Supporting Diverse Learners with More Reliable, Formative Assessments

Teachers can support diverse learners with more reliable formative assessments by employing strategies that are inclusive, responsive, and tailored to the individual needs of each student.  Crucially, an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) can significantly enhance the reliability of assessments for diverse learners. An ICORT Mindset.can foster a positive and supportive learning environment where diverse learners feel valued, respected, and motivated to engage in assessments. When students feel cared for and respected, they are more likely to approach assessments with confidence and enthusiasm, leading to more reliable outcomes.

A caring and respectful mindset recognizes the unique strengths, challenges, and backgrounds of each learner. Educators with an ICORT mindset are more inclined to use diverse assessment methods that accommodate different learning styles, abilities, and cultural backgrounds.  This thereby increases the potential for an assessment to be fair and equitable for all students.

Let’s agree that trust is essential for accurate assessment outcomes. When students trust their educators and believe that assessments are designed to support their learning rather than simply judge their performance, they are more likely to engage authentically and provide accurate responses. An ICORT mindset fosters trust and rapport between educators and learners, which enhances the reliability of assessment results.

An optimistic mindset encourages a belief in the potential for growth and improvement. Educators with an ICORT mindset emphasize the value of learning from mistakes and setbacks, rather than viewing assessments as measures of fixed ability. This promotes a Growth Mindset (Dweck, 2014) among students, leading to more accurate assessments that reflect their true potential and progress over time.

Trustworthy, formative assessment practices involve clear communication and transparency about assessment objectives, criteria, and expectations. Educators with an ICORT mindset prioritize open and honest communication with students, ensuring that they understand the purpose of assessments and how their performance will be evaluated. Clear guidelines and feedback contribute to more reliable assessments by reducing ambiguity and confusion.

A respectful mindset acknowledges and challenges biases and stereotypes that may impact assessment outcomes. This is particularly impactful for diverse learners. Educators with an ICORT mindset actively strive to minimize bias in assessment design, administration, and evaluation, ensuring that assessments accurately reflect students' knowledge, skills, and abilities regardless of their background or identity.

By cultivating an intentional, caring, optimistic, respectful, and trustworthy mindset, educators can create a supportive learning environment.  Therefore, diverse learners are more likely to feel valued, motivated, and empowered to demonstrate their true abilities. This, in turn, leads to more reliable assessments that provide meaningful insights into students' learning and growth.

How can an ICORT-minded teacher support diverse learners through more reliable, formative assessment processes? There are strategies that are inclusive, responsive, and tailored to the individual needs of diverse learners.  For instance, teachers can:

·     Use multiple assessment methods whereby a variety of assessment methods are employed to accommodate diverse learning styles and preferences.

o   These might include written assignments, oral presentations, projects, quizzes, demonstrations, peer assessments, and self-assessments.

·       Communicate the objectives, criteria, and expectations for each formative assessment task.

o   Providing rubrics or grading criteria can help students understand what is expected of them and how their work will be evaluated.

·     Provide prompt feedback after formative assessments to help students understand their strengths and areas for improvement.

o   Feedback should always be specific, constructive, and actionable, focusing on the learning goals and individual student needs.

·        Differentiate formative assessments to meet the diverse needs of students.

o   Fair is not always equal (Wormeli, 2017). Offering alternative tasks or adjustments in the assessment process accommodates differences in ability, background, language proficiency, and learning pace.

·        Foster opportunities for peer collaboration and support during formative assessments.

o   Peer feedback, group discussions, and collaborative projects can enhance learning and provide valuable insights for diverse learners.

·     Integrate technology tools and platforms to facilitate formative assessments and provide personalized learning experiences.

o   Digital tools can offer adaptive feedback, interactive activities, and opportunities for self-paced learning.

·       Encourage students to reflect on their learning process and assess their own progress.

o   Directly teach metacognitive strategies such as goal setting, self-monitoring, and self-reflection to help students become more independent learners.

·       Ensure that formative assessments are culturally relevant and inclusive of diverse perspectives.

o   Use examples, materials, and contexts that resonate with students' cultural backgrounds, experiences, and Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019).

