Inclusive Education Slides PDF

Werklund School of Education Inclusive Education Individual Learning: Theories and Applications Winter 2025 Dr. Maryam Hachem  Lecture Outline 1. Diversity, Equity & Inclusion 2. Inclusive Education — History of Inclusive Education — Inclusiv...

Werklund School of Education Inclusive Education Individual Learning: Theories and Applications Winter 2025 Dr. Maryam Hachem  Lecture Outline 1. Diversity, Equity & Inclusion 2. Inclusive Education — History of Inclusive Education — Inclusive Education in Today’s Classrooms — Brain Development — Vygotsky’s Defectology  Diversity ▪ Diversity and Identity Iceberg Elements:  Diversity ▪ The Importance of Recognizing and Valuing Diversity in the Classroom: - Creating an Inclusive Environment: helps create a respectful and inclusive atmosphere, promoting a sense of belonging and encouraging students to share their unique perspectives. - Enhancing Learning Outcomes: Diverse perspectives enrich discussions, fostering critical thinking, creativity, and problem-solving skills. - Reducing Bias and Prejudice: Recognizing diversity helps reduce bias and prejudice, promoting equity and addressing discriminatory behaviors. - Promoting Social Justice: Ensures all students have equal access to opportunities, empowering them to advocate for themselves and others, contributing to a more equitable and just society - Preparing Students for a Global Society: Equips students with the skills to navigate and collaborate in a diverse world, preparing them for global interactions.  Equity vs. Equality ▪ Is equity the same as equality? Equity vs. Equality ▪ Given that equity and equality serve different purposes, how can teachers implement equitable practices in the classroom to better support the diverse needs of their students? https://padlet.com/myhachem/examples-on-equitable-practices-in-the- classroom-l02-i4t6n39l2lgqoe5e  Diversity, Equity & Inclusion Metaphor ▪ The Cake Metaphor ▪ When making a cake, there are essential steps to follow: 1. Gather all the ingredients you will need. (DIVERSITY) 2. Measure the right amounts of each ingredient. (EQUITY) 3. Mix the ingredients together. (INCLUSION) 4. Enjoy and celebrate the final product!! ▪ “Diversity” is the mix of ingredients needed to make a cake (e.g., eggs, sugar, flour) and “inclusion” is the effort that it takes to make the mix work (e.g., the energy needed to mix all ingredients together, the heat to make it rise, etc.) (Turnbull, 2016)  Diversity, Equity & Inclusion (DEI) Diversity Equity Inclusion of people and access, support & meaningful engagement, perspectives opportunity involvement & acceptance  Evolution of Inclusion Video: “The Evolution of Inclusion: The past and future of education” https://www.youtube.com/watch?v=PQgXBhPh5Zo&feature=emb_err_woyt  Why do I need to take this course? ▪ Education legislation transition: School Act Education Act One big difference is the use of the term ‘inclusion’ in the Education Act to describe the learning of all students. Province of Alberta (2015). School act. Retrieved from http://www.qp.alberta.ca/documents/Acts/s03.pdf Province of Alberta (2016). Education act. Retrieved from https://education.alberta.ca/legislation-and-regulations/education-act/ Currently Legislated under Education Act  Why do I need to take this course? Education act states: “Government of Alberta recognizes the importance of an inclusive education system that provides each student with the relevant learning opportunities and supports necessary to achieve success” (pg. 11) “provide a continuum of specialized supports and services to students that is consistent with the principles of inclusive education” (pg. 37) Province of Alberta (2016). Education act. Retrieved from https://education.alberta.ca/legislation-and-regulations/education-act/  Why do I need to take this course? Teaching Quality Standard: “inclusive learning environment means a classroom, school, on-line learning environment or other educational setting structured to anticipate, value and respond to the diverse strengths and needs of all learners” (pg. 3) 4. Establishing Inclusive Learning Environments “A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe” (pg. 6) Alberta Education (2018). Teaching Quality Standard. Retrieved from chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/https://open.alberta.ca/dataset/4596e0e5-bcad-4e93-a1fb-dad8e2b800d6/resource/75e96af5-8fad- 4807-b99a-f12e26d15d9f/download/edc-alberta-education-teaching-quality-standard-2018-01-17.pdf What is Inclusion? – By Analogy  Inclusive Education Establish Inclusive Learning Environments A teacher establishes, promotes and sustains inclusive learning environments where diversity is embraced and every student is welcomed, cared for, respected and safe. Achievement of this competency is demonstrated by indicators such as: (a) fostering in the school community equality and respect with regard to rights as provided for in the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms; (b) using appropriate universal and targeted strategies and supports to address students’ strengths, learning challenges and areas for growth; (c) communicating a philosophy of education affirming that every student can learn and be successful; (d) being aware of and facilitating responses to the emotional and mental health needs of students; (e) recognizing and responding to specific learning needs of individual or small groups of students and, when needed, collaborating with service providers and other specialists to design and provide targeted and specialized supports to enable achievement of the learning outcomes; (f) employing classroom management strategies that promote positive, engaging learning environments; (g) incorporating students’ personal and cultural strengths into teaching and learning; and (h) providing opportunities for student leadership. (pg. 6) Alberta Education (2018). Teaching Quality Standard. Retrieved from https://education.alberta.ca/media/3739620/standardsdoc- tqs-_fa-web-2018-01-17.pdf (a) Fostering equality and respect with regard to rights: ▪ Examples: 1. Implementing anti-bullying programs that emphasize respect for all students regardless of their background. 2. Celebrating diverse cultural holidays and events within the school to promote understanding and respect. 3. Providing training for staff on the Alberta Human Rights Act and the Canadian Charter of Rights and Freedoms. ▪ Non-examples: 1. Ignoring instances of discrimination or bullying based on race, gender, or other protected characteristics. 2. Failing to accommodate students with disabilities as required by law. 3. Allowing school policies that disproportionately affect certain groups of students. (b) Using appropriate universal and targeted strategies and supports: ▪ Examples: 1. Differentiating instruction to meet the diverse learning needs of students. 2. Providing additional support for students who are struggling academically. 3. Using assistive technology to support students with learning disabilities. ▪ Non-examples: 1. Using a one-size-fits-all approach to teaching without considering individual student needs. 2. Failing to provide additional support for students who are falling behind. 3. Ignoring the specific learning challenges of students with disabilities. (c) Communicating a philosophy of education affirming that every student can learn and be successful: ▪ Examples: 1. Regularly sharing success stories of students overcoming challenges. 2. Encouraging a growth mindset by praising effort and perseverance. 3. Setting high expectations for all students and providing the support needed to achieve them. ▪ Non-examples: 1. Labeling students as "incapable" or "unmotivated" without providing support. 2. Focusing only on the achievements of high-performing students. 3. Using negative language that implies some students cannot succeed. (d) Being aware of and facilitating responses to the emotional and mental health needs of students: ▪ Examples: 1. Providing access to school counselors and mental health resources. 2. Implementing social-emotional learning programs. 3. Creating a safe and supportive environment where students feel comfortable discussing their mental health. ▪ Non-examples: 1. Ignoring signs of emotional distress or mental health issues in students. 2. Failing to provide resources or support for students experiencing mental health challenges. 3. Dismissing students' mental health concerns as unimportant or irrelevant. (e) Recognizing and responding to specific learning needs of individual or small groups of students: ▪ Examples: 1. Conducting regular assessments to identify students' learning needs. 2. Collaborating with special education professionals to develop individualized program plans. 3. Providing small group instruction for students who need additional support. ▪ Non-examples: 1. Overlooking the specific learning needs of students with disabilities. 2. Failing to adjust teaching strategies based on assessment results. 3. Ignoring recommendations from specialists or service providers. (f) Employing classroom management strategies that promote positive, engaging learning environments: ▪ Examples: 1. Using positive reinforcement to encourage good behavior. 