View
216
Download
1
Category
Tags:
Preview:
Citation preview
ABOUT THE CONSULTANCY
Project Goals
Implement an integrative curriculum in state-funded Pre-K classrooms Early literacy and oral language Social relationship/self-regulation skills
Two models of training: Web training: Curriculum training workshop and access to Web-
based material and examples On-Line consultancy: Above, PLUS weekly online consultation
providing direct feedback on teacher performance
Anticipated Outcomes
Outcomes to be studied: Language, Literacy, Social Relationships, Student Self-
Regulation
Differences Expected:
Children in participating classrooms will show greater growth in studied areas through first grade than children in non-treatment groups.
Children in the On-Line Consultancy Group will show significantly greater rates of growth than Web-Training and non-treatment groups
This improvement due to a higher quality implementation of the curriculum due to consultation
Goals of the Presentation
Review of Online Supervision of Curry graduate students
Demonstrate how the Online Consultancy will function Present a teaching scenario Describe how consulting process will support teaching practice
Demonstrate how the Web Training Materials will support this consultancy Video Vault – to demonstrate appropriate strategies Online Resources and Frequently Asked Questions (FAQ) Case Studies – for exploring practice issues Online Measures – for information gathering
Demonstration will use a strategy from the Social Relationships area, “Banking Time.”
Goals of the Presentation
Review of Online Supervision of Curry graduate students
Demonstrate how the Online Consultancy will function Present a teaching scenario Describe how consulting process will support teaching practice
Demonstrate how the Web Training Materials will support this consultancy Video Vault – to demonstrate appropriate strategies Online Resources and Frequently Asked Questions (FAQ) Case Studies – for exploring practice issues Online Measures – for information gathering
Demonstration will use a strategy from the Social Relationships area, “Banking Time.”
Online Supervision of Curry Graduate Students
Identified Needs:
Availability of supervisors
Availability of practicum sites
Opportunities for varied experiences Geographically Across life stages Across facility settings
Increased collaboration between university programs and other professionals School clinicians Medical settings
Online Supervision of Curry Graduate Students
Advantages of Videoconferencing:
Expanded opportunities for supervision
Ease of set up and use
Quality of video and audio signal
Capability for interactive, two-way communication
Improved time and cost efficiency
Greater student autonomy
Online Supervision of Curry Graduate Students
Videoconferencing for Supervision: Videoconferencing unit TV / VCR unit Internet connection Access to telephone Tech support
What Students Have Said:
I am able to get direct feedback and instruction during and after therapy and evaluation sessions. ~Jason Gilkerson
The equipment is easy to use, and I feel comfortable communicating with my supervising clinician. ~ Sarah Bibro
Online Supervision of Curry Graduate Students
Example of On-Line Supervision:
Movie Location: http://www.people.virginia.edu/~ccd3c/supervision/SITEMOVIE.AVI/
Online Supervision of Curry Graduate Students
Our Findings Suggest:
Videoconferencing is a viable tool in the supervision of graduate students
Videoconferencing offers opportunities for students across time and space
We can no longer rely on “business as usual” to meet the changing demands in training future professionals
Goals of the Presentation
Review of Online Supervision of Curry graduate students
Demonstrate how the Online Consultancy will function Present a teaching scenario Describe how consulting process will support teaching practice
Demonstrate how the Web Training Materials will support this consultancy Video Vault – to demonstrate appropriate strategies Online Resources and Frequently Asked Questions (FAQ) Case Studies – for exploring practice issues Online Measures – for information gathering
Demonstration will use a strategy from the Social Relationships area, “Banking Time.”
On-Line Consultancy: Scenario…
He refuses to stay in his seat during quiet times, interrupts other students when they’re answering the teacher’s questions, and refuses to share toys and art supplies with others.
David, a bright, engaging five-year-old, has begun acting out in Ms. Preston’s Pre-K class.
On-Line Consultancy: Scenario…
Ms. Preston has worked with the school guidance counselor, spoken with her peers, and had David’s mother in for a conference.
