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Response to Intervention (RtI) The Autonomous Learner Model (ALM) = The 21st Century Lifelong Learner

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Response to Intervention (RtI) + The Autonomous Learner Model (ALM) = The 21st Century Lifelong Learner George Betts University of Northern Colorado – PowerPoint PPT presentation

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Title: Response to Intervention (RtI) The Autonomous Learner Model (ALM) = The 21st Century Lifelong Learner


1
Response to Intervention (RtI) The Autonomous
Learner Model (ALM) The 21st Century Lifelong
Learner
  • George Betts
  • University of Northern Colorado
  • 970-351-1657
  • george.betts_at_unco.edu
  • Robin Carey
  • Douglas County School District
  • 303-387-0192
  • robin.carey_at_dcsdk12.org

2
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3
Quotable
  • The real voyage of discovery consists
  • not of seeking new landscapes,
  • but in having new eyes
  • Marcel Proust

4
RtI Goal Number One
  • The goal of RtI is improved achievement
    behavior.
  • Individual student data are collected and used
    to monitor progress, and those results are used
    to make decisions about further interventions
    (National Center for Learning Disabilities,
    2006).

5
RtI Goal Number Two
  • The second goal of RtI is to develop the whole
    person the cognitive, emotional, social, and
    physical aspects, with the skills to be effective
    at processing content and to become productive,
    in order to become the lifelong, autonomous, 21st
    Century learner (Betts Betts, 2009).

6
Definition
  • Response to Intervention or RtI is defined as
  • a framework that promotes a well-integrated
    system connecting general, compensatory, gifted,
    and special education in providing high quality,
    standards-based instruction intervention that
    is matched to students academic,
    socialemotional, and behavioral needs.

7
Profiles of Todays Learners
  • Type I The Successful
  • Type II The Challenging
  • Type III The Underground
  • Type IV The At-Risk
  • Type V The Twice Exceptional
  • Type VI The Autonomous Learner

8
Essential Elements of RtI ALM
  • Positive Nourishing Environment
  • High Quality Instruction
  • Continuous Review
  • Collaboration
  • The Direction the Goal The Autonomous Learner

9
The Five Dimensions of the Model
10
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11
Major Roles of the Student Teacher
  • Teacher
  • (Dispenser of Knowledge through Direct
    Instruction)
  • Facilitator
  • (Facilitator of the Learning Process)
  • Student
  • (Receiver of Knowledge from the Teacher)
  • Learner
  • (Lifelong Learner Producer of Knowledge)

12
Orientation, Individual Development
  • Teacher/Facilitator
    I AM
  • by
  • Robin J. Carey
  • I am a woman - on a new journey
  • I wonder about the future
  • I hear the drums beating a new rhythm
  • I see the stars in the distant sky
  • I want to know what is going to happen
  • I am a woman - on a new journey
  • I pretend I am a famous recording artist
  • I feel the notes and words mesh
  • I touch the souls of all who hear me
  • I worry that it will not last
  • I cry when I realize its just a dream
  • I am a woman - on a new journey
  • I understand that life is what you make it

13
Orientation, Individual Development
  • Student
    I Am
  • by
  • Molly Brooks
  • I am a girl who is shy and always listens.
  • I wonder why nobody sees things like I do.
  • I hear the crickets playing a song just for me.
  • I see a circus on a blank wall.
  • I want to say what is on my mind without fear.
  • I am a girl who is shy and always listens.
  • I pretend to be all right when I am not.
  • I feel like I want to burst with ideas.
  • I touch my pen to paper and I am in a different
    world.
  • I worry about what the future holds.
  • I cry when I see a child suffering from hunger.
  • I am a girl who is shy and always listens.
  • I understand that life always goes on, you cant
    stop time.

14
Quotable
  • Differentiation is not a checklist of
    strategies,
  • but a philosophical approach to teaching all
    students.
  • Carol Ann Tomlinson

15
ALM RtI Curriculum Differentiation
  • Learner Differentiated Curriculum
  • Teacher Differentiated Curriculum
  • Standard-based Curriculum

16
RtI ALM from the Teachers Perspective
  • What is the theme, topic, or goal of the lesson?
  • What content is evident in standards and/or
    courses of study?
  • What part of the content is necessary for all,
    most, some of the students in the classroom?
  • Which students already know some or all of the
    content to be taught?
  • What differentiated activities are needed?
  • How will the differentiated activities take
    place?
  • Who will work in each group?
  • When, where, and how long will all lessons take
    place?
  • Who is primarily responsible for all activities
    and assessments?