·       Offer students choices in how they demonstrate their learning during formative assessments.

o   Respective of Universal Design for Learning Principles and Guidelines (Rose & Meyer, 2002; CAST, 2018) allow students to select topics, formats, or approaches that align with their interests and strengths, which promotes engagement and ownership of learning.

Using ongoing formative assessments is a reliable way to monitor students' progress and adjust instruction as needed. Regular check-ins, informal observations, and formative quizzes can help teachers identify learning gaps and provide timely interventions. By implementing these strategies, ICORT-minded teachers can create more reliable formative assessments that support the diverse needs of all learners, leading to improved learning outcomes and academic success.

 

To Cite:

Anderson, C.J. (March 31, 2024) Supporting diverse learners with more reliable, formative assessments. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer]. Retrieved from: udlguidelines.cast.org

 

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in

            households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.

             Journal of Invitational Theory and Practice, v25 p5-13

 

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.

 

Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated classroom. Stenhouse Publishers. Retrieved from https://eric.ed.gov/?id=ED592455

Yes, Teacher Candidates Should be Proficient with Impeccable Planning, Effective Instruction, and Reliable Assessment of Learning

Teacher candidates must be proficient in planning, instruction, and assessment for several reasons, as these are crucial components of effective teaching and student learning. Proficiency in these areas demonstrate teacher candidates are better able to create a dynamic and effective learning environment that promotes student success (Darling-Hammond, Hyler, & Gardner, 2017). These skills are fundamental to the teaching profession and subsequently contribute significantly to the quality of education provided to students.  An intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive, supportive, and well-managed learning environment. Let’s discuss why proficient demonstration of these skills are minimal expectations for the teacher candidate’s “Day One Readiness.”

Impeccable planning ensures that a teacher candidate has clear objectives and goals for each lesson. Effective instruction helps in delivering content that engages students and facilitates understanding. Proficient teacher candidates can plan and implement differentiated instruction to meet the diverse needs of their students. This includes adapting teaching methods, materials, and assessments to cater to various learning styles and abilities.

Proficiency in planning ensures that lessons align with curriculum standards and learning objectives. This alignment is crucial for students to progress through a coherent and structured educational experience. Planning is essential for effective time management. Effective teachers need to allocate time for each lesson component, ensuring that there is a balance between introduction, instruction, practice, and assessment. This helps maximize the use of instructional time. Well-planned lessons and effective instruction contribute to a positive classroom environment. When students are engaged and understand the expectations, a more conducive learning atmosphere is the result.

By creating measurable objectives for their lessons, teacher candidates can then develop and utilize reliable assessment that measures the extent to which students have mastered the learning objectives. Reliable assessment allows teachers to hold students accountable for their learning and provides opportunities for reflection on teaching practices. Analyzing assessment data helps teachers identify areas of strength and areas that need improvement. During clinical experiences. teacher candidates need opportunities to design, implement, and assess instructional activities This hands-on experience helps them understand the importance of formative and summative assessment, as well as providing constructive feedback to students to support their learning. This cycle of planning, instruction, and assessment is fundamental to achieving positive student learning outcomes.

Teachers need to communicate with parents, administrators, and other stakeholders about student progress. Clear planning, effective instruction, and reliable assessment provide tangible evidence of student achievements and areas for growth (Grossman & Fraefel, 2024). Reflecting upon the effectiveness of lessons and assessments allows teacher candidates to refine and enhance their instructional strategies over time.

Therefore, effective clinical experiences play a crucial role in preparing teacher candidates to be "Day One Ready." Practical, hands-on opportunities allow the teacher candidate to apply and reinforce the knowledge and skills gained during the teacher preparation programs.  Crucially, clinical experiences allow teacher candidates to apply theoretical knowledge in real-world classroom settings. This hands-on practice helps bridge the gap between theory and practice, enabling candidates to understand how to adapt their knowledge to diverse and dynamic classroom environments.

One of the most challenging aspects for new teachers is effectively managing a classroom. Clinical experiences provide teacher candidates with the chance to practice and develop classroom management skills.  These skills include behavior management, establishing routines, and creating a positive learning environment based on an ICORT Mindset.

