ILASCD - Student-Centered Leadership
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PJ Caposey's March 15 Presentation to ILASCD on Strategies to Support Student-Centered Instruction
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ILASCD - Student-Centered Leadership
- 2. Dr. PJ Caposey @MCUSDSupe Pcaposey@mail.meridian223.org Superintendent Meridian 223 Author
- 6. What if you had to attend class like a kid for a FULL week?
- 7. From a Washington Post Article ⢠Key Takeaways âStudents sit all day, and sitting is exhausting. âHigh school students are sitting passively and listening during approximately 90 percent of their classes. âYou feel a little bit like a nuisance all day long.
- 11. Creating a student- centered culture is a monumental shift â taking time, effort, and energy.
- 12. COACHING SESSIONS, PRE-CONFERENCE SESSIONS, EVALUATORY LENS, RELATIONSHIP, SUPPORTS PROVIDED, GOALS ESTABLISHED, ENERGY SPENT, BEHAVIOR TOLERATED, etc.
- 17. Teacher demonstrates solid understanding of the content and its prerequisite relationships and connections with other disciplines. Teacherâs instructional practices reflect current pedagogical knowledge.
- 18. Teacher demonstrates thorough knowledge of studentsâ backgrounds, skills, and interests, and uses this knowledge to plan for groups of students
- 22. Student-Centered Mindset ⢠Sit to view the children ⢠Pick a random student or two and put yourself in their shoes â Did I get to think critically? â Did I interact with a peer about something important? â Did the teacher do anything to check if I could accomplish the daily goals? â Did the lesson meet my needs â was enrichment or support provided?
- 27. Make Danielson Work For You Description The learning tasks and activities are fully aligned with the instructional outcomes and are designed to challenge student thinking, inviting students to make their thinking visible. This technique results in active intellectual engagement by most students with important and challenging content, and with teacher scaffolding to support that engagement. The groupings of students are suitable to the activities. The lesson has a clearly defined structure, and the pacing of the lesson is appropriate, providing most students the time needed to be intellectually engaged. Critical Attributes ⢠Most students are intellectually engaged in the lesson. ⢠Most learning tasks have multiple correct responses or approaches and/or encourage higher-order thinking. ⢠Students are invited to explain their thinking as part of completing tasks. ⢠Materials and resources support the learning goals and require intellectual engagement, as appropriate. ⢠The pacing of the lesson provides students the time needed to be intellectually engaged. ⢠The teacher uses groupings that are suitable to the lesson activities.
- 30. Seeking consensus: 5 most âTypicalâ Opening Day activities
- 32. Elements of Learner-Centered Practice Associated with this Strategy ⢠Community building ⢠Student Sharing ⢠Surveys ⢠Norms ⢠Dual-Purpose Products ⢠Purpose of Class ⢠Dual Ownership of Success
- 33. Dual-Purpose Products ⢠Measure skill or skills ⢠Allow you to gain knowledge about: â The learning preferences of a student â Personal characteristics and hobbies â Summer activities â Etc
- 34. Meaningful Feedback for Teachers
- 37. Louder and Slower Does Not = Better
- 38. Elements of Learner-Centered Practice Associated with this Strategy Learner-Centered Practice ⢠Clearly stated outcomes ⢠Responsive to Student Needs ⢠Diverse Methodologies ⢠Multiple Modalities ⢠Infusion of Technology when Appropriate Typical Practice ⢠Discuss what will be done ⢠Dictated by time more than student needs ⢠Preferred methodology of the teacher used consistently over time ⢠We expect them to conform to what we want
- 39. Meaningful Feedback for Teachers
- 42. Meet Simon Sinek
- 43. Elements of Learner-Centered Practice Associated with this Strategy ⢠Pre-Assessments ⢠Daily What, Why, and How ⢠Five Whyâs ⢠Student-Centered Study Guides
- 44. Meaningful Feedback for Teachers
- 46. You have 5 minutes to . . . Create a one minute speech answering the following questions: 1) How old should a child be before they do the dishes or laundry 2) Why 3) What is the best way to teach them 4) Do most kids learn too young or too old 5) What prevents most adults from teaching that skill to their kids
- 49. Elements of Learner-Centered Practice Associated with this Strategy ⢠Monitor Airtime ⢠Student Created Assessment/Assessment Review ⢠Student Work Portfolio ⢠Student-Led ID of Skills to be re-taught ⢠Student-Led Communication with Home
- 50. Meaningful Feedback for Teachers
- 54. This is what RtI should look like Kids who need supplementation or remediation beyond general curriculum to have their needs met Kids who need supplementation or remediation beyond general curriculum to have their needs met Need Different Education program to meet needs Need Different Education program to meet needs Kids whose needs are met with General Curricula
- 56. Elements of Learner-Centered Practice Associated with this Strategy ⢠Multiple Assessments of Progress ⢠Enrichment!!! ⢠Remediation outcomes must align to standard and be scaffolded ⢠Activities pre-planned
- 57. Meaningful Feedback for Teachers
- 63. Elements of Learner-Centered Practice Associated with this Strategy ⢠Skills-Driven Assessment ⢠Flexible Product Options ⢠Flexible Content for Students to Study ⢠High Rigor for All Students
- 64. Meaningful Feedback for Teachers
- 65. How does this relate to Homework?