17
RtI ALM from the Learners Perspective
  • What is the theme, topic, or goal of my study ?
  • What content is evident in my study? How do I
    increase the content I want to study?
  • When do I explore? When do I investigate? When do
    I learn in-depth?
  • What do I already know about my content and what
    do I want to learn?
  • How long will I work in the area of Explorations?
  • How will I complete my Investigation and In-depth
    Study Contracts?
  • What differentiated activities will I develop and
    complete?
  • How will I demonstrate content, process and
    product in my learning plans?
  • How will my actual learning take place?
  • Will I work independently or in a small group?
  • What products and presentations will I develop to
    demonstrate my on-going learning?
  • How will I complete the assessment of my self, my
    learning, my products and my presentations.

18
RtI ALM from the Facilitators Perspective
  • What is the theme, topic, or goal of the
    learners study ?
  • What content is evident in the levels of study as
    the learner begins and continues working
    independently?
  • What is being explored? What is being
    investigated? When will the learner be ready for
    an in-depth study?
  • What does the learner already know about the
    content and what do he/she want to learn?
  • How will the learner complete the Investigation
    and In-depth Study Contracts?
  • What differentiated activities does the learner
    need to develop?
  • How will the learner demonstrate content, process
    and product in the learning plans?
  • How will the learning take place? Describe this
    through a completed contract.
  • Will the learner work independently or in a small
    group of learners?
  • What products and presentations will the learner
    develop to demonstrate learning?
  • How will the learner complete the assessment of
    self, the learning process, the products and
    presentations?

19
RtI ALM from the Mentors Perspective
  • Why is this learner and teacher contacting me? Do
    I want to be involved?
  • What is my role in this learning process?
  • Will I provide specific learning tasks or find
    out what learning is wanted by the learner?is the
    theme, topic, or goal of the learners study ?
  • What knowledge-base does the learner already
    possess? Is the learner able to work
    independently on a project? What happens if this
    doesnt work?
  • What does the learner want to explore?
    Investigate? When will the learner be ready for
    an in-depth study and will my role change
    throughout this learning process?
  • How will the learner complete the Investigation
    and In-depth Study Contracts?
  • What differentiated activities does the learner
    need to develop?
  • How will the learner demonstrate content, process
    and product in the learning plans?
  • How will the learning take place? Describe this
    through a completed contract.
  • Will the learner work independently or in a small
    group of learners?
  • What products and presentations will the learner
    develop to demonstrate learning?
  • How will the learner complete the assessment of
    self, the learning process, the products and
    presentations?

20
Quotable
  • Our greatest natural resource is the minds of
    our children.
  • Walt Disney

21
Differentiated Curriculum
Knowledge/ Comprehension Application Analysis Synthesis Evaluation
Content Process Process Process Process Process Product




22
Unit of Learning TKAM (Teacher developed)
Knowledge/ Compr Application Analysis Synthesis Evaluation
Content Process Process Process Process Process Product
Characters List the major and minor characters in TKAM. Using a web, show how the characters are related and connected. Inspect the relationship between Scout, Jem and Atticus. Relay your findings in a Power Point Presentation What would the entries in Boo Radleys diary say? Write 5 entries as you believe he would. Which character in the novel has the greatest impact on the reader? Be ready to defend your choice in a debate with classmates. List Web PPT Diary Debate OralSummary Movie Poster Chart Map/Model Pers Sp List Journal Interview Movie Panel disc. Wr. Outline Drawings Chart Collage Editorial
Plot/ setting Recall the major plot points of TKAM. Choose a setting or settings that you would put on a movie poster for TKAM. Create it! Using a chart, compare/contrast the Finch and Radley homes. Create a map or model of Maycomb, using descriptions from the novel as your guide. Write a persuasive speech on the use of setting in the novel. List Web PPT Diary Debate OralSummary Movie Poster Chart Map/Model Pers Sp List Journal Interview Movie Panel disc. Wr. Outline Drawings Chart Collage Editorial
Themes/ issues List the main themes/issues encountered in TKAM. Keep a response journal as you read the novel, keeping track of feelings, confusion, expectations, etc. Using your journal as a guide, create an interview to conduct with three classmates about their feelings regarding the journal. Rewrite a scene from the novel, using current language and slang. Cast the scene and videotape it to show the class. Choose an issue from the novel to become an expert on. Be ready to demonstrate your expertise during a Panel Discussion. List Web PPT Diary Debate OralSummary Movie Poster Chart Map/Model Pers Sp List Journal Interview Movie Panel disc. Wr. Outline Drawings Chart Collage Editorial
Author Outline the life of Harper Lee Choosing specific aspects of Ms. Lees life, demonstrate through drawings how they led her to become an author. Using a chart, compare/contrast the views of Harper Lee with those of Black American authors who wrote about the time period from 1920-1940. Gather clippings from multiple sources to create a collage depicting the life of Harper Lee. Write an editorial about Harper Lee and her novel, To Kill a Mockingbird. List Web PPT Diary Debate OralSummary Movie Poster Chart Map/Model Pers Sp List Journal Interview Movie Panel disc. Wr. Outline Drawings Chart Collage Editorial
23
In Depth Unit of Learning Role of Bombers in
the South Pacific (Learner Developed)
Knowledge/ Comprehension Application Analysis Synthesis Evaluation
Content Process Process Process Process Process Product
American Bombers List of specs for three American Bombers Model of a Bomb Sight Chart of Design Influences on the Bombers today Aviation in the South Pacific Card Game Discuss if Bomber use in the South Pacific was too extensive List Model Chart Game Discussion Summary Timeline Drawings Debate Oral desc. Poster Schedule Memoran. Persuasivepaper
Japanese Bombers Oral Repetition of Japanese Bombers Summary of Japanese Bombers in the Wars outcome Series of drawings comparing Japanese and American Bombers Model of a Kamikaze Battle Debate if Kamikaze pilots were effective List Model Chart Game Discussion Summary Timeline Drawings Debate Oral desc. Poster Schedule Memoran. Persuasivepaper
Bomber Escorts Oral Description of Fighters used Timeline of Fighters Chart of weaponry used Air Force recruitment poster Discuss if escorts helped or hindered bombing runs List Model Chart Game Discussion Summary Timeline Drawings Debate Oral desc. Poster Schedule Memoran. Persuasivepaper
Bomber Bases Schedule of bombing runs Model of Anti-Aircraft gun Timeline of Aircraft Carriers Memorandum of Disciplinary Procedures Persuasive Paper on our justification in putting Military Bases on these islands. List Model Chart Game Discussion Summary Timeline Drawings Debate Oral desc. Poster Schedule Memoran. Persuasivepaper
24
Quotable
  • True motivation
  • Is as mysterious
  • as life itself.
  • It must begin within
  • George Betts

