A look at Welsh\u27s Inclusion Model incorporating the utilization of student PODS (3 students whose learning modalities are opposite each other including kinesthetic, spatial, and linguistic) with an analysis of Team-Teaching Behaviors using the ITTAP (Inclusion Team Teaching Analysis Protocol) with a corresponding review of a Team-Teaching Improvement Plan

Pickard, Dr. Stephen

English

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CILD  Summer  Seminar:Leadership  and  FollowershipBuilding  Capacity  for  the  FutureSummer  2016Who	  is	  Rick	  Welsh? Graduate  from  UNC-­‐Chapel  with  a  BA  and  an  MS  in  Speech  and  Hearing  Sciences Began  his  career  working  in  Fort  Bragg  as  a  licensed  speech-­‐language  Pathologist  serving  children  from  military  families  from  1980  to  1992 He  designed  and  implemented  a  classroom-­‐based  service  delivery  model  for  students  with  language  disorders  and  auditory  processing  deficits This  program  yielded  improved  academic  performance  for  identified  students  which  later  evolved  into  an  intervention  strategy  for  students  not  identified,  but  who  were  at  risk  for  academic  failure  in  tested  areas. With  over  30  years  of  field  experiences  in  schools  across  the  country,  Rick  has  developed  the  current  model  incorporating  Gardner’s  MI  theory This  month  Rick  and  his  wife,  Nancy,  a  retired  kindergarten  teacher  ,  are  currently  working  with  schools  in  Montana  where  they  are  training  inclusion  teams  during  July  and  early  August.History	  of	  Cognition 1967  New  York  City  Schools  – Rita  &  Kenneth  Dunn Problem  – thousands  of  students  failing  to  meet  curriculum  guidelines  Why? 1983  Howard  Gardner’s  Multiple  Intelligence  Theory Sagor  (1993)– At-­‐Risk  students  developing  feelings  of  competence,  a  sense  of  belonging,  discovering  and  respecting  their  learning  modalities,  working  in  teams,  ownership. Lazear  (1998)  Assessment  through  standards  (rubrics) Chapman  – (1993)  How  to  Develop  MI  in  the  Classroom North  Carolina  Report  Card 1993  Common  Miracles  Peter  Jennings  &  Bill  Blakemore Why  aren’t  we  using  our  research  in  the  instructional  element  within  our  classrooms………what  does  Howard  Gardner  have  to  add…….????Gardner’s	  Perspective….“In  the  United  States  especially  with  its  focus  on  quantitative  markers  and  its  cult  of  educational  efficiency,  there  has  been  a  virtual  mania  for  producing  tests  for  every  possible  social  purpose…..The  United  States  is  well  on  the  way  to  becoming  a  “complete  testing  society.”    We  could  encapsulate  this  attitude  thus:    If  something  is  important,  it  is  worth  testing  in  this  way;  if  it  cannot  be  so  tested,  then  it  probably  ought  not  to  be  valued.    Few  observers  have  stopped  to  consider  the  domains  in  which  such  an  approach  might  not  be  relevant  or  optimal.Howard  Gardner  (1993)Laying	  the	  Foundation	  for	  Growth Common  Miracles  – film  clip  (6  minutes)https://www.youtube.com/watch?v=EwHB78F_Pz8 Introduction  into  the  Welsh  Inclusion  Model*Organizing  the  Classroom  for  diversification*Discovering  your  students  learning  strengths*  Formation  of  the  SILK  Grouping(Spatial,  Linguistic,  &  Kinesthetic)Part	  One:	  Student	  GroupingQuestions:1.    What  is  SILK  Grouping?2.    How  are  the  students  grouped?3.    Is  the  process  flexible  to  fit  various  student  and  instructional  needs?What	  is	  SILK	  Grouping?SILK grouping  is  the  assembly  of  students  within  an  inclusion  classroom  incorporating  both  regular  education  and  identified  students  into  ‘pods’  where  each  student  has  been  recognized  by  their  preferred  learning  modality  utilizing  an  MI  inventory.    SILK  stands  for  spatial,  linguistic,  and kinesthetic  learners.Self-­‐selection	  for	  SILK	  GroupsSILK	  Grouping	  Classroom	  ModelSILK	  Grouping	  Strategy The  SILK  grouping  strategy  insures  group  diversity  and  allows  each  student  to  contribute  to  classroom  activities   from  his  learning  strength.    Students  are  placed  into  “pods”  of  three  where  a  student  from  each  learning  modality  is  assigned.    