- 67. Read and React âThere is no evidence that any amount of homework improves the academic performance of elementary students.â â Harris Cooper, Duke University,
- 68. Elements of Learner-Centered Practice Associated with this Strategy ⢠Mastery over grades ⢠Purposeful homework ⢠Homework aligned to outcomes ⢠Feedback that informs actions of ALL parties
- 70. Meaningful Feedback for Teachers
- 74. Elements of Learner-Centered Practice Associated with this Strategy ⢠Scripted Questions ⢠Higher-Order Questions ⢠Teacher controls who responds ⢠Mandatory Participation ⢠Every student talks, every lesson ⢠Student-Created Questions
- 75. Meaningful Feedback for Teachers
- 80. Elements of Learner-Centered Practice Associated with this Strategy ⢠Planning ⢠Interaction ⢠Culture of Creativity ⢠Shift from Instructor to Facilitator ⢠Exploration of Different Mediums
- 81. Meaningful Feedback for Teachers
- 82. CONNECTION, NOT COMPLIANCE: KID- CENTERED CLASSROOM MANAGEMENT
- 84. Favorite Teacher
- 85. Elements of Learner-Centered Practice Associated with this Strategy ⢠Collaboratively-established guidelines ⢠Citizenship and Character ⢠Independent System of Rewards and Consequences ⢠Administrative Partnership
- 86. Meaningful Feedback for Teachers
- 90. Sample Questions ⢠I had a chance multiple opportunities to demonstrate whether or not I REALLY knew the material â T or F ⢠I had some choice or control of my own learning in this unit? ⢠The teacher had different opportunities in place throughout the unit to make sure all kids were being challenged? ⢠I knew how I would perform on the assessment because of the feedback I had received previously from my teacher? ⢠How could the teacher make this unit better?
- 91. Elements of Learner-Centered Practice Associated with this Strategy ⢠Naturally created data â Assessment results pre and post instruction ⢠Intentionally created data â Colleagues ⢠Observation ⢠Informal and anonymous what have you heard surveys ⢠Grade/Behavioral Comparison â Students ⢠Survey ⢠Suggestion Box â Parents ⢠Survey ⢠Social media prompts ⢠Self-Created data â VIDEO, VIDEO, VIDEO
- 95. Everything was made up by people that were no smarter than you
- 97. DID I DO MY BEST TO: ⢠Set clear goals for myself ⢠Make progress toward goal achievement ⢠Be happy ⢠Find meaning in my work ⢠Build positive relationships ⢠Be fully engaged
- 98. o n e p e r s o n w i t h a b e l i e f i s e q u a l t o a f o r c e o f n i n e t y - n i n e w h o h a v e o n l y i n t e r e s t . REMEMBER THE WHY!!
- 99. Dr. PJ Caposey @MCUSDSupe Pcaposey@mail.meridian223.org Superintendent Meridian 223 Author
Hinweis der Redaktion
- Introduction â Talk about who am I â a little about my experience Good morning, my name is PJ Caposey â I always find the introductions of people at conferences or webinars a bit awkward as the presenter works to convince the audience that they are indeed qualified. I believe you are in good hands today â in most part because this is something that I personally worked through â failed at many times â reflected and re-worked â and was able to achieve a great deal of success for my school and those within my school. In four years as OHS principal we went from one of the lowest achieving schools in the county to be recognized as one of the best in the country --- through today you will learn a lot more about me and my philosophies as well as best practice strategies and methodologies for changing culture
- What questions would you ask
- The triangle should be replaced by the diamond. RtI by definition focuses on kids that need intervention. This means that any student whose needs are not met by the general education curriculum need intervention. The above visual demonstrates an appropriate RtI continuum â a sliding model represented by a diamond, that does not have a pre-determined percentage for each area, areas are on a continuum â not based on tiers, and the needs of gifted students are also met.
- Goldsmith asserts that it may be as easy as every employee asking themselves these six simple questions every single day. This study has had thousands of participants and it has shown that people that are mindful of this every day for at least two weeks over ½ found their work satisfaction improve in over ½ of these categories. Over 90 percent saw some improvement and less than 1% found their engagement in work actually decrease. Pretty powerful. Six questions. A determination to control your own energy and environment.
- Introduction â Talk about who am I â a little about my experience Good morning, my name is PJ Caposey â I always find the introductions of people at conferences or webinars a bit awkward as the presenter works to convince the audience that they are indeed qualified. I believe you are in good hands today â in most part because this is something that I personally worked through â failed at many times â reflected and re-worked â and was able to achieve a great deal of success for my school and those within my school. In four years as OHS principal we went from one of the lowest achieving schools in the county to be recognized as one of the best in the country --- through today you will learn a lot more about me and my philosophies as well as best practice strategies and methodologies for changing culture