Barb Rentenbach Presentation

"Dear UTK, autism is my prism not my prison." Barb Rentenbach 

"Find out who you are and be that on purpose." Dolly Parton

Notes:

Barb wants to disprove the notion that autism needs the world but the world does not need autism.  Language defines human society.  Autism diagnoses are increasing at a fast rate.  Other forms of communication may be faster, more effective, and less careless than speech.  She focuses on one life concept at a time.  The world seems to value multitasking and busyness. Individuals with autism operate differently.  Allow students with autism to have "chill time."  Empower students with autism.  Allow students with autism to have choices and responsibilities.  Incorporate inclusive, real-world activities and tasks.  "Autism is a type of neurology."  Those with autism experience significant challenges.  There are structural differences in the brain in those individuals with autism and ADHD.  Those with autism often relate more to objects that to other humans.  We must be wary of "medicating away" the differences in those with ADHD.  Discusses the concept of "neurodiversity."  Dyslexia= "the engineering disease."  There are benefits to autism, ADHD, dyslexia, etc.  To help students live out Dolly Parton's quote, "Find out who you are and be that on purpose," find out the areas in which students excel.  Dance Dance Revolution example: Student with autism and considered "profoundly retarded" excelled at Dance Dance Revolution.  Also, he was able to explain the light spectrum in relation to the game.  He also loved cooking shows, Barefoot Contessa in particular.  His psychologist helped him learn to cook.  In helping him learn to cook, she was able to teach him how to read, count, measure, and follow directions.  Through these experiences and experimentation, psychologist realized that this individual had well-developed receptive language.  Consider this example in your classroom.  Take the time and put forth the effort necessary to determine each of your students' strengths.  Barb is a contemplative.  She spends much of her time contemplating life, life's meaning, and her purpose.

Reflection: 
 

How did this presentation change your view of those with Autism?  
This presentation really enhanced my understanding of Autism.  In listening to Barb's SS (Smiling Shrink), I was able to learn about Autism and the characteristics and needs of individuals with Autism, according to Barb's perspective.  I was floored by Barb's elegant, eloquent, and often hilarious writing.  Prior to this presentation, I knew and believed, in theory, that one's inability to communicate orally and/or conventionally does not dictate his or her intelligence.  However, after listening to this presentation, I am now fully convinced of this reality.  I will now make a conscious, real effort not to make any assumptions about an individual based on their ability to communicate conventionally. 

How will you consider autistic children in your classroom in light of this presentation?  How does the information you’ve learned affect your future teaching practice?
In the presentation, I learned that autistic children may require extra "chill time."  I also learned that autistic children may relate more to objects rather than other students or people.  I will consider these needs by allowing my students with autism time to "chill."  To benefit all students in my classroom, I plan on creating a soft-lit reading corner filled with bean bags and pillows.  I might allow my students with autism a chance to "chill out" individually in this comfortable area throughout the school day. 

In her book and in her other writings, Barb discusses Dolly Parton's quote, "Find out who you are and be that on purpose," in relation to students with special needs.  Barb urges teachers to take the extra time and put forth the additional energy required to help students with special needs live out Dolly's quotation.  She focuses on the importance of identifying and then playing to each students' strengths.  I really like Barb's SS's discussion of her experiences with Patrick, an autistic boy considered to be "profoundly retarded."  Barb's SS figured out that Patrick excelled at Dance Dance Revolution and that he showed a particular interest in the cooking show, Barefoot Contessa.  She then designed learning tasks for Patrick around those interests.  Her efforts revealed that Patrick was incorrectly labeled "profoundly retarded."  In fact, he had significant receptive language.  In my future practice, I will go the extra mile to help my students reach their potential. 

Was this information new, and how do you feel about it?
Although I arrived at this presentation with a basic understanding of autism, this presentation was illuminating.  I love that Barb seeks to disprove the notion that "autism needs the world but the world does not need autism."  Students and individuals with autism are to be learned from, valued, and respected.  