25
Erins Journey Learner Differentiated Curriculum
  • In-Depth Studies
  • Investigations
  • Explorations

26
Explorations
  • Student Based
  • Diverse Possibilities
  • Short Term
  • Information Gathering
  • Knowledge/Comprehension
  • Emphasis is on Content

27
Investigations
  • Student/Learner Based
  • Diverse Possibilities
  • Longer Term
  • Passion Discovery
  • Multiple Means of Reporting
  • Emphasis on Content Process

28
In-depth Studies
  • Learner Based
  • Diverse Possibilities within Passion
  • Passion Development
  • Mentorship
  • Presentation Assessment of Learning, the
    Learner the Product
  • Content Process Product

29
Topic The Moon (Exploration)
  • Brainstorm make a mind map of the different
    topics associated with the moon.
  • Find three poets who write about the moon and
    share their poetry with a friend.
  • Collect information about the manned flights to
    the moon.
  • Interview the personnel at the local planetarium
  • Find three websites about the moon

30
Topic The Moon (Investigation)
  • Write poetry or a story about the man on the moon
    (Verbal Linguistic)
  • Chart the phases of the moon for your location
    make a moon watching calendar (Logical
    Mathematical)
  • Demonstrate a moon dance or walk (Bodily
    Kinesthetic)
  • Develop a nature walk done by the light of the
    moon for your locality (Naturalist)

31
Topic The Moon (Investigation)
  • Journal the effects that phases of the moon have
    on people from your observations (Interpersonal)
  • Moodle (Intrapersonal)
  • Create a pattern of rhythms related to phases of
    the moon (Musical)
  • Develop a model that portrays the myths about the
    moon using five different geometric shapes
    (Spatial)

32
Topic The Moon (In-Depth Study)
  • Design a collection of original poems based on
    myths about the moon.
  • Create a photographic essay on the thirteen moons
    of the Native American Culture.
  • Create a planetarium show about the roles
    influences of moons in our solar system.
  • Complete an essay on the knowledge bases
    concerning the moon for the past century.

33
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34
Putting It All Together
  • Communication
  • Consultation
  • Collaboration

35
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36
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37
A lifelong learner is one who loves the moment,
seeks truth, friendship, knowledge and wisdom.
This person accepts self and others, and
realizes the chance to make this a better world.
A life-long learner discovers new paths for
growth, joy, knowledge and friendship. Our
journey continues today . . . george betts
The Autonomous Learner
38
Quotable
  • I saw the angel in the marble and carved until I
    set him free.
  • Michelangelo

39
Additional Information
  • ALPS Publishing
  • 1-800-345-2577
  • www.alpspublishing.com
  • Alpspublishing_at_comcast.net
  • 23rd Annual ALM Conference
  • June 16 - 21, 2009
  • Estes Park, Colorado
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