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Wednesday, September 19, 2007 David Osher

Measuring Conditions for Learning. Wednesday, September 19, 2007 David Osher. Using Data & Indicators To Promote Change. Friedman, 2007. Indicators that matter. All Indicators are not created equal What are the levers for change What are the outcomes that matter

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Wednesday, September 19, 2007 David Osher

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  1. Measuring Conditions for Learning Wednesday, September 19, 2007 David Osher

  2. Using Data & Indicators To Promote Change Friedman, 2007

  3. Indicators that matter • All Indicators are not created equal • What are the levers for change • What are the outcomes that matter • What outcomes support collaboration • The problem of too many indicators • Drowning in data • Data versus information • What is actionable • The problem of not having the right indicators

  4. What to assess • What gets assessed gets addressed, so there must be practical, efficient ways for schools to address these factors

  5. What’s your standard & What do you base it on? 9 10 11 12 On Track to Thrive On Track Off Track

  6. What factors affects learning and development • Health • Physical and mental • Academic • Quality of Instruction • Quality of Curricula • Opportunities to learn • Social • Social Relationships • E.g., Family-School • Behavioral • Social-Emotional

  7. Conditions for Learning Mental Health Physical Health Health Experience of Safety Social Emotional Capacity Authentic Challenge Caring Connection & Support Pedagogical Social & Emotional Appropriate Pedagogies & Curricula Differentiated Instruction Learning Environment Opportunities To Learn Cultural Competence Organizational Efficacy Instructional Leadership Organizational

  8. Why Should You be Concerned with Conditions for Learning? • Key to addressing the educational needs of children and youth who are neglected, delinquent, or at-risk of involvement in the juvenile justice system • Key to ensuring that these students have the same opportunities to achieve as students in regular community schools • Necessary for successful transitions • Low Hanging Fruit that can affect other outcomes

  9. Social and Emotional Conditions for Learning Students are supported Students are socially capable Meaningful connection to adults Emotionally intelligent and culturallycompetent Strong bonds to school Responsible and persistent Positive peer relationships Cooperative team players Effective and available support Contribute to school and community Students are safe Students are challenged Physically safe High expectations Emotionally and socially safe Strong personal motivation Treated fairly and equitably School is connected to life goals Avoid risky behaviors Rigorous academic opportunities School is safe and orderly

  10. Why Are Conditions For LearningImportant – the Social Context of Learning • Zone of Proximal Development (Vygotsky) • personalization • differentiated instruction • scaffolding

  11. The Zone of Proximal Development for Learning & Development Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press. (frustration) challenge ZPD (boredom) support

  12. Why Are Conditions For Learning Important? The Neurochemistry and Neurobiology of Learning • attending • concentrating • memorizing

  13. What happens if the learner (or teacher) is • angry, anxious, depressed, fearful, frustrated, upset, traumatized, worried, sad, otherwise distressed? • lacks the skills and neuronal networks to handle emotional arousal?

  14. A Differentiated Approach to Student Support and Conditions for Learning. Social Responsibility Support Safety Challenge All Some Few

  15. http://www.cpstoolkit.com

  16. Resources: Materials • Safeguarding Our Children: An Action Guide, Revised and Expanded (Sopris West) • Teaching and Working with Children with Emotional and Behavioral Challenges (Sopris West) • Addressing Student Problem Behavior (Parts 1, 2, 3) (CECP) • “Schools Make a Difference,” in Racial Inequity in Special Education, The Civil Rights Project at Harvard University and the Harvard Education Press

  17. Resources • Learning First Alliance. (2001). Every Child Learning: Safe & Supportive Schools. Washington: DC: Author • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs.Chicago: Author. • Zins, J.E., Weissberg, R.P., Wang, M.C., & Walberg, H.J. (Eds.). (2004).Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

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