Group Differences Forum Reflection

I thoroughly enjoyed participating in the "Group Differences Forum" on Tuesday.  As a result of our class discussion, my understanding of the differences and similarities between cultural, ethnic, gender, and socioeconomic groups was enhanced.  During our discussion, it became apparent that we, as a class of preservice teachers, agreed on many points.  We believe that teachers should welcome all parents and find ways for all willing parents to be involved in their child's classroom.  We believe that all teachers should be flexible and cater to the unique needs of parents when scheduling conferences and communicating on a regular basis.  We should never make assumptions about our students based upon their culture, ethnicity, gender, or socioeconomic status.  Rather, we should make an effort to get to know each of our students on a personal level and understand their individual needs.  We should then design instruction and create a classroom climate conducive to those needs.  We also agreed upon the importance of exposing our students to inspiring, positive role models.  This is especially essential in classrooms with students who may not realize their potential. 

I would have loved to have had the opportunity to engage in more discussion based class periods, such as this one, throughout the semester!  The conversations we participated in during our "Group Differences Forum" will certainly have a long-lasting, powerful impact on me and my future practice. 

PLE Post 10: Language and Cognitive Development

Theories in educational psychology promote the idea that language plays a critical role in cognitive development.  Examine Table 2.2 (p. 51), paying particular attention to the age range that you are interested in teaching.  Consider how you might incorporate or adapt the strategies presented for use with your own students.  

Today, I actually found out that I will be teaching Kindergarten during my student-teaching internship next year!  This news inspired me to pay close attention to the information provided by Ormrod through Table 2.2.  This table contains information particularly valuable to me on the "Linguistic Characteristics and Abilities" of students in the primary grades, K-2.  

In reading and examining Table 2.2, I learned that students in grades K-2 sometimes encounter problems understanding complex sentences, often overly rely on word-order and context when interpreting messages, and regularly misinterpret statements that are indirect or metaphorical.  In addition, students may also apply regular word endings to irregular words and may show some reluctance to initiate conversations with adults.  Students sometimes also have an incomplete understanding of what it means to be a good listener (they may believe that being a good listener simply means being quiet and sitting still).  I also learned that students in grades K-2 become increasingly competent in their story telling abilities, demonstrate mastery of most sounds, and are able to practice basic etiquette in conversations.  Keeping in mind this information on K-2 students' linguistic characteristics and abilities, Ormrod suggests the following five strategies.  

1. Read age-appropriate storybooks as a way of enhancing vocabulary:  I absolutely plan to implement this strategy.  In Reading Education 430, I learned what a significant, positive influence simply reading stories to children can have on the development of students' reading abilities.  Next year in my Kindergarten classroom, I hope to incorporate many Read-Alouds into reading instruction activities.  To further help students enhance their vocabularies, I intend to utilize the word wall strategy in which important words are discussed, recited, and displayed on classroom walls.  
2. Give corrective feedback when students' use of words indicates inaccurate understanding:  I feel that this strategy can and should be applied at all grade levels.  I think it is extremely important to provide corrective feedback both verbally and on student work (projects, papers, etc.).  In order for students to develop and strengthen their linguistic abilities, I must make sure to address and help students correct their misconceptions.  
3. Work on listening skills (e.g., sitting quietly, paying attention, trying to understand and remember):  I must work to help my students develop their listening abilities.  Students must understand what it really means to be a good listener.  For example, I will teach my children to be "active listeners."  Among other things, active listening involves giving the speaker your full attention and making a real effort to remember what is being said.  In my future classroom, I plan to display a listening chart similar to the one included below.  
   
4. Ask follow-up questions to make sure students accurately understand important messages:  I think that it is essential to ask follow-up questions to check for understanding.  In my future classroom, I might ask the "same" question in different ways to make sure that students really do understand the meaning of messages and information.  
5. Ask students to construct narratives about recent events (e.g., "Tell me about your camping trip this weekend."):  I certainly plan to implement this strategy in my classroom as well.  To incorporate this strategy, I might call on different students to construct brief narratives about their school day, their weekend, their spring break, etc.).  