2. Establishing clear rules and expectations for classroom behavior. 3. Creating engaging and interactive lessons that keep students interested. ▪ Non-examples: 1. Using punitive measures as the primary method of discipline. 2. Allowing disruptive behavior to go unchecked. 3. Failing to create a structured and supportive classroom environment. (g) Incorporating students’ personal and cultural strengths into teaching and learning: ▪ Examples: 1. Including culturally relevant materials and examples in the curriculum. 2. Encouraging students to share their cultural backgrounds and experiences. 3. Using students' interests and strengths to guide lesson planning. ▪ Non-examples: 1. Ignoring the cultural backgrounds and experiences of students. 2. Using a curriculum that does not reflect the diversity of the student population. 3. Failing to recognize and value the unique strengths and contributions of each student. (h) Providing opportunities for student leadership: ▪ Examples: 1. Creating student councils or leadership clubs. 2. Encouraging students to take on leadership roles in group projects. 3. Providing opportunities for students to lead school events or initiatives. ▪ Non-examples: 1. Limiting leadership opportunities to a select group of students. 2. Failing to provide support or guidance for students in leadership roles. 3. Ignoring students' ideas and contributions in decision-making processes. ▪ Six Principles of Inclusive Education (as identified by Alberta Education) — Anticipate, value and support diversity and learner differences — High expectations for all learners — Understand learners’ strengths and needs — Reduce barriers within learning environments — Capacity building — Shared responsibility  Inclusive Education Library https://www.learnalberta.ca/content/ieptLibrary/index.html  Inclusive Education Coded Learning Coded Giftedness Disability  Coding: More than Just a Number Only registered psychologists may administer assessments to ‘code’ students  Emotional/Behavioral Disability Mild/Moderate Severe - An inability to establish or maintain - Has a diagnosis such as: conduct disorder, satisfactory relationships with peers or adults. schizophrenia, bi-polar disorder, severe - A general mood of unhappiness, moodiness, chronic depressive disorder, irritability, withdrawal, temper outbursts, obsessive/compulsive disorders, trauma and fearfulness, avoidance. stress or related disorders, feeding and/or - Inappropriate behaviour or feelings under eating disorders, and may display self- ordinary conditions. stimulation or self-injurious behaviour. In the - Continued difficulty in coping with the learning most extreme and pervasive instances, severe situation in spite of remedial intervention. oppositional defiant disorder may be included - Physical symptoms or fears associated with under this code personal or school problems. - A clinical diagnosis of a severe - Difficulties in accepting the realities of emotional/behavioural disorder by a personal responsibility and accountability. psychiatrist, registered psychologist, or a - Physical violence toward other persons and/or developmental pediatrician is required, in physical destructiveness toward the addition to extensive documentation of the environment quality, nature, frequency and severity of the disorder by school authorities  Funding for Individualized Programs Sporting Art Supplies Equipment Funding for School Year Individualized Supports Textbooks Coded student who Non-coded student needs supports who needs supports  Links to the Brain ▪ Previously, it was believed that the brain is primarily stable after the age of 3. ▪ We now know that this is not the case! ▪ Research from UBC has reported changes in neuroplasticity (i.e., brain’s ability to change and learn) when students are exposed to repetitive and specific experiences. ▪ Better neuroplasticity in certain areas will signify the potential for improved learning (i.e. involving executive functioning, memory, planning, and attention). Boyd, L. (2016). Learning disabilities: Can brain scans show improvements? Retrieved from https://support.ubc.ca/projects/learningdisabilities/  Links to the Brain ▪ Neuroscientists agree that the brain develops at least into a person’s mid-20s, possibly until their 30s. ▪ The developing brain of K-12 students may explain some of their recent trends and decision making: — Swallowing tide pods — Cinnamon challenge — Choking game Arain, M., Haque, M., Johal, L., Mathur, P., Nel, W., Rais, A.,…, Sharma, S. (2013). Maturation of the adolescent brain. Neuropsychiatric Disease and Treatment, 9(1), 449-461. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3621648/  Inclusive Education ▪ Teachers must navigate tension between the ideals of inclusion and the support structures available ▪ Supports for diverse needs (accommodations, psychological assessments, accessible materials) are often dictated by available funding ▪ Inclusion is far more than adherence to standards or implementing support strategies ▪ “Inclusion is not primarily a special education, or even an education, issue. It is a fundamental way of seeing and responding to the human difference for the benefit of everyone involved” ▪ Alberta Education advocates for inclusive, “flexible, and responsive learning environments that can adapt to the changing needs of learners.” Lawrence-Brown, D.,& Sapon-Shevin, M. (Eds.). (2014),Condition critical: Key principles for equitable and inclusive education. New York, NY: Teachers College Press. Alberta Education. Inclusive education. Retrieved from https://education.alberta.ca/inclusive-education/inclusive-education/everyone/overview/  Vygotsky - Defectology Vygotsky’s 1930s Viewpoint on Disability: ▪ Although disability is a noun with negative meaning, it helps us to examine children by special methods positively. ▪ During the development of disabled children, the difference of quality is more meaningful than that of quantity. ▪ If there is appropriate social supportive system, disabled children can overcome emotional disturbance caused by inferiority complex and disadvantageous social position. ▪ Thinking of objects as mediators and not ranking them as “acceptable” and “not acceptable” Yan-Bin, W. (2009). Impact of Lev Vygotsky on special education. Canadian Social Science, 5(5). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.4417&rep=rep1&type=pdf “When activities ensure inclusion, they help students see options, not roadblocks” (Willis & Willis, 2020, p.42) Bringing it together  Exceptional Learners ▪ To support students with exceptionalities or specialized needs, oftentimes these students are referred for a Psychoeducational Assessment ▪ These assessments are completed by a Registered Psychologist ▪ The Psychologist collects information and writes a report on their findings — It is imperative that you understand how to read these reports so that you can support your students  Looking Ahead Next Lecture Tasks & Deadlines Reading and Review the two IPP Understanding cases Psychoeducational Decide which one you Reports want to work on Werklund School of Education Reading and Understanding Psychoeducational Reports Individual Learning: Theories and Applications Winter 2025 Dr. Maryam Hachem  Exceptional Learners ▪ To support students with exceptionalities or specialized needs, oftentimes these students are referred for a Psychoeducational Assessment ▪ These assessments are completed by a Registered Psychologist ▪ The Psychologist collects information and writes a report on their findings — It is imperative that you understand how to read these reports so that you can support your students Reading a Psychoeducational Report  Process of a psychoeducational assessment ▪ Intake interview with parents and/or client ▪ Observation ▪ Interview with teachers ▪ Assessment data — Cognitive Diagnosis — Academic — Social, emotional, and behavioural — Adaptive ▪ Report writing and conceptualization ▪ Feedback to parents Common Misconceptions about Diagnoses Do more harm than good  What is a diagnosis? ▪ Diagnostic label that conveys a similar patterning of symptoms  What should I call it? ▪ Criteria A ▪ Criteria B — Animal — Indoor pet — Has four legs — Has four furry legs — Has a tail — Tail will wag when — Makes noises happy — Barks Dog  Purpose of a Diagnosis ▪ Communicate efficiently ▪ Secure appropriate services ▪ Reliability  Elements of a Diagnosis ▪ Diagnosis itself — Subtypes and/or Specifiers E.g., Attention-Deficit/Hyperactivity Disorder Combined presentation Moderate Severity American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.  How common are these psychological diagnoses? ▪ Worldwide — Best indicators suggest 20-40% of children have clinically diagnosable disorder ▪ Canada — 70% of mental health problems manifest in childhood or adolescence — Over 1/3 of high-school students indicate moderate to serious level of psychological distress Mash & Barkley (2014); Government of Canada (2006). The human face of mental health and mental illness in Canada. Ottawa: Minister of Public Works and Government Services Canada. Boak et al. (2016). The mental health and well-being of Ontario students, 1991-2015: Detailed OSDUHS findings. CAMH Research Document Series no. 43. Toronto: Centre for Addiction and Mental Health.  