Ms. Preston consulting the school guidance counselor
She’s reminded David many times about classroom rules, moved his desk, and changed the students he works with. All to no avail.
David is disrupting the entire class, and Ms. Preston is frustrated.
She wishes she had some resources to help her with David and other students like him.
The Curry On-Line Consultancy
The Curry On-Line Consultancy is designed for teachers like Ms. Preston
It provides support for the challenges teachers face.
Consultant qualifications will help establish trust Expertise in Language & Literacy,Classroom Management, Social
Relations Experienced in K-12 Practice Professionally trained in teaching pedagogy, learning theory, and
behavioral interventions. Trained as project consultants and versed in the Web Training materials
The Curry On-Line Consultancy
The Consultancy will employ a variety of communication tools
Video Conferencing
Telephone
Instant Messaging
Teachers and consultants will keep in touch in ways most convenient to their work style
The Curry On-Line Consultancy
The consulting process will consist of five major steps.
Let’s follow Ms. Preston through each of those steps…
On-Line Consultancy: Step One
Consultant and Teacher begin partnership in early face-to-face meeting.
Before participating in the On-Line Consultancy, Ms. Preston met Curry consultant Dr. Scott.
They talked about Ms. Preston’s students, and about the Curriculum and Strategies taught in the Workshop.
Establish and Develop Collaborative Relationship
On-Line Consultancy: Step One
Regular on-line and/or telephone meetings between consultant and teacher help establish a partnership
In her meeting with Curry consultant Dr. Scott, Ms. Preston describes the situation with David.
She describes David’s behavior and outlines the steps she has taken to try to help him.
Establish and Develop Collaborative Relationship
On-Line Consultancy: Step Two
Consultant and Teacher schedule time for consultant to observe and record classroom interactions.
Ms. Preston and Dr. Scott arrange for Dr. Scott to observe an upcoming classroom activity involving David interacting with other children.
Dr. Scott also asks Ms. Preston to go to the Consultancy Website and fill out two On-Line forms providing some additional information about David’s behavior.
Collecting Information
On-Line Consultancy: Step Three
The Consultant will observe and record the sessions, selecting clips to review with the teacher.
Problem areas will be analyzed by the consultant, making use of all data collected
Following his observations, Dr. Scott selects video clips of David’s behaviors for later discussions with Ms. Preston.
He reviews the online forms that she filled out, plus any notes that he took during their conversations. Then he develops recommendations for Ms. Preston to implement.
Problem Analysis
On-Line Consultancy: Step Four
Consultant shares analysis with Teacher
Consultant and Teacher discuss and develop strategies
Teacher will have opportunities for practice, with timely feedback from Consultant
During their next consult session, Dr. Scott shares the video clips with Ms. Preston.
He points out moments at which David’s behavior begins to become disruptive, and collectively they discuss possible interventions.
One of Dr. Scott’s suggestions is that Ms. Preston build her relationship with David by implementing a strategy of “Banking Time”.
Intervention and Implementation
On-Line Consultancy: Step Five
Each strategy identified will include evaluation and feedback, providing ongoing support for teachers
Dr. Scott and Ms. Preston continue to talk about David during their regular meetings.
Several weeks later, Dr. Scott conducts a follow-up observation after Ms. Preston has implemented Banking Time.
David’s behavior appears to be improving, which Ms. Preston confirms.
Evaluation and Follow-Up
Goals of the Presentation
Review of Online Supervision of Curry graduate students
Demonstrate how the Online Consultancy will function Present a teaching scenario Describe how consulting process will support teaching practice
Demonstrate how the Web Training Materials will support this consultancy Video Vault – to demonstrate appropriate strategies Online Resources and Frequently Asked Questions (FAQ) Case Studies – for exploring practice issues Online Measures – for information gathering
Demonstration will use a strategy from the Social Relationships area, “Banking Time.”