PLE Post 9: Self-Efficacy and Self-Regulation

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

Elementary Education Case Study:
You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks.  You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members.  Lately, you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group's learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations. 

According to Ormrod in Educational Psychology: Developing Learners, Social Cognitive Theory is "a perspective that can help us understand what and how people learn by observing others and how, in the process, they begin to take control of their own behavior" (p. 323).  Social Cognitive Theory assumes that individuals with high self-efficacy and the ability to self-regulate will be able to control their behavior and therefore will be able to behave in an appropriate, productive manner.  Self-efficacy refers to individuals' expectations about their ability to successfully complete tasks or attain certain goals.  Self-regulation involves the goals people set for themselves, the way in which people monitor and evaluate their own cognitive processes and behaviors, and the consequences people impose on themselves for successes and failures.

In this elementary education case study, I worry that Lisa is acting out because she is attempting to avoid the academic task at hand.  As a part of Lisa's behavioral intervention plan, I would first identify the reason behind the misbehavior.  If I determine that the misbehavior is in fact an avoidance of the academic task, I will take measures to boost Lisa's self-efficacy in regards to group work.  In assigning Lisa a role within her group, I will make sure that Lisa has the skill set required to complete the role task.  I will then ensure that Lisa understands what measures she must take to fulfill her role within the group.  Once she fully understands her responsibilities, I will encourage her and help her realize that she is capable of successfully carrying out those responsibilities.  In implementing these strategies, I hope to that Lisa's self-efficacy for group projects will increase.  If Lisa believes that she can successfully fulfill her role and contribute to the group, I predict that her "acting out" behaviors will dramatically decrease.

In this elementary education case study, Lisa is prone to angry outbursts during cooperative group work activities.  For this reason, as a part of Lisa's behavior intervention plan, I will work with Lisa on emotional self-regulation.  I will help Lisa deal with her frustrations in a socially appropriate manner.  Because I want Lisa to be able to regulate her emotions and her behavior at school and at home, I will hold a conference with Lisa and her parents to develop a plan for addressing this issue.  During the conference, we will discuss the fact that Lisa is in control of behavior.  I want Lisa to realize, that even when she becomes frustrated or upset, she can still behavior in an appropriate, respectful manner.  In this ARTICLE, Ida Florez emphasizes three strategies that can help children learn to self-regulate.  These strategies include: modeling, using hints and cues, and scaffolding.  After making Lisa aware that she can regulate her emotions and behaviors, I will help Lisa develop her self-regulation abilities by modeling self-regulation, providing her with cues when I feel she is "outburst-prone," and scaffolding.  To model self-regulation, I will demonstrate appropriate behavior even when I feel upset or overwhelmed.  To further help Lisa learn to self-regulate, I will provide Lisa with simple directions, gestures, and touch to guide her behavior, emotions, and attention.  Because I want Lisa to be able to regulate her behavior and emotions on her own, I will gradually withdrawal my supports and guidance as Lisa improves her self-regulation skills (scaffolding).  Hopefully, these measures will prove successful and will result in a happy, effective cooperative learning group.

PLE Post 8: Behaviorism and Constructivism

Consider your CSEL intervention case study. Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they?

Now, compare the interventions that you have identified above with what you think might work from a cognitive or constructivist viewpoint (you may need to Google for ideas but it's okay to just speculate based on your prior knowledge). How do they compare to behaviorist tools? What are the benefits of each theory, and what are the deficits? Which theory might play a larger role in how you determine classroom management?

The Elementary Education Case Study:
You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks.  You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members.  Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group's learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations. 