Why do I (as a future teacher) care about this? ▪ If 20-40% of children are diagnosable with some type of psychological disorder, there is a high chance you will have those students in your classroom. ▪ Strategies that are necessary to support children with psychological diagnoses can also be beneficial for students without diagnoses.  How do I talk about it? ▪ Which term is most appropriate? a) ADHD Jamie b) ADHD kid c) Jamie with ADHD d) Problem student ▪ Use person-first language — Student with X not X student  Psychoeducational Reports ▪ Purpose: convey information about students’ functioning ▪ Audience: teachers, parents, physicians, other psychologists ▪ Types, length, and information covered varies  Psychoeducational Assessment Outline Client information Summary Clinical Impressions Assessment Results Recommendations Relevant Background Information Assessment Procedures Behaviour Observations Appendices  Client Information ▪ Typically this is filled in by software programs from school information ▪ Important to verify and ensure the information is correct  Summary ▪ Provides context to the report ▪ Includes the reason for referral  Clinical Impressions ▪ Includes diagnostic information ▪ Remember the multiple components of diagnoses  Assessment Results ▪ Provides information about student’s functioning based on standardized measures ▪ Focus less on scores and more on the interpretation of the scores ▪ May note observations: — Classroom observations ▪ Typically only elementary students — *Reliability statements ▪ “This is a true representation of X’s functioning” ▪ “This is an under/overrepresentation of X’s functioning”  Assessment Results ▪ Cognitive ▪ Social, Emotional, — How their brain works Behavioural — Changes how you support — Think about this ▪ Academic information holistically and bring it back to school — Performance in academic tasks ▪ Adaptive — Changes what and how — Functioning in day-to-day you teach material life  Recommendations ▪ Use them but consider feasibility in the classroom ▪ School vs home recommendations  Relevant Background Information ▪ Summarized in a table ▪ Contains information about student’s functioning and life circumstances — Collected from parents, teachers, and any other important people in the child’s life ▪ As a teacher, you are looking for anything that may impact school BUT consider the relevance of the information — Always ask if the information is relevant or impacting the student NOW to determine whether to include it in school documents  What to include? ▪ What information would be most important to include on an IPP? a) Taylor’s family goes on yearly trips in March b) Peter is allergic to peanuts c) Connor occasionally experiences bedwetting (nocturnal enuresis) d) Moira’s parents are divorced  What to include? ▪ What information would be most important to include on an IPP of the following background information? [Case of Elsa Shiver, a 14-year-old Grade 9 student] Family History Elsa is an only child living with her parents in Snow Valley. Her father travels frequently for work. Her mother works part-time and is currently going back to school to finish her degree. There is a history of mental health and learning challenges on both sides of Elsa’s family. Her father has trouble with writing and spelling, and uses speech-to-text software to compensate. Her mother struggled with anxiety and depression in the past. Other mental health and learning challenges in Elsa’s extended family include bipolar disorder, anxiety, depression, alcoholism, and ADHD. — Educationally relevant — Possibly educationally relevant — Not educationally relevant  What to include? ▪ What information would be most important to include on an IPP of the following background information? [Case of Elsa Shiver, a 14-year-old Grade 9 student] Birth and development Elsa was born late-term (41 weeks) after a healthy pregnancy. Labour was induced, but no complications were reported. Elsa met all developmental milestones at or before typical limits. Elsa’s mother did report concerns about Elsa’s motor and social skills. Motor Abilities Elsa was reported to be very clumsy as a child. She would frequently bump into walls, “trip over nothing,” and fall up and down the stairs. Elsa continues to struggle with fine and gross motor skills. She is frequently injured in gym class and has great difficulty with printing. — Educationally relevant — Possibly educationally relevant — Not educationally relevant  What to include? ▪ What information would be most important to include on an IPP of the following background information? [Case of Elsa Shiver, a 14-year-old Grade 9 student] Vision Elsa has 20/20 vision in one eye, but her other eye is significantly weaker. She typically wears glasses to help balance this out, otherwise she will get headaches. General Health Elsa is generally in good health. She struggles to fall asleep, estimating only 6 to 7 hours of sleep per night. Elsa continues to struggle with asthma, for which she takes regular medication (Qvar and Ventolin). Elsa’s eating is variable, often changing with her mood. She will go from a regular eater to barely touching her food when she is feeling down. — Educationally relevant — Possibly educationally relevant — Not educationally relevant  Assessment Procedures ▪ List of used measures in the assessment — Important for the assessment data section of your IPP ▪ Some measures seem the same but are different — E.g., WISC-V and WISC Integrated ▪ Each of the measures look at different areas but are ONE measure  Behaviour Observations ▪ Discusses assessment observations related to behaviour, if assessed.  Appendices ▪ Information is generally for other psychologists ▪ Typically ignore these sections unless you are qualified to interpret them — Scores do not depict a student*  Different Report Formats ▪ Difference between older/more traditional report formats and newer report formats ▪ With the newer format, the report is more concise and user-friendly.  Twice-exceptional Learners ▪ A twice-exceptional learner is someone who is intellectually gifted or has exceptional abilities in one or more areas, but also has one or more learning disabilities or challenges, such as ADHD, dyslexia, autism spectrum disorder, or emotional disorders. ▪ Example from our archives: Zandra Zee → posted on D2L under “LT2: IPP” > “Examples”  Looking Ahead Next Lecture Tasks & Deadlines IPP Part A Start a draft of IPP Part A prior to lab on the 24th Individualized Program Planning Part A Individual Learning: Theories and Applications Winter 2025 Secondary  Preparation for this Week To maximize your productivity during the lab session, please read: 1. IPP: Instructions and Rubric 2. Standards for Special Education 3. Individualised Program Plan (do NOT use their examples) — Working Through the IPP Process (Chapter 1) — Planning for Transitions (Chapter 8) — Transition Planning Protocol for Youth with Disability – Secondary 4. Five Moore Minutes (2018) - Inclusion 2.0: Teaching to Diversity 5. Case Study 6. Example IPP (i.e., Wyatt and Samantha)  Outline ▪ Explanation of IPP Learning Task ▪ Introducing the IPP ▪ Breaking Down the Essential Information — Student information — Administrative information IPP — School history — Medical conditions — Specialized assessment results — Current level of performance — Student strengths — Student areas of need — Classroom accommodations — Transitions  Preparation for Next Week Please have a draft of your IPP completed before your lab  Groups for IPP Form groups of 5-6 English Teacher Math Teacher Homeroom Teacher Biology Teacher Learning Resource Teacher  Groups for IPP IPP- Part B IPP- Part A Introducing the IPP Process  Alberta Education: Working Through the IPP Process ▪ Chapter 1: Working Through the IPP Individualized Process Program Planning ▪ Chapter 5: Using Classroom Assessment to Support the IPP Process ▪ Chapter 6: Selecting Accommodations and Strategies ▪ Chapter 8: Planning for Transitions 2006 (elementary students) ▪ Transition Planning Protocol for Youth with Disabilities (secondary students)  What is an IPP? ▪ A written commitment of intent by the learning team to ensure appropriate planning for students with special education needs ▪ A concise plan of action to address education needs based on information that has been systematically collected to provide a basis for intervention and programming ▪ Each student identified as having special education needs must have an IPP or some other formal document that serves as an IPP ▪ Variability exists across school divisions but the core content of the IPP should remain fairly consistent  A Coordinated Effort ▪ The development and implementation of an IPP is a coordinated effort by the learning team ▪ The learning team is a group of people who consult and share information relevant to the individual students’ needs, education, and programming — Classroom teacher — Parents (Family Goal Setting) — Student (where/when appropriate) — Additional school and district staff (e.g., resource teachers, specialists) — Principals — Special education coordinators — Health-related specialists (e.g., SLPs, PTs, OTs, Psychologists)  An IPP is: ✓ Developed to address the needs of the learner ✓ A collaborative team effort ✓ A planning document