Effective teaching involves catering to diverse learning needs. Clinical experiences expose teacher candidates to a variety of learners with different abilities, learning styles, and backgrounds. This exposure helps the teacher candidate develop the skills to differentiate instruction and provide students with opportunities for success rather than frustration anxiety, and tension (Lavoie, 1987).

In real classrooms, teachers need to work closely with other educators, administrators, and parents. Clinical experiences promote collaboration and communication skills as teacher candidates interact with various stakeholders in the education system. This collaboration helps them understand the importance of teamwork in achieving educational goals.

During clinical experiences, teacher candidates should be encouraged to engage in reflective practice. Prompts should invite teacher candidates to critically analyze their teaching methods and the impact upon student learning. This self-reflection is crucial for continuous improvement and professional growth, fostering a Growth Mindset (Dweck, 2014) that embraces lifelong learning.

Classrooms are dynamic, diverse environments.  As a result, unexpected challenges can arise. Clinical experiences expose teacher candidates to the unpredictable nature of teaching, helping them develop adaptability, resilience, and problem-solving skills necessary for success in the profession. Exposure to diverse classrooms during clinical experiences helps teacher candidates develop cultural competence and willingness to increase their Funds of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019). They learn to appreciate and address the diverse needs and backgrounds of their students, fostering an inclusive and equitable teaching approach.

Numerous researchers, including some that are listed herein, have investigated teacher preparation programs to assess their effectiveness and identify areas for improvement. Yes, the field of education research is vast and different researchers may focus on various aspects of teacher preparation.  However, let’s reach consensus that effective clinical experiences provide teacher candidates with the practical skills, knowledge, and dispositions necessary for successful teaching. Through these experiences, candidates become more confident, adaptable, and "Day One Ready" to effectively navigate the complexities of their future classrooms.

To Cite:

Anderson, C.J. (February 29, 2024) Yes, teacher candidates should be proficient with impeccable planning, effective instruction, and reliable assessment of learning. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. Retrieved from:  https://learningpolicyinstitute.org/product/teacher-prof-dev

 

Grossman, P. & Fraefel, U (2024).  Core practices in teacher education. Harvard Education Press. ISBN: 9781682538692

 Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in          households, communities, and classroom: Routledge

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.  Journal of Invitational Theory and Practice, v25 p5-13

In an Inclusive Classroom, Your ICORT Mindset Invites Optimal Student Engagement and Success

Advocates for Invitational Education theory and practice know that an intentional, caring, optimistic, respectful, and trustworthy (ICORT) mindset (Purkey & Novak, 2016; Anderson, 2021) is crucial for fostering an inclusive and supportive learning environment. When educators adopt such a mindset, they create a positive atmosphere that encourages optimal student engagement and success, particularly for learners with diverse needs. Let’s explore how an ICORT mindset can positively impact the learners within an inclusive classroom:

Being intentional results in the desire to tailor instruction and provide individualized support.  Being intentional involves recognizing and addressing the diverse needs of students. Educators can differentiate instruction, using varied teaching methods and materials to accommodate different learning styles and abilities. Recognizing and responding to individual needs requires intentional efforts to provide additional support or accommodations as necessary.

Being caring builds relationships and provides needed emotional support.  A caring attitude helps in building positive relationships with students. When students feel valued and cared for, they are more likely to be engaged and motivated to succeed. Providing emotional support is crucial, especially for students who may face additional challenges. This can involve empathy, active listening, and creating a safe space for expressing thoughts and concerns.

Exhibiting optimism embraces a Growth Mindset (Dweck, 2014) and celebrates success.  Cultivating a growth mindset encourages students to see challenges as opportunities for learning and improvement. An optimistic approach fosters resilience and perseverance, crucial for students facing diverse learning needs. Focusing on and celebrating each student's achievements, regardless of size, contributes to a positive and optimistic atmosphere.

Mutual respect values diversity and utilizes inclusive language.  An atmosphere of respect acknowledges and appreciates the diversity of learners. Educators can incorporate diverse perspectives into the curriculum and create an environment where all students feel included and respected. Using inclusive and respectful language contributes to a positive classroom culture where students feel acknowledged and understood.