Used by teachers on their own (Web Training group)
Used as resource for teachers and consultants (On-Line Consultancy group)
Web Training: Teaching Strategies & Curriculum
Early Literacy, Oral Language, Social Relationship and Self-Regulation
Introduction to Teaching Strategies & Curriculum
Social Relations: Banking Time
What: One-on-one activity sessions between teacher and student, 10-15 minutes long, once or more each week
Why: To “save up,” or “bank”, positive experiences between teacher and student
Where: Held in a location where few distractions will occur
Introduction to Teaching Strategies & Curriculum
How: Student chooses activities using
materials suggested by teacher
Teacher observes, narrates, and reflects student’s behavior:
“You enjoy reading.” “Yes, you drew a smiley face.”
Banking time continues even if student misbehaves - discipline is carried out after the session
Social Relations: Banking Time
Web Training: Video Vault
See video clip examples of teachers implementingstrategies and more...
Video Vault Explanation
Video clips are an important performance support tool for teachers
The video vault will contain clips that:
Show how to implement teaching strategies and curricula, with examples from the classroom (viewable by all)
Help teachers reflect on their own practice: “My Video Vault” clips are captured by the consultant and viewed/discussed with the teacher.
Step 1 – Introduce the kids to Banking Time
How to introduce Banking Time to your student
Video ExamplesIntroduction of Banking time to a Kindergarten ClassIntroduction of Banking time to a Pre-School Child
Step 2 – Choose a day and timeHow to choose the right time
Video ExamplesTeacher interacting with a student to determine a time to get togetherChild approached teacher for time
Step 3 – Identify an appropriate setting
Guidelines for identifying an appropriate setting
Video ExamplesBanking time on the playgroundBanking time in a classroom
Video VaultExample: Building Relationships with Banking Time
Step 4 – Select activities/materials
Tips for selecting the right activities Video Example
Child in various Banking Time activities
Step 5 – Follow Banking Time procedures
Advice on Observation
Tips on Narration
How to use Labeling
How to Develop Rational Themes Video Example
Full Banking Time session with a pre-schooler
Full Banking Time session with a pre-schooler
Full Banking Time session with a kindergartener
Banking time with a gifted child
Weaving relationship themes into interactions with students
Guidelines for incorporating relationship themes with students
Video Vault Example: Building Relationships with Banking Time (cont)
Video Vault: Sample Storyboard
Teacher is in the classroom and realizes that she is having difficulty with a particular student.
1 2 3
Teacher decides she needs to introduce Banking Time to this student.
Teacher identifies quiet spots to use when banking time with her student.
How to introduce Banking Time to your student
4 5 6
Teacher explains Banking Time activities to the student:
10-15 minute sessions with the teacher.
The student will be able pick the activity.
At the first banking time session, the student looks around the classroom and selects from the Banking Time activities offered by the teacher.
The student decides that she would liketo read with her teacher and sit in herteacher’s special rocking chair.
Video Vault: Sample Storyboard
How to introduce Banking Time to your student
September 17, 2003David N. – Out of seat behavior
David N. – First Banking Time session
September 19, 2003 Shaunkia T. – Repeated talking during lesson
Shaunkia T. – Interacting with other children
September 24, 2003
David N. – Teacher dealing with other students who want to participate in David’s Banking Time session
September 26, 2003Shaunkia T. – Full Banking Time session
October 1, 2003David N. – Full Banking Time session
My Video Vault Example: Building Relationships with Banking Time
Web Training: On-Line Resources
Links to resources in Building Relationships, Languageand Literacy, and Technical Support...
Users select links to access detailed information and resources
Social Relationships
Self-Regulation
Language and Literacy Technical Support
Resources: Social Relationships
Introduction and Conceptual Background
Assessment: Identifying Resources
Introducing New Frameworks For Understanding Relationships
Banking Time Consultation
Banking Time With Classrooms
Building Relationships with Banking Time
Select a link below to obtain detailed information about specific phases of the Banking Time process developed by Dr. Robert Pianta.
Web Training: Frequently Asked Questions
FAQs by content area for Language and Literacy,Social Relations, Self Regulation ...
FAQ’s: Building Relationships with Banking Time
“It sounds like a great idea, but I just don’t have time for this.”