that helps monitor and evaluate student progress ✓ A document for communicating progress to the learning team ✓ A summary of the individualized goals that the student will work towards during the school year ✓ A summary of accommodations that are expected to be helpful for the student ✓ An ongoing record to ensure continuity ✓ A guide for transition planning An IPP is:  An IPP is: Demographic Background related to learning  An IPP is: Background related to learning An IPP is: An IPP is:  Developmental Process of an IPP ▪ The development of an IPP should begin as soon as the student has been identified as having special education needs ▪ Typically developed at the beginning of each school year (i.e., September) ▪ Some information may remain the same from year to year but other information would be expected to change Essential Information for an IPP According to Alberta Education  Student Information ▪ Identifying information about the student ✓ Student name ▪ Most school districts have programs that fills this for you. ✓ Date of birth ▪ YOU are responsible for checking this information to ensure it is correct. ✓ Current school ✓ Current grade ✓ Guardian names  Administrative Information ▪ Information related to the running of the school as an organization ▪ More pertinent to the school team than others ▪ Most school districts have ✓ Special Education Code programs that fills this for you. ✓ Dates that the IPP is valid ▪ Again YOU are responsible for checking this information to ✓ Primary/homeroom teacher ensure it is correct. ✓ Special education coordinator  School History ▪ Names of schools previously attended including grades ✓ Name of school attended for each grade Again YOU are responsible for checking this information to ensure it is correct.  Medical Conditions that Impact Schooling ▪ Any medical information relevant to the student learning needs ▪ Only information directly related to learning ▪ Use discretion and consult on a case-by-case basis; be sensitive to individual families’ wishes in sharing certain information ▪ Generally looking for diagnosed medical conditions, medication use, medical events identified as particularly relevant — For example, ADHD, epilepsy, Asthma, head injury, hearing/vision concerns ▪ It should also be noted if there are no known medical conditions  What TO Do Include any medical diagnoses and specifiers (e.g. single episode) Note medication use (past and current) in relation to specific concerns (i.e. why the medication was used). Do not include non-pertinent information such as the use of oral contraceptives or multivitamin use Sleep can be included if it is an area likely impacting the student at school Example from a Grade 9 student’s IPP  Overview of the Types of Assessment Data 1. Specialized Assessment Data: Formal; diagnostic/programming specific; conducted by qualified professional within district or often times external to the district 2. Current Level of Performance: Informal; school specific; conducted by yourself as classroom teacher or other specialized teacher within the local school team 3. Assessment Related to IPP Goals: Informal; specific to IPP goals; conducted by yourself as classroom teacher or other specialized teacher within the local school team  3 Types of Assessment Data 1. Specialized assessment data: formal, standardized testing done for diagnostic and programming purposes completed by qualified professionals — Cognitive and psychological assessments; medical or other health-related assessments; formal observations — Generally conducted every 2-5 years  1. Specialized Assessment Results ✓ Reports from specialized assessments ✓ Current medical, vision, hearing, physical, neurological, speech-language pathology, occupational therapy, physiotherapy, psychological or psychiatric assessments (these may be medical, but we are referring to reports or formal assessments) ✓ Current data from within the last 2-3 years, unless older and still highly relevant, or only documentation available ✓ Assessment type, date, tools used, and person who completed assessment should be listed unless not available in the original report ✓ A summary of results is optional but required by some districts (and for your assignment) ✓ For important phrases or descriptions it is appropriate (and encouraged) to quote directly from the original report (BUT, please do not cut-and-paste the whole report) ✓ Generally include descriptive ranges only (e.g., average, low average)  1. Specialized Assessment Results Summary of the Date of the information in Report the assessment Names of the type of assessment, and the tools/tests used  What TO Do List only one assessment in a row (i.e. ONLY the psychoeducational assessment listed in this row) List most recent assessment first List appropriate test abbreviations Sufficient information in results section across all major areas in the psychoeducational assessment while still being concise Include any clinical diagnoses made as a result of the assessment  Question True or False: This assessment summary contains too much detail and needs to be more concise. TRUE FALSE  3 Types of Assessment Data 2. Current level of performance (or classroom assessment): “snapshot” of how the student is performing in the classroom in relation to grade-level expectations or their own individualized programming completed by classroom teachers — Report cards; informal reading, writing, math inventories; teacher classroom observations — Level B tests conducted by qualified teachers — Generally conducted annually or more frequently  2. Current Level of Performance and Achievement ✓ Report card information and grade-level equivalent scores ✓ May be necessary to break down according to subject areas ✓ Document even if a student is at grade level in certain core subject areas ✓ May be documented using graded scales (i.e., %) or degree of mastery (i.e., all, most, some) ✓ Could include writing samples, math or reading inventories, curriculum-based measurements or behaviour and work habit checklists ✓ Teacher anecdotes 2. Current Level of Performance and Achievement  What TO Do List grades but also what areas they were achieved in (if known) Beyond grades, comment on other major areas in report cards (in this case, her organization, self-talk, and helpfulness) Comment on CBM, including what test was used, when it was administered, and the outcome  3 Types of Assessment Data 3. Assessment related to IPP goals: procedures and sample indicators used to assess progress on specific IPP goals throughout the school year — Observations; checklists; collecting and analyzing student work; progress monitoring tools; specific performance tasks — Generally conducted by the classroom teacher, special education coordinator or other in-school specialists — Generally conducted 3 or more times as the student progresses towards their annual goals  3. Assessment Related to IPP Goals ▪ This type of assessment is addressed in IPP Part B  Student Strengths ✓ Any strength that is relevant to the individual student. Examples may include: -Processing skills (e.g., working memory) -Communication (e.g., expressive language) -Learning preferences (e.g., visual) -Organizational skills (e.g., time-management) -Personal characteristics (e.g., motivation) -Interests and hobbies (e.g., computer programming) -Non-academic pursuits (e.g., hockey)  Student Strengths Samantha is good at being… Samantha is good at being highly motivated to learn  What TO Do List at least 6 strengths, across different areas of functioning (i.e. academics, cognitive, behaviour) The listed strengths are appropriately chosen to accurately reflect the specific student Be specific (e.g. instead of stating “motivated”, writer listed “highly motivated to learn”) Only include one strength in each line (“and” suggests you’re doing too much)  Student Areas of Needs ▪ Description should link to assessment data ▪ Where does the student need to grow according to specialized assessment data and current level of performance? ▪ NOT listing weaknesses but phrasing in terms of need: — Strategies to improve… — X strategy to support... — Reduced... — Increased...  Student Areas of Needs Samantha needs… Samantha needs strategies to support completion of mathematics calculations  What TO Do Write what the student ‘needs’ to help them develop instead of listing weaknesses (e.g. instead of writing “attention”, - could write “strategies to support attention and focus within the classroom”) Choose the most appropriate and significant areas of need for the particular student (ONE per line) Include a range of areas (i.e. in this case, related to mood, academics, and behaviour) Be specific! (e.g. instead of writing “support self-regulation skills” this teacher wrote, “recognition and labeling of emotional states in order to self-regulate”)  Question Can these areas of need be improved? How?  