Promoting trustworthiness, of course builds trust and collaboration. Trust is foundational in any learning environment. Students need to trust their educators to provide the necessary support and resources for their success. Building trust involves consistency, transparency, and follow-through on commitments. Trusting relationships also extend to collaboration with parents, support staff, and specialists to ensure a holistic approach to meeting students' needs.

Yes, an ICORT mindset helps educators create an inclusive classroom whereby every learner is valued, supported, and given opportunities to succeed. An ICORT mindset establishes a foundation for positive interactions.  The result would be diverse learners experiencing a sense of belonging, and your classroom being an environment conducive to learning and growth for all students. 

To Cite:

Anderson, C.J. (January 31, 2023) In an inclusive classroom, your ICORT mindset invites optimal student engagement and success. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE

Invitational Education Theory in Quantitative Research: ICORT can be an independent or dependent variable

The basic elements of Invitational Education (IE) theory: Intentionality, care, optimism, respect, and trust (ICORT) as noted by Purkey and Novak (2015) as well as Anderson (2021)) can be the reliable dependent or independent variable(s) in quantitative research involving social emotional learning initiatives. The ICORT elements of IE theory focus on creating a positive and inclusive learning environment. While IE theory is more qualitative and philosophy-oriented, it is possible to incorporate ICORT as reliable, dependent or independent variables in quantitative research involving social-emotional learning (SEL) initiatives. For instance, when developing your quantitative methodology with ICORT as the dependent variable, potential researchers are invited to consider the following:

•  Explicate ICORT to create operational definitions. Clearly define and operationalize each of the ICORT variables in measurable terms. For instance, develop specific indicators or survey items that capture behaviors or attitudes related to intentionality, care, optimism, respect, and trust.
•  Create quantitative measurement tools.  Design surveys or questionnaires that align with the operational definitions of ICORT. These instruments should be quantifiable and capable of producing numerical data. Likert scales or other quantitative measurement scales can be used to assess participants' perceptions of the learning environment in terms of intentionality, care, optimism, respect, and trust.
•  Plan for pre- and post-assessments. Implement pre- and post-assessments to measure changes in ICORT variables before and after the SEL initiatives. This allows for subsequent analysis of the impact of social-emotional learning interventions on the perceived level of intentionality, care, optimism, respect, and trust within the educational setting.
•  Establish comparison groups.  Create control or comparison groups to compare the outcomes of SEL initiatives. Ensure that there is a group that does not receive the intervention, thereby assessing whether changes in ICORT variables are specific to the SEL program.
•  Plan for statistical analysis. Utilize appropriate statistical analyses to examine the relationships between SEL initiatives and ICORT variables. This may involve t-tests, ANOVA, regression analysis, or other statistical techniques depending on the research design and data distribution. In this regard, either become astute yourself or network well with a quantitative methodologist.
•  Embrace the efficacy of longitudinal studies. Consider conducting longitudinal studies to track changes in ICORT variables over an extended period. This approach provides a more in-depth understanding of the sustained impact of SEL initiatives on intentionality, care, optimism, respect, and trust.
•  Incorporate qualitative data.  While the focus is on quantitative measures, consider integrating qualitative data through interviews or open-ended survey questions. Mixed methodology can provide additional insights into the participants' experiences and perceptions related to ICORT variables.
•  Validate your measurement scale (Boateng, Neilands, Frongillo, Melgar-Quiñonez, & Young, 2018). Ensure any measurement scales developed for ICORT variables are valid and reliable. This involves testing the instruments to confirm that they are accurately measuring what they intend to measure.

