HLP Presentation
Texto del Guión Gráfico
- HLP 9! Teach Social Behaviors! Just like academic skill mastery, if teachers wantstudents to build social behavior skill mastery, they must provide specific instruction, practice, and feedback after identifying the weakness.
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- KEY FEATURES OF HLP 9:1. Identify and determine the nature of the challenge2. Explicitly teach appropriate skills3. Patiently practice with student's through mastery
- "Johnny" - Let's practice the right way to request being alone like I showed you in class"
- At the start of the year, Kim notices that Johnny often doesn't play well with the other students during recess. During instructional time he has difficulty with self-management and frequently exhibits unexpected social behaviors. She becomes worried that instructional time will be compromised.
- Google...tell me more about HLP 16!
- She thinks about how she can possibly create a better learning environment and suddenly remembers High Leverage Practices! She thinks focusing on #9 will improve her student outcomes drastically!
- Explicit Instruction is a process of showing and telling students what to do while acquiring and generalizing new skills or complex material.
- Kim gets excited to improve the student outcomes in her class! She does more research and finds so many inspiring graphics! This one outlines exactly what she needs to do to meet HLP 9!
- 1. EI is Systematic (I Do, You Do, We do)2. There are delivery and design procedures that are research based3. There is a gradual release of responsibility
- Kim knows that putting HLP #9 into practice is going to reduce barriers to differentiated instruction! By proactively systematically teaching positive social behavior across all of her instructional settings, she will have more successful flexible grouping options and less disruptions...which will allow her more time to teach in the future!
- She decides to implement the HLP by implementing classroom PBIS strategies: setting expectations & rules, maximizing structure, responding to inappropriate behavior, acknowledging appropriate behavior, and increasing student engagement while focusing on tell/show/practice.
- She began to wonder...What other High Leverage Practices might assist her with differentiated instruction? HLP16 discusses explicit instruction and she knew that this was a way to ensure successful scaffolding if she makes it a priority in her classroom!
- Flexible Grouping provides opportunities for students to be part of many different learning groups based on their readiness, interest, or learning style. These groups may be homogenous or heterogenous. They may be student-selected or teacher-selected.
- She learned that this process of explicit instruction is really just a set of repeated teacher behaviors that impact student outcomes. When she heard it this way, she began to truly understand.
- At her upcoming PLC, she shared the key points of HLP16 and how she planned to implement it. She asked for advice from her peers.
- Flexible grouping brings me together with other students!
- Flexible Grouping exposes me to new perspectives!
- She discusses with her colleagues how she wants to implement explicit instruction and her belief that all instruction should be explicit.
- And also common mistakes that she found when doing research that she plans to avoid. They decide that using Explicit Instruction is a great way to remove the barriers of lack of knowledge, cultural diversity, and different learner levels in the classroom
- Now that Kim has a plan to improve positive Social Behaviors and implement explicit instruction in a research based way, she knows that incorporating Flexible Grouping (HLP17) is the next addition to her game plan!
- She remembered 3 key points of flexible grouping while making her instructional plans.
- She knows if she implements flexible grouping, there will be many benefits to her students!
- Flexible Grouping helps me look past status differences!
- She decides that she will implement Flexible Grouping by first teaching students the expectations and why they are being used. She wants to connect the process of learning this skill to HLP9
- After she teaches her class the expectations of flexible groups, she will begin to target areas of her instruction that require scaffolding/areas where she has many different levels of learners. This is going to reduce the time barrier she feels by allowing her to differentiate for all students at the same time! Using all these HLP's, She will have time to go to the pool!
- Image Attributions: (https://pixabay.com/vectors/deckchair-lawn-chair-lounge-chair-576029/) - OpenClipart-Vectors - License: Free for Most Commercial Use / No Attribution Required / See https://pixabay.com/service/license/ for what is not allowed
Atribuciones de la Imagen
- https://pixabay.com/vectors/deckchair-lawn-chair-lounge-chair-576029/ - OpenClipart-Vectors - (Licencia Free for Most Commercial Use / No Attribution Required / See https://pixabay.com/service/license/ for what is not allowed )
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