Required Classroom Accommodations ▪ Changes or alterations to the regular way that a student is expected to learn, complete tasks or participate in the classroom ▪ Special teaching or strategies to support student needs, equipment or other supports that remove or lessen the impact of the students’ area of difficulty ▪ Special accommodations for provincial achievement tests and diploma exams are only approved when they have been provided throughout regular classroom instruction and have been identified on the current IPP  Required Classroom Accommodations ✓ Anything that might give the student the same opportunity to succeed as other students. Examples may include: -Simple strategies (e.g., preferential seating near teacher) -Modifications to materials (e.g., larger print) -Differences in how the student is expected to access information (e.g., written as opposed to auditory instruction) -Differences in how the student is expected to demonstrate learning (e.g., oral as opposed to written evaluation) Required Classroom Accommodations  What TO Do Be clear and specific – include what the accommodation will be and what it is intended to address Make sure that specified accommodations appropriately map onto the student’s areas of need Be sure that all areas of need are reflected in the accommodations  Question What is the main problem with these accommodations? a) Too many accommodations listed b) Accommodations are too vague c) Not appropriate for the classroom d) Unrealistic for teachers to provide  Planning for Transition ▪ IPP must include information about upcoming transitions in the learning environment ▪ Plan for preparing the student for new situations and challenges that can be anticipated ▪ May be small changes (e.g., moving classrooms) or more major changes (e.g., moving from elementary to junior high school)  Planning for Transitions ✓ Examples may include: -Small changes throughout the day (e.g., between teachers) -Major transitions (e.g., senior high to post-secondary training) -Adjusting to new living environments -Day-to-day routine (e.g., substitute teacher) -New learning activities (e.g., small group discussion) -New expectations (e.g., organizing materials independently) Planning for Transitions  What TO Do Specify what upcoming transitions may require support Indicate specific strategies that may ease the transition for the student Indicate any history that may suggest a difficulty with transitions and how those can be supported Include large AND small transitions  Question What is the main problem with this transition plan? a) This is not a transition plan b) No indication of how to support transition c) No information provided about his difficulties with transitions, and what could be done to help those d) All of the above  Year End Summary ▪ Describes what goals, accommodations, and strategies were most successful for the student over the past year ▪ Includes suggested goals for next year ▪ Includes recommendations for what supports should be continued next year ▪ *Not required for your IPP learning task  Looking Ahead ▪ Next Lecture: IPP Part B ▪ Please Read: 1. Individualized Program Planning: Chapter 7 - Making Goals Meaningful, Measurable and Manageable 2. Individualized Program Planning: Chapter 2 – Encouraging Parent Involvement 3. Additional Resources  Looking Ahead ▪ During your lab tomorrow, you will: — Join your groups of 5-6 — Discuss and compile each of your Part A drafts into ONE document — First author will submit the IPP for the group ▪ During your Monday lab next week, you will: — Learn how to create specific long-term goals  Individualized Program Planning Part B Individual Learning: Theories and Applications Werklund School of Education Winter 2025 Secondary  Readings ▪ Before today’s class, you should have read: 1. Individualized Program Planning: Chapter 7 - Making Goals Meaningful, Measurable and Manageable 2. Individualized Program Planning: Chapter 2 – Encouraging Parent Involvement ▪ Other useful resources: — Council for Inclusive Education (2016) – BOATS: ▪ Teaching (pp. 49-59) — Five Moore Minutes (2019) - See Ya Later S.M.A.R.T. Goals!  Outline ▪ IPP as Holistic Document ▪ Involving Parents, Students, Other Teachers, Educational Assistants, and others ▪ Measureable Goals — Long-term Goals — Short-term Objectives — Assessment Procedure — Strategies to Support Objectives ▪ Parent Summary An IPP is: Holistic Plan: Every Section Flows from Previous  Holistic Plan: Include Others During Planning Phase ▪ Include the student, parents, and other educators. ▪ Page 87 of Individualized Program Planning Reading ▪ Unfortunately, for the IPP learning task, we do not provide you with parents to talk with before developing goals. Measurable Goals and Objectives  Goals and Objectives ▪ Goals and objectives are the core of the IPP and provide the framework for programming ▪ MUST be measureable to ensure that teachers, parents and others can gauge how well the student is progressing ▪ If not measurable, they can’t keep us accountable Identifying Student Needs ▪ If student needs are primarily academic, then select Chapter 7 goals in those academic areas Making Goals Meaningful, Measurable and Manageable ▪ Goals can also focus on social skills, self-regulation, 2006 behaviour, personal independence etc.  General Framework for Writing Goals SMART Goals Specific: written in clear language, precisely to a target skill S Measurable: info for describing, assessing and evaluating progress is included M Achievable: realistic for the student A Relevant: meaningful for the student R Time-limited: can be achieved in a designated time period T  Long-Term Goals ▪ An annual long-term goal is a statement of one specific learning outcome that a student could realistically be expected to accomplish in one year ▪ A positive statement that describes an observable event + Long Term Goals ▪ Multiple annual goals are included in an IPP Annual Goal ▪ Must reflect current level of performance — Where is the student now? — Where do you want them to be? — How will you get them there? — How will you know that they have accomplished it? Current Level of Perfor m ance Moving Target Moving Target  Your IPP Part B Assignment ▪ Long-term goal #1: Academic/Behavioural/Social/Emotional (your choice) ▪ Long-term goal #2: Behavioural OR Social/Emotional ▪ Long-term goal #3: Academic ▪ Please ensure you have at least ONE Academic and ONE behavioural/social/emotional goal for IPP Part B **None of these cases are severe enough to warrant a one-on-one teaching aide.** Examples of Long-Term Goals Examples of Long-Term Goals  What TO Do - Make sure the goal is measurable by including frequency of objective behaviour - Make sure that the goal is time-bound - Be sure that the goal aligns with an area of need for the student - Be specific!  Question The main problem with this goal is: a) Not a realistic goal b) Not specific enough c) Both of the above  Question The main problem with this goal is: a) Not a realistic goal b) Not specific enough c) Both of the above  What NOT to DO This goal is trying to: a) improve comfort during presentations b) utilize prior volleyball experiences c) connect singing to other contexts  Short-Term Objectives ▪ Steps necessary to achieve the annual goal ▪ Stepping-stones between current level of performance and the annual goal + Long Term Goals ▪ Indicators that the goal is being achieved Annual Goal ▪ Each long-term goal is generally supported by 2- 5 short-term objectives ▪ How will you move the student from their current level of performance to the annual goal? Current Level of Perfor m ance  Ensuring Measurability in Short-Term Objectives ACTION: what the student will know CONTEXT: when, where, or under or be able to do what conditions the student will do the action Steve will correctly use periods and in daily writing assignments questions marks TERMS: criteria for successful TIMELINE: the expected achievement achievement; how well, how many date for an objective times or how long the student is expected to perform the task with 50% accuracy by February 1st Steve will correctly use periods and question marks in daily writing assignment with 50% accuracy by February 1, 2019. Short-Term Objectives  What TO Do - Make the objectives clear and specific including an observable outcome, a timeframe, and behaviour frequency. Also be sure to specify who is in charge of different aspects (e.g. Samatha is finding strategies vs. Samantha will choose from three teacher selected strategies) - Make sure that the STO’s are scaffolded and all align with the LTO - Be sure that behaviour frequencies are attainable (e.g. no child can pay attention 100% of the time)  Question These short-term objectives ONLY contain? a) Action b) Context c) Terms d) Timeline  Assessment Procedures for Evaluating Progress ▪ A brief summary of how each short-term objective will be monitored ✓ Example techniques may include: -Teacher observation -Student self-monitoring -Checklists -Periodic sampling of behaviour -Number of assignments completed -Analysis of work samples -Progress monitoring inventories  Overview of the Types of Assessment Data 1. Specialized Assessment Data: Formal; diagnostic/programming specific; conducted by qualified professional within district or often times external to the district 2. Current Level of Performance: Informal; school specific; conducted by yourself as classroom teacher or other specialized teacher within the local school team 3. Assessment Related to IPP Goals: Informal; specific to IPP goals; conducted by yourself as classroom teacher or other specialized teacher within the local school team  3 Types of Assessment Data 