Alternatively, when conducting quantitative research involving social-emotional learning (SEL) initiatives, the basic Invitational Education (IE) tenets: Intentionality, care, optimism, respect, and trust (ICORT) can be considered as independent variables. Potential researchers seeking to develop their methodology in this way must still operationalize concepts, but their strategies will differ to establish each aspect of ICORT as the independent variables in the quantitative study.  Therefore, when developing your quantitative methodology with ICORT as the independent variable, potential researchers are invited to consider the following:

• Separate the ICORT mnemonic to create operational definitions. Clearly define each of the ICORT variables in measurable terms. Develop operational definitions that can be translated into specific behaviors, attitudes, or observable indicators within the context of the SEL initiatives.
•  Create quantitative measurement tools.  Design reliable and valid measurement tools to assess the level of intentionality, care, optimism, respect, and trust. This could involve developing survey items, questionnaires, or other quantitative instruments that capture participants' perceptions of these variables.
•   Establish baseline measurement.  Conduct a baseline measurement of the ICORT variables before implementing the SEL initiatives. This will serve as a reference point to compare changes and assess the impact of the interventions.
•  Establish experimental and control groups.  When (ethically) possible, establish both experimental and control groups. The experimental group would receive the SEL interventions, while the control group would not. This allows for a comparison of changes in ICORT variables between the two groups.
•  Plan for either randomization or matching.  Whenever randomization is not feasible, consider using matching techniques.  This will help to ensure that the experimental and control groups are comparable in terms of ICORT variables at the beginning of the study.
•  Implement well-developed SEL initiatives.  Once the research-based SEL initiatives are clearly developed, implement with the experimental group. This could include activities, programs, or interventions designed to enhance social-emotional skills and well-being.
•   Conduct post-intervention measurement.  After the completion of the SEL initiatives, measure the ICORT variables again. This post-intervention measurement will help assess whether there are significant changes in intentionality, care, optimism, respect, and trust as a result of the SEL interventions.
•  Plan for statistical analysis. Use appropriate statistical analyses to examine the impact of SEL initiatives on the ICORT variables. This may involve conducting inferential statistical tests, such as t-tests or ANOVA, to determine whether there are significant differences between the experimental and control groups. Seriously, if you took Statistics as pass/fail, you are encouraged to network well with a quantitative methodologist or plan to hire a research assistant proficient with a quantitative analysis tool such as IBM’s Statistical Package for the Social Sciences (SPSS).  SPSS is a comprehensive statistical software package used for data analysis in social science research. SPSS includes a wide range of statistical procedures, data manipulation capabilities, and data visualization tools. Common analyses include descriptive statistics, inferential statistics (t-tests, ANOVA, regression), factor analysis, and more.
•  Alternatively, Microsoft’s Excel is a spreadsheet program widely used for data entry, manipulation, and basic statistical analysis.  While not as sophisticated as dedicated statistical software such as SPSS, Excel is readily accessible.  Excel can perform basic statistical analyses, including descriptive statistics, t-tests, and correlations.
•  Utilize a tool to conduct correlation analysis. Explore correlations between specific components of SEL initiatives and changes in ICORT variables. This can help identify which aspects of the interventions are most strongly associated with improvements in intentionality, care, optimism, respect, and trust.
•  Embrace the efficacy of longitudinal studies. While time is always a factor in conducting and completing research projects, consider conducting longitudinal analyses to assess the sustainability of changes in ICORT variables over time.  The result could provide clearer insights into the long-term impact of SEL initiatives.

By following the steps suggested above, researchers can quantitatively investigate the relationship between SEL initiatives, and ICORT as either a dependent variable or as independent variables represented by the ICORT mnemonic as explicated in Invitational Education theory. This structured approach provides a quantifiable way to evaluate the effectiveness of social-emotional learning interventions in fostering positive and inclusive educational environments.

 

To Cite:

Anderson, C.J. (December 31, 2023) Invitational Education theory in quantitative research: ICORT can be an independent or dependent variable. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

 

References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Boateng GO, Neilands TB, Frongillo EA, Melgar-Quiñonez HR and Young SL (2018) Best Practices for Developing and Validating Scales for Health, Social, and Behavioral Research: A Primer. Front. Public Health 6:149. doi: 10.3389/fpubh.2018.00149

Purkey, W. W., & Novak, J. M. (2015). Fundamentals of invitational education. (2^nd Ed) International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Humanics. Retrieved from: http://invitationaleducation.net/featuredbooks.html

 

Slife, B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions in research: A best-practices approach. Journal of Mind and Behavior, 37(2), 119–139.