This  grouping  strategy  is  facilitated  by  color-­‐coding  students  with  name  tags…….for  example  K  for  kinesthetic,  S  for  spatial,  and  L  for  linguistic. Once  the  primary  learning  modalities  have  been  determined,  the  class  is  divided  into  their  teams  of  three. If  the  class  does  not  divide  into  thirds  by  learning  styles,  assign  students  with  strong  tendencies  first,  then  assign  students  who  can  function  in  more  than  one  learning  modality  into  their  secondary  field. Provide  instruction  that  meets  the  needs  of  all  learning  modalities. Students  are  taught  to  work  together  as  teams  in  the  giving  and  sharing  of  ideas  which,  in  turn,  students  learn  collaboration,   strong  communication  skills,  and  team  building.SILK	  Grouping	  Strategy,	  con’t If  there  is  an  excess  number  of  linguistic  students  then  create  groups  of  two  linguistic-­‐spatial  or  linguistic-­‐kinesthetic If  you  have  an  excess  of  spatial  or  kinesthetic  students,  create  groups  of  4  (2  kinesthetic  or  2  spatial)  in  a  group  just  be  sure  that  students  with  the  same  modality  do  not  distract  each  other  or  compete  for  learning  style  activities.Rotation	  of	  Groups Students  can  be  assigned,  during  the  course  of  various  activities,  to  different  groups  as  long  as  the  modalities  keep  the  same  ratio Its  ok  to  ask  kinesthetic  students  to  stand  for  certain  activities Its  ok  to  be  creative  with  your  movement  design  just  be  sure  to  keep  the  same  ratio……….Questions!Part	  Two:Formation	  of	  Inclusion	  Teams1.    What  is  the  ITTAP?2.  How  is  it  used  in  the  formation  and  analysis  of  teaching  teams?3.    What  is  the  ITTAP  designed  to  measure?Formation	  of	  Effective	  Teaching	  Teams Teams  utilize  the  ITTAP  or  the  Inclusion  Team  Teaching  Analysis  Protocol. This  tool  was  designed  by  a  study  which  included  over  4,000  pubic  school  regular  and  special  education  teachers  in  over  15  states.    Hundreds  of  demonstration  team-­‐teaching  lessons  were  conducted  and  from  that  study  20  teaching  behaviors  were  isolated. It  is  these  20  team  teaching  behaviors  that  make  up  the  ITTAP. This  tool  is  designed  to  1.  Determine  how  well  inclusion  teams  are  functioning  and  2.  How  to  assist  teams  in  improving  their  instructional  delivery  to  their  students.Why	  Should	  Teams	  do	  This? As  previously  stated,  the  ITTAP  will  improve  a  team’s  service  delivery  to  all  students Each  behavior  is  rated  as  “functional”  or  “needs  improvement”    for  each  of  the  20  behaviors The  degree  to  which  both  partners  share  a  common  perception  of  the  teaming  relationship  is  measured The  number  of  the  ITTAP  teaming  behaviors  that  show  an  area  of  “needs  improvement”  can  be  fixed.Inclusion	  Team	  Teaching	  Analysis	  Protocol Consists  of  20  team  teaching  behaviors  (already  mentioned)……….and…….. The  20  behaviors  fall  under  4  common  themes  that  is  analyzed  to  determine  its  impact  on  each  team  and  the  effectiveness  of  their  instructional  delivery.     The  Four  Themes  are  ……….1.  Educational  Philosophy  of  each  teacher  where  ideas  are  respected  and  utilized,    Joint  Ownership  where  each  is  willing  to  share  openly  various  responsibilities  in  the  classroom  especially  as  it  relates  to  instruction,  Communication  where  elements  of  classroom  management  and  instruction  are  shared,  Professional  Growth  where  a  mutual  exchange  of  ideas  and  teaching  practices  are  both  encouraged  and  practiced.20	  Behaviors	  Exhibited	  by	  Successful	  Co-­‐ teaching	  TeamsThe	  Welsh	  Model	  should	  includeQuestions	  on	  ITTAP	  and	  Inclusion	  Teams!!

An Analysis of the Welsh Inclusion Model Incorporating Gardner’s Multiple Intelligence Theory and the Effectiveness of Inclusionary Teams on the Academic Growth of Students with Disabilities

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An Analysis of the Welsh Inclusion Model Incorporating Gardner’s Multiple Intelligence Theory and the Effectiveness of Inclusionary Teams on the Academic Growth of Students with Disabilities

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