3. Assessment related to IPP goals: procedures and sample indicators used to assess progress on specific IPP goals throughout the school year — Observations; checklists; collecting and analyzing student work; progress monitoring tools; specific performance tasks — Generally conducted by the classroom teacher, special education coordinator or other in-school specialists — Generally conducted 3 or more times as the student progresses towards their annual goals  Progress Review ▪ Date by which you intend to review progress on each short-term objective ▪ An indication of whether or not the objective was achieved ▪ If student is not achieving objectives, modification may be necessary ▪ Consider why the objective has not been achieved (e.g., not realistic, not measurable, intervention/support strategies ineffective) and adjust accordingly ▪ Adjustments to short-term objectives may have implications for the long-term goal, revisit if necessary Assessment Procedures  What TO Do - Make sure that the assessment procedures are clear as to how it will be known that the STO has been achieved - Be specific (e.g. “Samantha will keep a noteboook” is unclear without adding “and write out strategies she has researched and tried in her different classes…”) - Be sure that it is clear who is responsible for the assessment (e.g. her homeroom teacher) - Be sure that what is being measured by the assessment procedure aligns with the STO  Question True or False: Measureable evidence is clearly identified in these procedures TRUE FALSE  Question True or False: This assessment is feasible for the classroom TRUE FALSE  Strategies to Support Objectives ▪ A brief list of the strategies and services that will be put in place to support the student as they work to achieve the objectives ▪ Distinct from classroom accommodations because specific to the objectives but there may be some overlap ▪ Note any ongoing services that the student is receiving outside of the classroom or school setting if they are relevant to the objectives (e.g., counselling/therapy services, academic intervention group) ▪ For our assignment, NONE of the case studies are severe enough to have a one-on-one personal assistant  What TO Do - Provide specific strategies that will be used to support the student in reaching their goal - Make sure the strategies explicitly align to the objectives – be clear as to what the link between the strategy and objective is - Be sure the strategies are feasible within the classroom context. The above example is very good in terms of specificity and alignment with the STO. - Do not include having access to a school counsellor as that may not be feasible.  Question True or False: As a substitute, you fully understand how to execute these strategies to support objectives TRUE FALSE  Presenting IPP to Parents ▪ Once your IPP has been written, it is important that you explain all the information to parents (they MUST sign the IPP to indicate they approve the IPP). ▪ It is your job to explain the IPP to parents so that they will have no questions regarding any part of the IPP ▪ Your explanation to parents should not contain any acronyms or jargon because they are often not trained with your background  What TO Do -Explain what an IPP is -Be clear as to what the areas of focus in the IPP will be -Use multiple sources of information -Be sure to include specific student strengths -Be sure to elicit feedback from parents/promote a collaborative school-home relationship  General Areas to Discuss with Parent/Guardians ▪ Introduction: a quick welcome to the parent/guardian ▪ Review the relevant background information – verify for accuracy ▪ Discuss the positive ways the student currently contributes to the classroom ▪ Provide an overview of the three goals: — How the goals were developed based on the students’ strengths, areas of needs, and/or diagnoses — How the student will be supported in the classroom to meet their goals — What strategies will be used in the classroom to support the student — How will the parents/guardians know the student has met their goal ▪ How will the IPP support the students’ upcoming transitions ▪ Engage the parents/guardians: ask them if they have any questions, feedback, or concerns to address ***NOTE: this is not comprehensive; your specific case may need additional or fewer areas*** What TO Do Example:  During Your Lab: Your Turn ▪ In your IPP Part A group, work together to make one goal ▪ Submit this goal to your instructor for feedback — Your submission should include: ▪ One long-term goal ▪ Three short-term objectives ▪ Three assessment procedures ▪ Strategies to support objectives — One member of your group will submit the goal and then relay feedback ▪ Submit this to Dropbox on D2L under LT1: Week 3 Lab Task ▪ Ensure all group members names are on the document  Looking Ahead ▪ Next Lecture: — Lecture 6: Student Mental Health, with Dr. Gabrielle Wilcox ▪ Next Week’s Lectures: — Lecture 7: Q&A session with Panel of School Psychologists — Lecture 8: Formative Feedback Week 3 Lab Task due Friday by the end of the lab session Critical Reflection #1 due Monday, February 3 at 12:30 pm  LT3: Critical Reflection #1 ▪ Due: February 3, 2025, by 12:30 PM (10%) ▪ Reflect on the following scenario (500-700 words): Imagine you are a teacher in a diverse classroom that includes students with a range of learning needs and backgrounds. In the past few weeks of the course, we have discussed several important topics, including inclusive education, psychoeducational reports, individualized program plans (IPPs), creating goals in an IPP, and student mental health. ▪ Reflect on how you would create an inclusive classroom environment that supports all students, supports the implementation of effective IPPs, and addresses student mental health. In your reflection, consider the following: — How would you identify and meet the diverse needs of your students, with and without IPPs, through inclusive education strategies? — How would you use your understanding of psychoeducational reports to create meaningful and achievable goals within an IPP, and ensure these goals are met? — How would you support the mental health and emotional well-being of all your students in conjunction with your inclusive education approach and use of IPPs? Note on Quizzes: If you have an accommodation letter and will be completing your quiz at the SAS office, you will need to: 1. Book your Quiz at a time PRIOR to the original Quiz time. 2. EMAIL US with your booked time because we will need to adjust the availability of the Quiz on your D2L. Please do this ASAP! Werklund School of Education Providing Formative Feedback to Address Individual Student Needs Individual Learning: Theories and Applications Winter 2025 Secondary  Outline 1. Types of Feedback 2. Use of feedback as rewards or reinforcements 3. How to provide feedback & factors to consider 4. Feedback Literacy 5. Designing feedback for uptake 6. Mock Quiz at the end of the lecture!  Types of Feedback Two main broad categories of feedback in teaching and assessment: 1. Formative Feedback: Ongoing feedback given during the learning process to help students improve their performance and understanding. It is typically specific, constructive, and aimed at guiding students towards better learning outcomes. 2. Summative Feedback: Feedback provided at the end of a learning period, such as at the end of a unit, term, or year. It evaluates student performance against a standard or benchmark, often in the form of grades or scores.  Specific Types of Feedback ▪ Within these two categories, other specific types of feedback may be used, like: 1. Descriptive Feedback: Details what the student did well and where to improve, focusing on specific aspects of their work. 2. Corrective Feedback: Addresses errors and guides students toward the correct understanding or performance. 3. Evaluative Feedback: Judges the quality of student work, often including grades or scores. 4. Process Feedback: Provides insights into improving study habits, strategies, and approaches. 5. Peer Feedback: Students give feedback to each other, helping develop critical evaluation skills. 6. Self-Assessment Feedback: Encourages students to evaluate their own work, fostering self-reflection and responsibility for learning.  Feedback as Rewards or Reinforcements ▪ Feedback often targets specific purposes (e.g., cognition and behavioural) — Behavior: designed to identify good behavior; helps improve future behaviour — Cognition: designed to identify students’ areas of support and enhance them; helps improve future performance ▪ Both purposes are subject to STUDENTS’ emotional evaluation of the feedback  Feedback as Rewards or Reinforcements External rewards tend to work well for behavior related purposes: ▪ Being exempt from a final exam for perfect attendance ▪ Walking the convocation stage for obtaining passing grades ▪ What other types of rewards have you experienced in a classroom?  