Why Smaller Learning Communities

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Why Smaller Learning Communities?

• Research suggests that
• Smaller learning environments are a condition for
  boosting student achievement (Williams, 1990)
• School size has positive effects on student
  outcomes as evidenced by students' attendance
  rates, frequency of disciplinary actions, school
  loyalty, use of alcohol or drugs, satisfaction
  with school and self-esteem (Raywid (1995) and
  Klonsky (1995).
• An effective size for secondary schools is in the
  range of 400-800 students (Williams, 1990).
• Enrollment size has a stronger effect on learning
  in schools with large concentrations of poor and
  minority children (Cotton, 1996).
• Research ultimately confirms what parents
  intuitively believe that smaller schools are
  safer and more productive because students feel
  less alienated, more nurtured and more connected
  to caring adults, and teachers feel that they
  have more opportunity to get to know and support
  their students (Fowler Walberg, 1991 Gregory,
  1992 Stockard Mayberry, 1992).

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Differentiated Instruction

• Why and How?

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Student Population 2004-2005
PEIMS Data
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Socio-Economic Status
791
PEIMS Data
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WHY do you need to DIFFERENTiate?
504

• We have DIFFERENT students. . .

ADD
Hyperactive
Reluctant Learners
Special Education Students (Full Inclusion)
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WHY do you need to DIFFERENTiate?

• . . . who learn differently.

Tactile Learners
Auditory Learners
Visual Learners
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Differentiation

• Instruction that takes into account the fact that
  all students are different and provides
  assignments that cater to various learning
  styles, interests, capabilities, and expectations.

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Ways to Differentiate

• 1. Grouping Multiple options for arranging
  students
• 2. Content Multiple options for taking in
  information
• 3. Process Multiple options for making sense of
  the ideas
• 4. Product Multiple options for expressing what
  they know

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Grouping

• Design School to place students with similar
  interests together
• Redesign of classes to reflect student interests
  (career pathways).
• Student choice within assignments

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Content

• Laptops
• Real information
• Self Paced Learning
• Student centered

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Process

• Student Centered (Student Perceived Relevance)
• Project Based
• Layered Curriculum

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Product

• Interdisciplinary Projects
• Alternative Assessment
• Rubrics

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Layered Curriculum

• Five steps to Project based, Differentiated
  Instruction

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Give the students the assignment options

• Giving the students the assignment options and
  rubrics ahead of time
• Provide a variety of options that will allow the
  students to master the topic. Include products
  catering to different learning styles and levels
  of technical proficiency

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Divide the unit assignments

• Each layer should represent a depth of study on
  the topic.

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C Layer

• Basic knowledge, understanding.
• Low level of technology
• The student builds on his/her current level of
  core information.  
• Worksheets, maps, reading, lecture, vocabulary
  games and puzzles (Quia/funbrain), basic
  powerpoint, flash cards, Timeliner, image
  collage, summaries, etc.  

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B Layer

• Application or manipulation of the information
  learned in the C layer.
• Problem solving or other higher level thinking
  tasks can be placed here.
• Research, commercials, hyperlinked powerpoint
  with appropriate media, creation of database,
  interaction with real world activities, writing
  assignments involving persuasion, small
  cooperative learning projects, web page or
  electronic textbook, etc.

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A Layer

• Critical Thinking and Analysis.
• This layer requires the highest and most complex
  thought as well as the most technical ability.
• Team video production, web page for teaching
  other classes, research and evaluation of web
  resources on a topic, etc.

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Automating your classroom

• Laptops are a huge advantage when you begin to
  shift towards a student centered classroom
• Stations
• Video Streaming
• Microsoft Producer

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Automating teacher functions (lecture, discussion)

• Lecture
• Blackboard
• Grading
• Discussion Boards
• Make up work

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Resources

• Books
• http//www.help4teachers.com/index.htm
• http//differentiatedinstruction.com