“The child keeps choosing inappropriate activities or can’t make up her mind about what to do.”
“Other students want to join in and frequently interrupt Banking Time.”
“The child keeps misbehaving during our sessions.”
“He’s been getting in trouble all day and I just can’t see how giving him reinforcement for his behavior will help in the long run.”
“I give her warnings about the end of the session, but every time she gets angry and refuses to go back to the classroom.”
“How do I know when it’s OK to stop Banking Time sessions?”
Check out these responses to issues frequently raised by teachers:
This is an understandable and common reaction, particularly when you are trying to implement Banking Time for the first time.
Here are some things to keep in mind:
It’s Flexible: The “where and when” of Banking Time are very flexible.
Teachers often work it into their schedule during transitions to special or free time (e.g., when the class goes to lunch) and sometimes during actual instructional time, even doing Banking Time in small groups.
Banking Time is not an end in itself, but a way to introduce new interactions, perceptions, and feelings into a relationship.
The teacher interactions that accomplish these effects during Banking Time interactions can also accomplish these ends in reading group, recess, circle time, or a science lesson.
FAQ’s: Building Relationships with Banking Time
It sounds like a great idea, but I just don’t have time for this…
Web Training: Case Studies
Featured Case Studies allow experiential learning and an opportunity to practice and get expert feedback
Max Hansen and WenYiMaking time forBanking Time
Emily Nelson and JulioDealing withdifficulty in endingBanking Time session
Marla Watson and EthanDealing with
Misbehavior during
Banking Time
Featured Banking Time Case Studies
Narrative about Marla and Ethan with option to hear audio. Main Issue: Misbehavior during Banking Time Secondary Issue: Teacher leading/questioning
during session
Case Study Structure
Narrative about Marla and Ethan with option to hear audio. Main Issue: Misbehavior during Banking Time Secondary Issue: Teacher leading/questioning
during session
Reflection and FeedbackWhat does Marla do well? What can she do better?
Obtain expert feedback
REFLECTIONAND
EXPERTFEEDBACK
Case Study Structure
Outcome Select from options with positive or negative
consequences. Outcomes described for chosen response. If negative outcome, user guided to more
appropriate response.
Narrative about Marla and Ethan with option to hear audio. Main Issue: Misbehavior during Banking Time Secondary Issue: Teacher leading/questioning
during session
Reflection and FeedbackWhat does Marla do well? What can she do better?
Obtain expert feedback
Decision What should Marla do next?
REFLECTIONAND
EXPERTFEEDBACK
+-DECISION
Case Study Structure
Marla Watson Pre-K Teacher 2 Years Experience 2 daughters, age 6 and 8
Ethan Cassella Engaging, bright “At-Risk” Pre-K student Recent difficulties at home
THE CASE
Making Choices in Banking Time
The SituationEthan:
Acting out during class Speaking out of turn Picking on other
students
Actions TakenMarla:
Learned about Banking Time in Pre-K Teacher training workshop last summer
Decided to conduct Banking Time with Ethan once each week
Introduced Ethan to Banking Time
Making Choices in Banking Time
THE CASE BACKGROUND
Making Choices in Banking Time
The first Banking Time session:
Ethan selected a puzzle and he and Marla worked on it together
Marla asked Ethan about soccer practice
Ethan told her to “Shut Up!” and threw the puzzle to the ground.
THE CASE
User Reflects:
What did Marla do well during the Banking Time session?
What opportunities exist for Marla to improve future Banking Time sessions?
Making Choices in Banking Time
REFLECTION AND FEEDBACK
Expert Feedback:
Positive Points
Marla set aside time each week to “bank time” with Ethan
Marla let Ethan select the activity
Points of Opportunity
Marla should have let Ethan direct the conversation
Making Choices in Banking Time
We left the story with Ethan telling Marla to “shut up” and throwing the puzzle onto the floor.
Should she…
End the session and discipline Ethan immediately, so as not to reinforce his bad behavior.
