Mindful Teaching

1. Mindful Teaching An approach to classroom instruction which complements any service delivery model for working with diverse learners The mindful teacher thinks about teaching and plans how to structure lessons and activities to support diverse learners. Solomon Schechter Day School Association Biennial Conference – December 10, 2006 Rosalind Reiss, Solomon Schechter Day School of Essex and Union, New Jersey

2. Assumptions • Diverse learners have greater success in classrooms with thoughtful teachers. • Thoughtful teachers learn from their experience. • They deepen their knowledge and attain better practices through mindful teaching. • They consolidate and apply their knowledge as they progress from being novice teachers to becoming experts in their craft. • In-service instruction and faculty/administrative support can facilitate the development of mindful teaching in the classroom.

3. Stages of Growth – Novice (Level 1) to Experts (Level 6) • I. Classroom teachers are thoughtfulabout their teaching • II. Classroom teachers optimize learning by practicing whole class support strategies. • III. Classroom teachers analyze lessons, materials, activities and assessments for underlying component demands and provide whole class and individual supports accordingly. • IV. Classroom teachers plan for and use accommodations, modifications and interventions for individuals and groups of students. • V. Classroom teachers deepen understanding of individual students and develop action plans and/or provide supports accordingly. • VI. Classroom teachers continually reflect on their teaching, thus deepening their understanding and refining their skills.

4. Level I: Classroom teaches are thoughtful about their teaching Before teaching, I think about what I am about to teach • Which academic competencies are needed to learn this new content? Do my students have the prerequisite academic competencies? • Which study/organization skills are needed by my students in order to do my assignments/my assessments? Have I taught these competencies? • How might I structure instruction to support learning for students who may be missing one or more of the academic or study/organization skills?

5. After teaching I reflect • What went well? • What should I change next time I teach this lesson? • Do I need to make any changes in tomorrow’s lesson or in any upcoming lessons?

6. Level II: Classroom teachers practice whole classsupport strategies Whole class support strategies are useful for all students and are especially helpful for students with special needs • Mindful teachers structure instruction, materials and space • Mindful teachers pace lessons • Mindful teachers use opportunities for various forms of instruction

7. Assignment – 4th Grade My spelling words in print _____ _____ _____ _____ _____ Alphabetize list in cursive _____ _____ _____ _____ _____ Write a short story using your words. Include at least two kinds of sentences (statement, question, exclamation, compound) Underline your spelling words (with a ruler) __________________________________________________________________________|____________________________________ Work with your editing partner. Use a red pencil

8. Level III: Analyze underpinning components of instruction and plan accordingly • Analyze lessons, assignments and assessments for underpinning components, the building blocks for • Content knowledge • Processing, thinking and production skills • Build support for whole class, groupings and individual students

9. Identify components of lesson My spelling words in print _____ _____ _____ _____ _____ Alphabetize list in cursive _____ _____ _____ _____ _____ Write a short story using your words. Include at least two kinds of sentences (statement, question, exclamation, compound) Underline your spelling words (with a ruler) __________________________________________________________________________|____________________________________ Work with your editing partner. Use a red pencil

10. Level IV: Use of accommodations, modifications and interventions for individuals and groups of students • Accommodations ‘level the playing field’ • Content of instruction is not changed • Modifications • Content is differentiated for various skill levels and types of learners • Interventions • Content is taught: instruct missing content knowledge and skills

11. Accommodations, modifications and interventions My spelling words in print _____ _____ _____ _____ _____ Alphabetize list in cursive _____ _____ _____ _____ _____ Write a short story using your words. Include at least two kinds of sentences (statement, question, exclamation, compound) Underline your spelling words (with a ruler) __________________________________________________________________________|____________________________________ Work with your editing partner. Use a red pencil

12. Level V: Deepen understanding of individual students – provide needed supports • Collect information • Formulate hypotheses • Design tentative action plans/support programs • Reflect and refine

13. Level VI Classroom teachers continually reflect on their teaching, thus deepening and refining their skills. Mindful Teaching: from novice to expert • Mindful teachers use similar thinking processes as they move from Levels I to VI • Mindful teachers integrate old with new learning • Mindful teachers recognize patterns and themes • Mindful teachers automatically apply what they already know thus reserving mental energy to consider more complex analyses

14. How can schools develop and support mindful teachers? Resources within our schools: • Encourage teachers to take risks (work outside of their comfort zone) while learning from and supporting each other • Encourage teachers and staff to deepen their understanding of their own learning and work styles • Encourage teachers to participate in mind-altering workshops Resources outside of school • All Kinds of Minds – The Schools Attuned Program www.allkindsofminds.org • Rosalind Reiss rreiss@ssdseu.org 908-709-0054