EDU 588- Professional Development Design

How does it feel when we struggle to learn?

Discuss with your group members and try to decode the sentence below.

Now read this sentence below. Discuss with your group members what it might mean.

This is how students who are struggling with comprehension feel when they are asked what they've read. This is easy for an experienced reader but extremely frustrating to those who are not!

This is how students who are struggling with decoding feel when they are asked to read. This is easy for an experienced reader but extremely frustrating to those who are not!

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Professional Development Design

Supporting Struggling Students

Ngan Tu Grand Canyon University EDU 588: Curriculum and Instruction Capstone Dr. Jan Williams May 22, 2024

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References

Agenda

Needs Assessment Data

4 Areas for Differentiation

Objectives

Examples of Differentiation

Group Activity

Struggling Students & Risk Factors

Why Supporting Struggling Students?

Supplemental Resources

Follow Up Plan

Five Ways to Implement Intervention and Differentiation

+ ifo

Needs Assessment Data

Presenter Notes:

This data highlights the areas where we identified as most important or beneficial to our professional needs.

Agenda

Objectives for Today's PD

Goal 2

Goal 3

Goal 1

Discuss different interventions to support struggling students and increase student performance.

Apply different strategies to address struggling students.

Understand struggling students and identify the risk factors that can increase the likelihood of students struggling in school.

Presenter Notes:

The main objective of this PD is to provide the necessary tools and skills for teachers to use in their classrooms to support struggling students.

Agenda

Identifying the Risk Factors

Understanding the Mindset of a

Struggling Student

Many factors can contribute to why students struggle to learn or adapt in school.

Targeted Risk Factors/Groups. Students at risk are those who have few positive adult role models. These students may not have birth parents to care for them, often because of incarceration or substance use. During the critical developmental process, neural pathways being formed can be significantly altered by traumatic events.

Activity Page

(National Dropout Prevention Center at Clemson University and Communities In Schools, Inc., 2007)

During the critical developmental process, neural pathways being formed can be significantly altered by traumatic events. (N.C. Division of Social Services and the Family and Children Resource Program, 2012)

Activity:

We will pretend the puzzle pieces represent the brain capacity, what will happen to the learning brain if each piece is replaced by the traumatic events below?

Agenda

Why Support Struggling Students?

Without proper intervention, will our students have a fighting chance of graduating high school and attending college? Unfortunately, statistics have shown that in 1999, 40% of fourth graders failed to demonstrate even partial mastery of the literacy levels required for school success. Only 1 in 10 students in high-poverty schools can read at the proficient level (Donahue, Voelkl, Campbell, & Mazzeo., 1999). Teachers are the change agents to help them close the learning gaps and achieve their academic goals.

Agenda

Five Ways to Implement Intervention and Differentiation

1. Identify Students' Needs: Teachers can identify students' needs through assessments like tests, quizzes, observation, and by having conversations with students. 2. Provide Targeted Interventions: Address specific needs/skills by accommodating students' learning styles. 3. Differentiated Instruction: Differentiated instruction is the process of customizing lessons to accommodate students' learning needs. It plays a crucial role in promoting student success, building confidence, and enhancing teachers' instructional practices (Shaffer, J. 2022) 4. Provide Support Outside of the Classroom: We can accommodate students by offering tutoring, home, peer, and counseling support depending on their learning needs. 5. Create a Positive and Supportive Learning Environment: Create a positive and supportive classroom environment where students feel comfortable asking for help and making mistakes.

Agenda

(SWEEDU, 2023)

4 Areas for Differentiation

Content

Process

Refers to students' learning styles/preferences. Differentiation can include accommodating students with visual, auditory, or kinesthetic support. Teachers can also take into account their students’ level of readiness, interests, or learning profiles to determine the amount of support they may need.

Refers to the knowledge and skills students need to master. Since students vary in their level of familiarity with the content, differentiation can include assigning different leveled tasks such as remembering, understanding, applying, analyzing, evaluating, and creating content.

Learning Environment

Product

Refers to the physical and psychological elements in the classroom that impact learning. Differentiation can include having a flexible classroom layout, incorporating various types of furniture, and maintaining a safe and supportive learning environment.

Refers to what students create at the end of the lesson to reflect the mastery of the content (e.g. tests, projects, reports, and other activities). Differentiation can include assigning activities that students prefer based on their learning styles.

(Weselby, 2014)

Agenda

Examples of Differentiated Activities

Content

Process

• Provide mall group instruction/learning intervention.

• Use flexible grouping or re-group students based on content, ability, and interests.
• Use songs, anchor charts, and other visual aids to support learning.

• Have students work on building content vocabulary.
• Assign reading materials that match students' reading levels.
• Use hands-on activities for some learners to help them understand a new idea.
• Re-teach the concept to students who need further demonstration and exempt students.

Learning Environment

Product

• Provide space for quiet work and student collaboration.
• Use alternative seating.
• Identify classroom management procedures that make the learning environment safe and supportive.

• Use a wide variety of assessments.
• Allow students to help design products around learning goals.
• Allow different working arrangements (alone or with a group.
• Provide assignments at different degrees of difficulty to match student readiness.

(State of New South Wales, 2015)

Agenda

Group Activity: Applying Interventions

You will:

1. Select a struggling student from your class and identify his/her learning needs, academic level, and risk factors. 2. Use the attached form to guide your discussions. 3. Come up with differentiated activities and other types of interventions to best accommodate this student. 3. Create a poster or graphic organizer to present/share your ideas with the whole group.

Presenter Notes:

This activity helps teachers work together to identify important characteristics of a struggling student and explore different ways they could use differentiation and other interventions to best support this student. This activity gives teachers a chance to collaborate, share ideas, and compare and reflect on different approaches.

Agenda

Supplemental Resources

How to Write a Differentiated Lesson Plan

A Close look at Scaffolding vs. Differentiation

How to Use Technology to Differentiate Instruction in the Classroom

What is Differentiated Instruction in the Classroom

Agenda

Follow-Up PLan for Professional Development

A survey will be sent to teachers to assess the level of implementation success after the professional development. This is an important process to help determine whether additional PD or other support is needed.

Satisfaction Survey:

https://docs.google.com/forms/d/e/1FAIpQLSeljBo0vw07w5vaIdJEZeK69pqJoay3KKkO1xbyaj1Z08gGNw/viewform?usp=sf_link

Agenda

References

Donahue, Voelkl, Campbell, & Mazzeo. (1999). The 1998 naep reading report card for the nation and the united states. National Assessment of Educational Progress. https://nces.ed.gov/nationsreportcard/pubs/main1998/1999500.aspx Shaffer, J. (2022). Examples of differentiated instructions. Graduate Programs for Educators. https://www.graduateprogram.org/2022/08/examples-of-differentiated-instruction/ State of New South Wales. (2015). Differentiating content, process, product, learning environment. Education & Communities. https://www.tcss.net/cms/lib/AL01001644/Centricity/Domain/4434/Article%20version%202.pdf Weselby, C. (2014). What is different instruction? Resilient Educator. https://resilienteducator.com/classroom-resources/examples-of-differentiated-instruction/ Will, M. (2022). What teachers can do to help struggling readers who feel ashamed. Education Week. https://www.edweek.org/teaching-learning/what-teachers-can-do-to-help-struggling-readers-who-feel-ashamed/2022/01#:~:text=By%20the%20time%20students%20who,to%20teach%20them%20to%20read. 5 Ways to support struggling students: intervention and differentiation. (2023). SWEEDU. https://sweedu.com/blog/5-ways-to-support-struggling-students/

Agenda

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