 

How a PLC can Optimize Learners’ Success by Sharing Effective Scientific Concepts and Psychological Tools

Five factors provide a specific framework believed to contribute to school success or failure (Purkey & Siegel, 2013). The five powerful factors–people, places, policies, programs, and processes (the Five P’s) become highly significant due to their separate and combined influence (Purkey & Siegel, 2013). Interdependently, the Five P’s provide limitless opportunities for evaluation and development of organizational climate. Grounded in Invitational Education theory, the Five P’s “address the total culture or ecosystem of almost any organization” (Purkey & Siegel, 2013, p. 104). Educators trained to develop their emotional intelligence as part of their professional leadership repertoire can proactively utilize both their cognitive and metacognitive skills (Brackett & Katulak, 2007).

Invitational Education (IE) theory contributes to school effectiveness by the way that its leaders demonstrate care for, and support of, the efforts of others (Halpin, 2003; Purkey & Siegel, 2013). The basic tenets of IE theory exhibited by an inviting leader include intentionality, care, optimism, respect, and trust (ICORT).  Implementation of IE theory promotes ICORT (Purkey & Novak, 2016; Anderson 2017) and thereby provides a means of summoning people to realize their relatively boundless potential in all worthwhile human endeavors (Burns & Martin, 2010). An effective professional learning community (PLC), therefore, can be the spearhead in a school’s desire to make better possible.

Creating a professional learning community (PLC) focused on reducing learning overload and achieving the "learning for all" mission involves collaboration, shared responsibility, and a commitment to applying scientific concepts and psychological tools. An educator is a member of that school’s PLC.  Therefore, as a developing servant leader and effective teacher, please access, review, and add the following strategies to your developing “pedagogical toolbox.”

Ensure the school has a Clear Mission and Vision.  Clearly define the mission and vision of the school regarding "learning for all." Emphasize the importance of creating an inclusive and supportive learning environment.

Help strengthen, or actually form, a Collaborative PLC.  Bring together teachers, administrators, psychologists, and other relevant staff to form a collaborative PLC. Foster a culture of openness, trust, and shared responsibility within the PLC.

Offer to provide or participate in Professional Development.  Provide ongoing professional development opportunities for educators to learn about scientific concepts and psychological tools related to reducing learning overload. Seek out experts or arrange workshops to enhance the understanding of cognitive science and psychology in education.

Utilize Data-Driven Decision Making.  Collect and analyze data related to student learning, engagement, and well-being. Use data to identify areas where learning overload may be occurring and tailor interventions accordingly.

As a valuable member of the school’s PLC, encourage implementation of Evidence-Based Practices.  Model the implementation of evidence-based teaching strategies that align with scientific principles of learning and memory. Share research findings and encourage colleagues to adapt their instructional methods based on the latest evidence.

Help to create Support Systems.  Establish support systems for both students and teachers. Provide resources for teachers to manage their own workload and stress, fostering a positive environment for both educators and students.

Inspire utilization of Student-Centered approaches.  Remember what you cherished as a student!  Inspire a shift towards student-centered learning approaches that allow for individualized instruction. Use psychological tools such as positive reinforcement, growth mindset interventions, and mindfulness practices to enhance student well-being.

Willingly, initiate collaboration with Experts.  Collaborate with psychologists, educational researchers, and other experts to gain insights into effective strategies for reducing learning overload.  Create partnerships with local universities or research institutions for ongoing support and collaboration.

Model Parent and Community Involvement.  Involve parents and the community in the mission to reduce learning overload. Educate parents on the importance of a balanced approach to education and seek their support in promoting student well-being.

Practice continuous Reflection and Self-Improvement.  Foster a culture of continuous reflection and improvement within the PLC.  Regularly assess the effectiveness of implemented strategies and adjust them based on feedback and outcomes.