Feedback Reinforcement = Praise How can we effectively use praise? ▪ Praise students' efforts and specific work strategies ("process praise") and outcomes when they do well, rather than praising them for their intelligence ("person praise"). — Having the mindset that you are either smart or not smart has serious negative consequences for learning ▪ Discourage students from attributing successes and failures to things over which they have no control (poor luck, or how smart or "dumb" they are). — Focusing on effort and process may lead to increased persistence, self- evaluation, intrinsic motivation and resilience when students encounter obstacles and setbacks – students have control of their own success. Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press Dweck, C.S., & Molden, D.C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. Elliot & C.S. Dweck (Eds.), The handbook of competence and motivation. New York: Guilford. Kamins, M. & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.  Praise for a Growth Mindset Fixed mindset Growth mindset ▪ Intelligence is unchangeable, ▪ Intelligence can be increased which leads to worry about through their own efforts and whether they have high or low guidance from teacher. intelligence. ▪ Leads to increased effort and ▪ As a result, students avoid desire to seek challenges looking “bad”. In face of which is associated with self- challenge, they are more likely efficacy and resilience. to exhibit academic withdrawal and decreased engagement Dweck, C.S. (1999). Self-Theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press Dweck, C.S., & Molden, D.C. (2005). Self-Theories: Their impact on competence motivation and acquisition. In A. Elliot & C.S. Dweck (Eds.), The handbook of competence and motivation. New York: Guilford. Kamins, M. & Dweck, C.S. (1999). Person vs. process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835-847. Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.  Growth Mindset ▪ Aim for creating a growth or constructive mindset among your students ▪ Students whose teachers praise effort and work strategies rather than praising intelligence will: — Apply more, not less, effort when material is difficult for them — Seek challenges — Set higher goals for themselves — Look at failures as opportunities to learn — Learn more  How to Deliver Difficult to Hear Feedback Feedback Sandwich Start with something positive Deliver the difficult to hear feedback End on a positive note, a ‘moving forward’ plan  Class Discussion ▪ How would you sandwich this information? ▪ You need to tell a parent and student, during a Celebration of Learning, that the student talks with their friends in the hallway before class for such a long time that they are constantly 5-10 minutes late everyday, which has resulted in the student missing the start of every lesson which may explain their lower grades.  Feedback as a Learning Tool ▪ We design learning to include feedback LOOPS, but sometimes we end up with feedback STRAIGHT PATHS Current State Search/Retrieval Response Evaluation (feedback) Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: 10.3102/0034654307313795  Two-Way Feedback Teacher Student Feedback Provide meaningful feedback Use the feedback  Factors to Consider when Giving Feedback 1. Specificity — Details of how to improve answers, rather than just indicating correctness 2. Complexity and length — Too long could induce negative effect 3. Timing — Immediate vs delayed feedback 4. Scaffolding — Assist in doing something more challenging that could not be done without it and can be removed (more on this later) Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: 10.3102/0034654307313795  Factors to Consider when Giving Feedback 4. Learner level — Low-achieving vs. high-achieving students 5. Response certitude — Elaborate for wrong response, constrained for students certain about answers 6. Goal orientation — Keep learners motivated and engaged with attainable and reasonable goals (more on this later) 7. Normative feedback — Should be self-referenced and focused on individual progress Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: 10.3102/0034654307313795  What the Research Says ▪ Study by psychologist Ellis Page in 1958: Impact of grades and teacher comments on students’ achievement 74 secondary school teachers administered an assessment to students and scored with a numerical score and its letter grade of A, B, C, D, or F. Teachers then randomly divided students’ papers into three groups. Page evaluated the effects of different groups by considering students’ scores on the very next assessment given in the class.  What the Research Says Teachers randomly divided students’ papers into three groups: Group 1 Group 3 only the numerical score, a letter grade, score and letter Group 2 and individualized grade score, a letter comments grade, and a standard comment comments corresponding to the teachers’ personal A: Excellent! Keep it up. feelings and instructional B: Good work. Keep at it. practices C: Perhaps try to do still better? D: Let’s bring this up. F: Let’s raise this grade!  What the Research Says Students who received the standard comments with their grade achieved significantly higher scores than those who received only a score and grade. Students who received individualized comments did better than both. Grades can have a beneficial effect on student learning only when accompanied by standard or individualized comments from the teacher.  What the Research Says ▪ Butler (1988) study: ▪ 132 Grade 5/6 students ▪ Achievement level: High or Low ▪ Type of assessment: grades, comments, both ▪ Outcomes: “performance” and “interest” in the task Day 1 – Test #1 Day 2 – Feedback Day 3 – Test #2 Performance 1) Grades Performance Survey measuring 2) Comments Survey measuring interest 3) Both interest Butler,, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482. Retrieved from http://www.richardnelsononline.co.uk/blog/wp-content/uploads/2014/07/Effects-of-No-Feedback-Task-Related-Comments-and-Grades-on-Intrinsic-Motivation-and-Performance.pdf  Factors to Consider when Giving Feedback What do you think the results indicated? ▪ Performance: Type of Feedback High Achievers Low Achievers Comments Grades Comments and Grades ▪ Interest: Type of Feedback High Achievers Low Achievers Comments Grades Comments and Grades Butler,, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482. Retrieved from http://www.richardnelsononline.co.uk/blog/wp-content/uploads/2014/07/Effects-of-No-Feedback-Task-Related-Comments-and-Grades-on-Intrinsic-Motivation-and-Performance.pdf  Factors to Consider when Giving Feedback What do you think the results indicated? ▪ Performance: Type of Feedback High Achievers Low Achievers Comments Grades No Change Comments and Grades No Change ▪ Interest: Type of Feedback High Achievers Low Achievers Comments Grades Comments and Grades Butler,, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474-482. Retrieved from http://www.richardnelsononline.co.uk/blog/wp-content/uploads/2014/07/Effects-of-No-Feedback-Task-Related-Comments-and-Grades-on-Intrinsic-Motivation-and-Performance.pdf  Practical Implications ▪ Use Constructive Comments: Providing specific, constructive comments can enhance students' motivation and performance by focusing on their effort and improvement. ▪ Limit Grades and Praise: While grades and praise can be motivating, they may also lead to a focus on comparison and self-worth rather than learning and effort. ▪ Balance Feedback Types: Combine task-involving feedback (i.e. comments) with occasional grades to maintain motivation without overemphasizing comparison.  High- and Low-Achiever Game 1. Delayed feedback High achiever 2. Immediate feedback Low achiever 3. Directive feedback (corrective, explicit) Low achiever 4. Facilitative feedback (hints, clues) High achiever 5. Scaffolding Low achiever 6. Verification feedback High achiever  High and Low Achievers High Achievers Low Achievers Delayed Feedback Immediate Feedback Facilitative Feedback (hints, Directive Feedback clues) (corrective, explicit) Verification Feedback Scaffolding  So what is better? Grades or comments? → Research shows mixed results. → Many factors influence the effects of feedback: — Type of Assessment (e.g., multiple-choice vs. projects) — Subject Area (e.g., language arts vs. mathematics) — Student Age/Grade Level (e.g., elementary vs. college) — Academic Background (e.g., high vs. low achievers) — Economic Background (e.g., privileged vs. disadvantaged) — Self-Efficacy Beliefs (e.g., belief in influencing grades) — Nature of Feedback (e.g., ego-involving vs. task-involving) — Interaction of Grades and Comments (e.g., impact varies by grade) Guskey, T. R. (2019). Grades versus comments: Research on student feedback. Phi Delta Kappan, 101(3), 42-47. Retrieved from: https://www.kappanonline.org/grades-versuscomments-research-student-feedback-guskey/  Grades as Feedback ▪ Grades are labels for performance levels, useful for guiding learning. ▪ Grades should be based on clear criteria, not comparisons among students. ▪ Norm-based grades harm motivation and student relationships. ▪ Criterion-based grades alone aren't enough for improvement. ▪ Grades paired with individualized comments enhance learning. ▪ Students and families should see grades as a temporary measure of progress. ▪ Teachers' informed judgments help students become more more more thoughtful judges of their own work. Guskey, T. R. (2019). Grades versus comments: Research on student feedback. Phi Delta Kappan, 101(3), 42-47. Retrieved from: https://www.kappanonline.org/grades-versuscomments-research-student-feedback-guskey/  Comments as Feedback ▪ Essential aspects of feedback when using comments (Bloom, 1968, 1971, 1976; Bloom et al., 1981): 1. Start with Positivity: Highlight what students did well and recognize achievements. 