The Power of Positive Thinking

• Keep your thoughts positive because your thoughts become your words,

• Keep your words positive because your words become your behavior,

• Keep your behavior positive because your behavior becomes your habits,

• Keep your habits positive because your habits becomes your values,

• Keep your values positive because your values becomes your destiny.

– Mahatma Gandhi

Benchmark Reading & Benchmark Reading & Math DataMath Data

Benchmark Reading & Benchmark Reading & Math DataMath Data

Using Data To Enhance Using Data To Enhance InstructionInstruction

Gail WhiteGail WhiteSchool CounselorSchool Counselor

Martin L. King, Jr. Elementary Martin L. King, Jr. Elementary

Skills Measured ReadingWords and

PhrasesMain IdeaComparisonsReference

Research

Math• Number Sense • Measurement• Geometry• Algebraic

Thinking• Data Analysis

Understanding the Data

Number of students with less than a 50% likelihood of scoring 3 or higher on FCAT

Reading

0

10

20

30

40

50

60

70

80

90

3rd4th5th

• 3rd Grade 70 out of 102 students

• 4th Grade 83 out of 137 students

• 5th Grade 58 out of 97 students

Number of students with less than a 50% likelihood of scoring 3 or higher

on FCAT Math

• 3rd Grade 78 out of 99

students

• 4th Grade 111 out of 136 students

• 5th Grade 83 out of 98

students

0

20

40

60

80

100

120

3rd4th5th

Critical Areas: Reading

Words /Phrases

161

Comparisons 123

Main Idea/Purpose119

Critical Areas: Math

Number Sense

215

Algebraic Thinking 194

Data Analysis184

Where do we go from here?

• How do we improve? (Research)• Developing strategies and action

plans to meet the needs of students• Team Work: Grade level groups• Presentation of plans• Questions, comments, concerns

“Children learn in different ways and at different rates and variations should not be used as a reason to doubt a child’s potential or limit that child’s opportunities to learn.”

Hart & Jacobi

ResearchInstructional Strategies that Enhance

Achievement Getting and Sustaining Attention Creating Meaning Semantic Memory Episodic Memory Procedural Learning Engaging Emotions

Getting and Sustaining Attention

Change voice, tone, volume, accent, pace

Use props (bells, costumes, music)Deliberate use of contrast (change

location)Balance novelty and ritualMake students the main show

Creating Meaning• Use graphic organizers• Have students create graphic organizers• Ask compare/contrast questions• Use topic/concept mapping• Give global overview/pre-view of topic (with

overhead or map) at beginning• At end of topic, ask students to evaluate proc

and cons, discuss relevance or share models• Ask compare/contrast questions

Semantic Memory

• Teach through rhymes, visualization, mnemonics, music, discussion

• Use graphic organizers (Venn diagrams; concept maps, story maps)

• Put important information first and last• Use music, props, costumes• Ask students to share what they learned with others• Use cliff-hangers—Introduce problem one day and work

toward solution the next• Teach students to use acrostics (Every Good Boy Does

Fine)• Put students in pairs to form quick summary

Episodic Memory• Change location, emotions, movement,

novelty• Connect learning to song, field trip, simulation• Follow lesson with journal, project, peer

teaching• Do review in varied states (timed tests, public

tests, group presentation, quiz show)• Create theme days or theme weeks to add

color and interest to learning

Procedural Learning• Enhance emotions in MIDDLE of

class• Role plays, reenactments• Presentations• Create songs or raps of key terms• Build a working model

Engaging Emotions• Use celebrations (high fives, food, music, laughter)• Use controversy (debated, dialogue, argument)• Use physical rituals (chants, cheers, clapping patterns,

movements)• Do shared work (partners, think/pair/share)• Use movement (improvisation, dance, quiz show

games, rap, stretching, pretend) • Engage emotions as part of learning (e.g. games,

music, drama)

Characteristic of good teachers

• Stay on students• Able to control

behavior AND focus on lesson

• Goes out of the way to provide help

• Explains until the “light bulb” goes on

• Provides a variety of activities through which to learn

• Is connected to students (the relationship is important)

Students Value Teachers Who…

“Nagging” students communicates a teacher believes the student can succeed and cares enough to make sure the work is done.

These teachers:• Regularly check work• Provide a regular and visible accounting of missing

work• Call students’ homes to make sure they complete their

work• Act as cheerleader, encourager

Students Value Teachers Who…

• “A good teacher takes time out to see if all the kids have what they’re talking about…and cares how they’re doing and will see if they need help.”

Differentiating Instruction/Instructional

Groupings• Whole Groups• Small Groups

– Heterogeneous group– De-tracking– Cooperative learning– Peer tutoring

• Individualize instruction

Let’s Review the DATA• Each number

represent a child.

R1: Words/Phrases

R2: Main Idea/Purpose

R3: Comparisons

R4: References

Below 50% 3rd Grade/102 tested

52 27 42 23

4th Grade/137 tested

91 60 47 44

5th Grade/97 tested

18 32 37 20

50%-69% 3rd Grade 26 45 36 32

4th Grade 23 65 50 49

5th Grade 58 27 39 30

70%-84% 3rd Grade 16 17 20 33

4th Grade 12 10 28 32

5th Grade 16 26 5 41

85%-100% 3rd Grade 8 13 4 14

4th Grade 11 3 13 13

5th Grade 5 12 19 6

Learning Needs: Sunshine State Standards August 2004/ Reading

Learning Needs: Sunshine State Standards August 2004 Math

M1:Number Sense

M2: Measurements

M3: Geometry M4: Algebraic Thinking

M5: Data Analysis

Below 50% 3rd Grade/99 tested

74 27 52 31 63

4th Grade/136 ested

82 80 66 71 64

5th Grade/ 98 tested

59 40 57 92 57

50%-69% 3rd Grade 18 45 39 51 34

4th Grade 45 34 55 61 62

5th Grade 31 51 34 5 27

70%-84% 3rd Grade 6 10 8 17 2

4th Grade 8 15 15 4 9

5th Grade 8 7 6 1 13

85%-100% 3rd Grade 1 17 0 0 0

4th Grade 1 7 0 0 1

5th Grade 0 0 1 0 1

Introducing...

• A DATA Collection Form to help you differentiate instruction based upon each student needs.

Learning Needs: Sunshine State Standards August 2004 READING

R1: Words/Phrases

R2: Main Idea/Purpose

R3: Comparisons

R4: References

Below 50%

50%-69%

70%-84%

85%-100%

Learning Needs: Sunshine State Standards

August 2004 Math

M1:Number

Sense

M2: Measurem

ents

M3: Geometry

M4: Algebr

aic Thinkin

g

M5: Data Analy

sis

Below 50%

50%-69%

70%-84%

85%-100%

Which child do you stand for?

• “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove…But the world may be different because I was important in the life of a child.”

References

• Hart, P.J.,& Jacobi, M. (1992). From gatekeeper to advocate: Transforming the role of the school counselor. New York: The College Board, obtained through The Achievement Council. (420 Wilshire Blvd. Suite 420, Los Angeles, CA 90010, 231-487-3194, fax 213-487-0879).

• Jensen, E. (1998).Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development

• Wilson, B. & Corbrett, H. (2001). Listening to Urban Kids. Albany, NY: SUNY Press.