit All! One size does NOT fit all!

Theories of Behavior:

Theories of Behavior Behavioral = learned & unlearned Punishment & reward Ecological = no “goodness of fit” Change the setting Cognitive = cognitive restructuring Thinking about the behavior Biophysical = medical/organic reason Medication Psychodynamic = basic needs not met Self esteem boosting, counseling

Slide 4:

For a FREE management system that automatically creates point cards, reflection sheets, self monitoring sheets, download KidTools at: http://kidtools.missouri.edu/

Individual Goals for Each Child!:

Individual Goals for Each Child!

Self Monitoring:

Self Monitoring Remember: EVEN our best student should self monitoring! Kids of every level can set individual goals and evaluate regularly using this system. Am I sitting, Am I daydreaming, Am I listening...these are all self checks even our best students may need! Michael: Am I working ? Zoe: Is my work area clean ? Jackson: Am I sitting ? Beep 1 2 3 4 5 6 7 Yes No Another Tip: Reinforcers don't have to be tangible!

Create a “Beeper Tape” in Minutes!:

Create a “Beeper Tape” in Minutes! 1. Click on Start/All Programs 2. Go to Accessories/Entertainment/Sound Recorder 3. Open Sound Recorder 4. Hit the RED DOT and record nothing! It will record for 60 seconds. Save the file as "blank". 5. Go to File/New and begin new file. 6. Go to Edit/Insert file and insert your blank file. Notice that the length is now 120 seconds. Repeat three more times until you have 300 seconds (5 minutes). 7. Save as "blank" again . Overwrite your old file. 8. Repeat steps 5-7, inserting your five minute file to the desired length of your beeper tape (9 times if you want a 45 minute tape). 9. Slide the position marker randomly on the line. Go to Edit/Insert file . 10. Insert any sound file (you may find some in C/WINDOWS/MEDIA) 11. Insert the same sound randomly on the position line (random is more effective! Be sure some follow fairly closely to others!). You should base the number of beeps on the number of times students/you will record whether or not a behavior is occurring. The more severe the behavior, the more frequent the number of beeps. Start with approximately 8 for a 45 minute period if you are not sure! 12. Save your file to a CD for external use (CD player) or to your desktop to use from the computer.

Misbehavior:

Misbehavior Dreikurs Theory Subconscious goals that motivate misbehavior: Attention getting Power and control Revenge Helplessness or Inadequacy

Theories of Behavior:

Theories of Behavior Behavioral = learned & unlearned Punishment & reward Ecological = no “goodness of fit” Change the setting Cognitive = cognitive restructuring Thinking about the behavior Biophysical = medical/organic reason Medication Psychodynamic = basic needs not met Self esteem boosting, counseling

Cognitive:

Cognitive Teaching students to take responsibility for their own behavior begins with making them aware of the problem behaviors in the first place. The following form is an example of a self-monitoring behavior management program. If the child understands the behavior such as when he/she is off task, the child could be given this chart for self evaluation. A small interval of time to begin this process with would be highly recommended.

Slide 11:

Student: Date : The Way it REALLY Happened…. Student Signature The first thing that h appened was… And then …. Now it’s a p roblem because… Circle a spot on the timeline where you could have made a different decision. Be ready to discuss another decision you could have made. How things might have turned out differently . Complete the following timeline. Add as many incidents as you need to tell the whole story. I missed my bus and was in a bad mood I grabbed Jacob’s jacket He chased me so I tripped him Everyone thinks I was trying to hurt Jacob but I wasnt

Slide 12:

For a FREE management system that automatically creates point cards, reflection sheets, self monitoring sheets, download KidTools at: http://kidtools.missouri.edu/

Ecological: Bring out the Bobo Dolls:

Ecological: Bring out the Bobo Dolls Bandura (1963) conducted a study using Bobo dolls. In this experiment Bandura showed a video to children in which an adult beat up on a doll, called it names, etc. He then divided the children into three groups, and each group watched a video with a different ending. In the first video, an adult was rewarded for his behavior. In the second video, the adult was punished for his behavior. In the third video, no consequences for the behavior were observed. Bandura studied the differences between how male children and female children reacted to this video. The results show that males in all cases imitated the viewed behavior more so than females. The results also show that the children who watched the video in which the person was rewarded for his actions duplicated the behaviors more so than when the person was punished or did not receive either a punishment or reward. This was consistent in both male and female children, supporting Bandura's argument that people learn from observing others.

Ecological:

Ecological Goodness of Fit? Voice Change Something!

Psychodynamic:

Psychodynamic Based on developmental psychology, this model builds upon Freud 's belief that 1. We need to be loved , and 2. We need to feel a sense of achievement . More recently, William Glasser (2000) contends that when we are unable to figure out how to satisfy one or more of the five basic needs built into our genetic structure; survival, love and belonging, power, freedom and fun , we sometimes choose to behave in ways that are unacceptable. School Counselor referrals ? Service-Learning?

Psychodynamic:

Psychodynamic Beyond physical survival needs, emotional needs are also considered in this model Coleman & Webber (2002) list six basic characteristics common in developing a healthy personality: Attitude toward self Resistance to stress Autonomy and independence Interpersonal relationships Curiosity, creativity, expressiveness Cognitive and language skills

Psychodynamic:

Psychodynamic Thought Box How can teachers address all of these needs and teach content? If children perceive that they are liked and accepted, they feel better about their surroundings. Strategies in this model may include bolstering self-esteem, teaching conflict resolution, and teaching stress management techniques.

Instructional Grouping:

For Inclusive Classrooms Instructional Grouping

Historically speaking…:

Historically speaking… Prior to 1800’s - one room Mid 1800’s-grouped by grade level Ability grouping “tracking”

Grouping Options:

Grouping Options

Whole Class:

Whole Class Why use whole class option?

Drawbacks vs Benefits:

Drawbacks vs Benefits Drawbacks Individual needs Less interaction Less critical thinking Less student centered learning Teacher dominates learning Benefits Easier Planning Easier management Traditional format

Small Group (3-5 students):

Small Group (3-5 students) Same Ability Meets individual needs Individual student time Adjusted pace Used for… Reading Math Early grades M ixed Ability Motivating Socially correct Promotes peer interaction Used for… Project based Practice Book discussions VS

How should you group students with mixed abilities?:

How should you group students with mixed abilities?

Cooperative Learning:

Cooperative Learning Basics of cooperative Learning… Group goals Individual accountability (roles) Time limits Expectations

Cooperative learning for students with Disabilities:

Cooperative learning for students with Disabilities Monitor progress Teacher/peer support Suitable groups Appropriate roles

Learning Partners / Pairs:

Learning Partners / Pairs Same ability Mixed ability Cross-age Friendship/ interests Random

When to use Learning Pairs:

When to use Learning Pairs Writing workshops Practice Fluency development Studying Research Science experiments Problem Solving

Resources:

Resources http://www.thirteen.org/edonline/concept2class/coopcollab/demonstration.html http://edtech.kennesaw.edu/intech/cooperativelearning.htm

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