2. Specify Areas for Improvement: Clearly indicate where students need to focus their efforts. 3. Provide Guidance: Offer steps for improvement to meet learning criteria. 4. Show Confidence: Convey belief in students' ability to succeed and achieve goals. Guskey, T. R. (2019). Grades versus comments: Research on student feedback. Phi Delta Kappan, 101(3), 42-47. Retrieved from: https://www.kappanonline.org/grades-versuscomments-research-student-feedback-guskey/  Reflection ▪ How many of you have a friend who received feedback on an assignment that was about one unit late (e.g., 3-4 weeks)? ▪ How many of you have a friend who did not look at/briefly skimmed the written feedback provided by a teacher?  Designing Feedback for Uptake ▪ Feedback is useless if it is not used to improve learning ▪ Feedback must be of high quality and must be timely AND ▪ Students need to learn how to understand and use feedback  Feedback Literacy Power of Feedback ▪ Feedback is the most powerful influence on achievement, but its impact varies greatly (Hattie 2009). ▪ Defined as the process where learners interpret information and use it to enhance their work or strategies. ▪ Emphasizes the student's role in their learning: understanding and applying feedback to improve.  Feedback Literacy Student Feedback Literacy ▪ Definition: Understanding, capacities, and dispositions to interpret and use feedback to enhance learning. ▪ Key Aspects: o Understanding what feedback is and how to manage it o Using feedback productively o Appreciating the roles of teachers and themselves in feedback processes ▪ Students with well-developed feedback literacy: o Recognize their active role in feedback o Continuously develop judgment skills about own work o Manage emotional responses positively  Feedback Literacy ▪ Student Feedback Literacy Appreciate Feedback Take Action Manage Make Affect Judgements Adapted from Carless & Boud (2018)  How can I help my students develop feedback literacy? 1. Understanding that feedback is emotional — Remind them that feedback is intended to help us grow and improve — Model to students how tricky it is for you to receive feedback yourself 2. Teach them how to ask for the feedback they need — Encourage students to ask open-ended but specific questions about their work — Offer rubrics so they can focus on the most important parts of the task 3. Incorporate feedback in learning activities — Peer feedback and analyzing exemplars can help develop feedback literacy — Practicing giving constructive feedback to others helps their own feedback literacy 4. Opportunities to practice using feedback to improve learning — Weigh the value of feedback (who is it coming from, is it relevant to the task?) — Decide if to use it and how, or to move on  Developing Feedback Literacy Seek Feedback Use Understand Feedback the to Learn Feedback www.floopedu.com  Designing for the Uptake of Feedback ▪ Example: Scaffolded Assignments —IPP Part A → IPP Part B ▪ Other Examples?  Class Discussion How would you provide feedback or design your class so that students would use your feedback to improve their understanding of the subject? https://padlet.com/myhachem/how-would-you-provide-feedback-or-design-your-class-so- that--1im33fqjjjiox7n3  Technical and Emotional Elements ▪ We may be able to match the correct technical elements of providing feedback for each student to maximize their learning based on previous research. ▪ However, whether or not a student decided to read or use your feedback is often dependent upon their emotional and mental evaluation of how ‘safe’ this feedback is.  Evaluation of your Feedback – Tone TONE matters! ▪ Although you may have the best intentions for giving feedback (i.e., want what is best for student), if they view you as a threat the feedback may not be used in a meaningful way  Evaluation of your Feedback – Relationships ▪ Importance of teacher-student relationships — Positive relationships — A strong relationship will help with many elements of the classroom, including making it easier to deliver feedback — Understanding your students well helps you know how best to give them feedback (every student is different!)  Looking Ahead ▪ Next Class: — QUIZ 1 — Neuromyths ▪ Friday Laboratory: — Work period for IPP Part B, due Monday, February 10 at 12:30 pm ▪ Monday Laboratory: — Effective Teaching Strategies Let’s Do a Mock Quiz!  Tips for the Quiz ▪ Please arrive on time — If you arrive late and most students have already started the quiz, it may be distracting for others and for you at the end once everyone else is done. ▪ Please only have the device you are using for the quiz in front of you. ▪ Please use a reliable device to complete the quiz (e.g. laptop, mobile device) — If technical difficulties happen and your quiz session is interrupted, you may be allowed to restart depending on the time remaining, or you may need to reschedule for a different day. ▪ If you finish and submit the quiz prior to the 30 min, please remain seated and calm to avoid distracting others. Mental Health in Schools Gabrielle Wilcox, PsyD, NCSP, RPsych January 30, 2025 Agenda Concepts Mental illness versus normal discomfort Prevalence Supporting mental wellbeing General supports Teacher mental health and student wellbeing Know your skill set and role Concepts What is Mental Health? Mental Health Is NOT a Dichotomy OR  “a state of mental well-being that enables people to cope It is a Continuum with the stresses of life, realize their abilities, learn well and work well, and contribute to their community.” (World Health Organization, 2023, para. 1).  Cognitive Social Perception of Relationship self as learner, quality critical thinker Physical Psychological Activity, Affect and nutrition emotion Well- Being (OECD; 2017) Difference between normal distress and disorder Everyone feels sad or anxious sometimes A disorder requires: ✓Functional impairment in multiple environments (home, school/work, social) ✓Specific symptoms ✓Intensity that is more than expected for life circumstances Glamourizing Mental Health Problems Especially on social media Everyone is an “expert” Twitter bios include a list MH disorders A growing conversation Beginning research but quite limited Jadayel et al., 2017; Tanner, 2015 Consequences TEDTalk: https://www.youtube.c People don’t believe the disorders are om/watch?v=3PeM6L dUWcA real News: https://www.youtube.c People don’t learn to manage “typical” om/watch?v=CH3_hC3 emotions effectively 2Obo People with diagnosed disorders don’t get the help they need Prevalence Mental Health Problems in Kids Anxiety ADHD, LD, & Behaviour Depression problems Anxiety ADHD, LD Autism Spectrum Disorder Merkingas et al., 2010 Adults with a Mental Health Disorder 70% Diagnosed BEFORE 18 Diagnosed AFTER 18 Bowers et al., 2013  Student Mental Health Broadly Gabby Orcutt Unsplash Anxiousgeneration.com; Haidt, 2024 Anxiousgeneration.com; Haidt, 2024 Similar findings in Askari et al, 2021  Mental Health in Canada It is not just a US problem 01 02 03 Meet Criteria for a Mood, Anxiety, or Poor Mental Health Poor Mental Health Behavioural Disorder 7% of 12–14-year-olds 17% of 15-17-year-olds 18%-22% of 4-14-year-olds Government of Canada, 2019 Georgiades et al., 2019  Closer to Home Calgary Children’s Hospital 36% 20% 86.5% Hospital Admission Specialized Services Self-Harm Increase in MH visits to ED Increase in MH children Increase in MH visits to ED requiring hospital admission. needing specialized services. due to self-harm Lee, 2023 Supporting Mental Wellbeing As teachers… ✓ you will have direct contact with students. ✓ you are crucial in your students’ academic, social, and emotional development. ✓ Collaborate with others 20  Effective Teachers “Research has documented that effective and ineffective classroom managers do not differ in terms of how they respond to misbehavior but in terms of their ability to maintain student engagement in academic tasks and prevent problem behaviors from occurring.” Rathvon p. 73 Classroom Management Authoritarian Laissez Faire Authoritative Bosworth et al., 2018; Lauren & Collins, 2009 ;Popkin, 1993 Authoritarian Classrooms Never any flexibility in rules Often harsh consequences Little focus on relationships with students  Laissez Faire Classrooms Students have a lot of freedom and few rules or expectations Relies on students to be self- directed Often chaotic More off-task behaviour Students don’t know what is in/out of bounds Overwhelming for neurodiverse https://teacherwise.wordpress.com/2013/04/11/a-warning-to-young- people-dont-become-a-teacher/ students  Authoritative Classrooms There are clear boundaries and consistent consequences Consequences are not emotional Increases students’ feelings of safety Increases on-task behaviors Supports positive relationship building  Develop Strong Relationships with Students Set clear expectations for classroom behaviour Establish Maintain Restore Bank Aim for 5 Pay positive time positive attention to with