Research (Comer, 1998; Reeves, 2008) reaffirmed the earlier findings by Edmonds (1979) and Lezotte (1991) that the basic beliefs of effective schools are important for school improvement.  Effective Schools Model promotes district-wide, systemic restructuring that provides continuous improvement, thereby ensuring every child has access to a quality education and an equal educational opportunity. The seven correlates, which embraces and enriches an effective PLC, have been shown to provide schools with a comprehensive framework for identifying, categorizing, and solving the problems confronting schools.   Again, you are intentionally invited to access, review, and add the strategies listed above to your developing “pedagogical toolbox” and become part of your school's improvement plan. 

 

To Cite:

Anderson, C.J. (November 30, 2023) How a PLC can optimize learners’ success by sharing effective scientific concepts and psychological tools. [Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical  perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

Brackett, M. A., & Katulak, N. A. (2007). Emotional intelligence in the classroom: Skill-            based training for teachers and students. In J. Ciarrochi & J. D. Mayer (Eds.), Applying emotional intelligence: A practitioner's guide, 1-27.  Psychology Press.

Burns, G., & Martin, B. N. (2010). Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational Leadership Style of Leadership. Journal of Invitational Theory & Practice, 1629-55. Retrieved from EBSCOhost

Comer, J. P. (1998). Educating poor minority children. Scientific American, 259(5) 42-48.

Edmonds, R. (1979). Effective Schools for the Urban Poor. Educational Leadership, 37, 15-24. Grand Canyon University (producer). (2011, October). EDA805 Module 1 Lecture

 Lezotte, L. W. (1991) Correlates of Effective Schools: The First and Second Generation. http://www.effectiveschools.com/images/stories/escorrelates.pdf

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)             International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 Purkey, W. W., Schmidt, J. J., & Novak, J. M. (2010). From conflict to conciliation: How             to defuse difficult situations. Thousand Oaks, CA: Corwin Press. ISBN: 9787452212104

 Purkey, W. W., & Siegel, B. L. (2013). Becoming an invitational leader: A new approach to professional and personal success. Atlanta, GA: Humanics. Retrieved from: http://invitationaleducation.net/featuredbooks.html

 

Co-Teachers: Try Sharing a Vision for Implementing Universal Design for Learning and Utilizing Accessible Educational Materials!

At its core, Universal Design for Learning (UDL) encourages collaboration among educators and ongoing professional development to better implement the three guiding UDL principles:  

• Provide multiple means of engagement.
• Provide multiple means of representation.
• Provide multiple means of action and expression.

Furthermore, related UDL checkpoints provide a bridge for differentiated planning that can be used to assess the effectiveness of collaboration and professional development efforts. For instance, are teachers effectively sharing strategies and best practices for UDL implementation?  Currently, how well do you and your colleagues embrace the UDL Checkpoints in planning for optimal success of diverse learners?  

Beyond debate, advocates for UDL encourage utilization and integration of assistive technology. Therefore, you are invited to participate in an ENRICHMENT opportunity.  Bookmark the following, share as apropos, and add to your pedagogical toolbox:  Access resources  elaborated upon within the National Center on Accessible Educational Materials (AEM) for Learning at CAST.

The AEM Modules

Five modules cover a full range of best practices for providing accessible materials and technologies. Each module guides participants through three cumulative levels of activities using AEM Center resources and expertise (Level 1: Start, Level 2: Reach, and Level 3: Stretch). Depending on the number of levels completed, each module is a two- to four-hour commitment.

Module 1: Introducing Accessible Materials & Technologies

Module 2: Creating Accessible Digital Documents

Module 3: Locating Captioned Videos & Creating Your Own

Module 4: Selecting Accessible Digital Materials & Technologies

Module 5: Providing Accessible Formats for PreK-12 Learners

Collaboration is often more effective when there is a shared vision.  For this reason, those that are, or will be, co-teaching in an inclusive classroom should consider UDL and AEM as a shared vision and opportunity for mutual professional development. Collaborative teaching in inclusive education classrooms, often referred to as co-teaching, involves two or more educators working together to provide specially designed instruction to meet the diverse needs of students with disabilities or other special needs, who are learning alongside typically developing peers in a single classroom.