Remind Ethan of the rules of classroom behavior, continue Banking Time, and discuss the outburst with Ethan afterwards…
Ignore Ethan’s behavior. Continue Banking Time, and not respond to Ethan’s inappropriate behavior.
DECISION…What should Marla do next?
Making Choices in Banking Time
If Marla ends the Banking Time session immediately...
Outcome: Trust diminishes between teacher and student
Debrief: Banking Time not dependent on
good or bad behavior. Ending abruptly diminished trust
and consistency the sessions are working to achieve.
While Marla is anxious to connect with Ethan, she should allow him to lead the conversation.
Re-Direct user to make selection from remaining options
OUTCOMES - Negative
Making Choices in Banking Time
We left the story with Ethan telling Marla to “shut up” and throwing the puzzle onto the floor.
Should she…
End the session and discipline Ethan immediately, so as not to reinforce his bad behavior.
Remind Ethan of the rules of classroom behavior, continue Banking Time, and discuss the outburst with Ethan afterwards…
Ignore Ethan’s behavior. Continue Banking Time, and not respond to Ethan’s inappropriate behavior.
DECISION…What should Marla do next?
Making Choices in Banking Time
If Marla reminds Ethan of rules for classroom behavior, but continues the Banking Time session…
Outcome: Trust builds between teacher and student Classroom rules reinforced Classroom interactions improve
Debrief: Banking Time not dependent on good or
bad behavior. Marla was consistent in reinforcing
classroom rules. Marla provided a supportive environment
during the Banking Time sessions.
OUTCOMES - Positive
Web Training: On-Line Measures
Forms, Questionnaires and other measurement instrumentsonline for efficient entry and submission
Forms availableon-line
Teachers enterdata and submitto database
Consultantscan query submitted databy key fields
On-Line Measures
Project Re-Cap
Two models of training:
Web training: Curriculum training workshop and access to Web-based material and examples
On-Line consultancy: Above, PLUS weekly online consultation providing direct feedback on teacher performance
Differences Expected:
Children in participating classrooms will show greater growth in studied areas through first grade than children in non-treatment groups.
Children in the On-Line Consultancy Group will show significantly greater rates of growth than Web-Training and non-treatment groups
This improvement due to a higher quality implementation of the curriculum due to consultation
Media Sources
Slide 1/template: Stock photos from PhotoDisc Volumes 1, 2 and 24 Slide 8: Photo of Polycom unit by Carol Dudding, UVa Slide 9: Video on On-Line Supervision by Carol Dudding, UVa Slide 12: Photo of Children popping corn, _______________ Slides 13, 15, 16, 17, 18, 19, 21, 22: Photos by Scott Mathews, Patrick Minges, Beth Elias, Michelle Hilgart UVa Slide 15: Communications tools, Stock photos from Polycom http://www.polycom.com, Microsoft Office Clip Art
and Media, Design Gallery Live http://www.dgl.microsoft.com Slide 20: Photo of children with fire fighter toys: _______________________ Slides 24, 27, 34, 36, 39, 52: Website Menu Mockup, Stock photos from PhotoDisc Education, Volumes 1, 2 and
24, Microsoft Office Clip Art and Media, Design Gallery Live http://www.dgl.microsoft.com Slide 25: Photo of woman with boy at table, ______________________________ Slide 26: Photo of woman with girl reading, __________________________________ Slides 29-33: Photos by Dawn LoCasale, Keith Collier, Jeff Nugent, UVa Slide 35: Photo of Bob Pianta, UVa Slides 40-44, 46: Case Menu Mockup, Stock Photos from PhotoDisc Education, Volumes 1, 2 and 24, and
Microsoft Office Clip Art and Media, Design Gallery Live http://www.dgl.microsoft.com Slides 45, 46: Photos of child playing with wooden toys, Microsoft Office Clip Art and Media, Design Gallery Live
http://www.dgl.microsoft.com Slide 49, 51: Photos of child playing hopscotch, PhotoDisc Education, Volume 24 Slide 53: STARS logo courtesy of Bob Pianta, UVa
Recommended