Co-teaching offers numerous advantages.  Co-teaching also presents several implementation challenges. Let’s review and reflect upon these advantages and challenges:

Diverse Expertise creates advantages.  The co-teaching model allows educators with different expertise to combine their skills and knowledge. Therefore, a general education teacher and a special education teacher can work together, leveraging their strengths to benefit all students.

Individualized Support creates advantages.  By having multiple teachers in the classroom it becomes easier to provide individualized support for students with diverse needs. This can lead to improved learning outcomes and a more inclusive environment.

Reduced Student-to-Teacher Ratio creates advantages.  Co-teaching reduces the student-to-teacher ratio.  This can result in more individualized attention for students and better classroom management.

Modeling Inclusion creates advantages.  Co-teachers can demonstrate the principles of inclusion and collaboration to students.  This fosters a more inclusive school culture and promotes acceptance and understanding among peers.

Professional Development creates advantages.  Co-teachers learn from each other and share strategies, techniques, and best practices. This ongoing professional development can improve the skills of both educators.

The Need for Compatibility presents implementation challenges.  Co-teaching partnerships work best when educators have compatible teaching styles, philosophies, and communication styles. Finding compatible partners can be difficult.

Time and Planning needs can create implementation challenges. Co-teaching requires extensive planning and coordination between teachers. This can be time-consuming and may result in additional workload for both educators.

Lack of Role Clarity increases implementation challenges. Establishing clear roles and responsibilities for each co-teacher is essential. Ambiguity can lead to conflicts and confusion within the inclusive classroom.

Lack of Professional Development exacerbates implementation challenges. Not all educators are trained in co-teaching strategies.  This can hinder effective implementation. Providing adequate professional development opportunities is crucial.

Classroom Space and Lack of Resources can create implementation challenges. Inclusion classrooms may lack the physical space and necessary resources to support co-teaching effectively. This can make it challenging to create an optimal learning environment.

Resistance from students, parents, or colleagues who may not understand or support co-teaching can create significant implementation challenges. Changing attitudes and building a culture of inclusion can take time. Why is an Intentional, Caring, Optimistic, Respectful, and Trusting (ICORT) mindset crucial throughout the school to make inclusion work (Purkey & Novak, 2016; Anderson, 2021)?

Assessment and Evaluation needs and expectations provide implementation challenges. Co-teachers must collaboratively design assessments and grading procedures. Ensuring equity, fairness and consistency can be complex (Childress, 2009).

Student Diversity in inclusive classrooms often present as a wide range of student abilities and needs. The planning and support necessary to meet all these needs simultaneously can be demanding. This implementation challenge requires creative teaching strategies. Therefore, specialized training and an embrace of the students’ funds of knowledge is beneficial (Moll, Gonzalez, & Amanti, 2009; Roe, 2019) is needed. Special education teachers may require additional training to support students with specific disabilities, and general education teachers may need training in inclusive practices.

Yes, co-teaching in inclusive education classrooms offers many advantages in terms of student support and teacher development. However, co-teaching in inclusive education classrooms also comes with challenges related to compatibility, planning, role clarity, resource allocation, and changing attitudes. Successful implementation of co-teaching requires ongoing commitment, additional professional development, and strong collaboration skills between educators to provide the best possible learning experience for all students. 

To Cite:

Anderson, C.J. October 31, 2023) Collaborative Teachers: Share a vision for implementing

universal design for learning and utilizing accessible educational materials!

[Web log post]  Retrieved from http://www.ucan-cja.blogspot.com/

 

Additional References:

Anderson, C. J. (2021). Developing your students' emotional intelligence and philosophical

 perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.

 

Childress, S. M. (2009). Six Lessons for Pursuing Excellence and Equity at Scale. Phi Delta Kappan, 91(3), 13-18.

Moll, L., González, N., & Amanti, C. (2009). Funds of knowledge: Theorizing practices in

            households, communities, and classroom: Routledge

 

Purkey, W. W., & Novak, J. M. (2016). Fundamentals of invitational education. (2^nd Ed)

            International Alliance for Invitational Education. Retrieved from: BOOKS | IAIE (invitationaleducation.org)

 

Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge.

             Journal of Invitational Theory and Practice, v25 p5-13