To answer the first part of the prompt, yes.  The case study above describes a behavior problem.  If I were to take a behavioral approach to this behavior problem, I might implement Applied Behavior Analysis.  Applied Behavior Analysis is "a systematic application of behaviorist principles in education settings (Lecture)."  ABA operates under two assumptions: "behavior problems result from past and present environmental circumstances AND modifying a learner's present environment will promote more productive responses (Lecture)."  To utilize ABA in the Elementary Education Case Study, I would carefully observe and operationally define Lisa's problematic behaviors.  I would also carefully observe and note the instances in which Lisa exhibits appropriate behavior.  I would then determine one or more effective reinforcers.  These reinforcers might include verbal praise, discrete praise (passing Lisa a note), candy, stickers to go in an incentive chart, free time, computer time, eating lunch in the classroom, being line leader, etc.  In ABA, it is crucial to identify effective reinforcers.  What may be reinforcing to one student may not be reinforcing to another.  Implementing reinforcement strategies will increase Lisa's appropriate behaviors.  To address Lisa's inappropriate behavior, I might resort to punishment or extinction strategies.  When Lisa interrupts her group members, I might "punish" her by taking away 5 minutes of her recess time (negative punishment) or by having her complete an extra assignment (positive punishment).  In using ABA as Lisa's behavior intervention plan, I would also explicitly communicate desired behaviors to Lisa.  I would be sure to measure the frequency of undesired and desired behaviors before and after treatment to determine the effectiveness of my intervention strategies.  If my records indicate little or no progress, I would reevaluate and alter my reinforement and punishment methods.  If the behavior intervention plan proved successful, I would gradually "phase out treatment after desired behaviors are occurring regularly."  To learn more about ABA, visit Education.com.  This webpage breaks down ABA by focusing on the meaning of "Applied," "Behavior," and "Analysis." 

In constructivist learning theory, learners construct new knowledge by building on their previous knowledge and understanding.  In addressing Lisa's problematic behavior through a constructivist approach, I might try to better understand where Lisa is coming from.  How did Lisa learn to exhibit this problematic behaviors?  Experiences at home?  The need for attention?  The realization that disruptive behaviors sometimes allow her to escape classroom tasks?  In creating an intervention plan based on constructivism, I would attempt to help Lisa reconstruct some of her knowledge and assumptions.  I would want her to know that she can get what she wants, to a degree, without interrupting, displaying anger, pitching fits, etc.  Like my behaviorist approach, this constructivist approach involves replacing inappropriate behaviors with appropriate behaviors to achieve the desired outcome.  The ABA strategy provides detailed methods to acheive this goal.  The constructivist strategy is much more ambiguous in nature.  I really like that the constructivist approach respects the fact that Lisa is a complex individual who requires a complex, thoughtful intervention plan.  However, I think that ABA offers a more practical solution to Lisa's situation. 

In dealing with classroom management issues, I feel that the behaviorist approach will oftentimes prove most effective.  Problem behaviors are easily observable and identifiable.  I can quickly deliver reinforcement or punishment based on the type of behavior exhibited by the student. 

PLE Post 7: Metacognitive Skills

Consider a lesson plan you might use.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

According to SpringerReference.com, "Metacognitive skills are strategies applied consciously or automatically during learning, cognitive activity, and communication to manipulate cognitive processes before, during, or after a cognitive activity.  Examples are executive function processes such as verbal mediation, self-regulation, planning, judgment, and self-monitoring." 


For this post, I will focus on a Read-Aloud lesson that focuses on developing students' comprehension skills by helping them develop and practice metacognitive strategies.  I actually observed one of my friends conduct this lesson in her first-grade classroom this past fall.  This lesson activity reflects the first grade reading standard, CCSS.ELA-Literacy.RL.1.3, "Describe characters, settings, and major events in a story, using key details."

For this Read-Aloud, the teacher selected the children's book, Officer Buckle and Gloria, by Peggy Rathmann.

In conducting the Read-Aloud, the teacher facilitated the utilization and development of the metacognitive skills necessary for comprehension in her students.  I will now list some of the techniques she used throughout the Read-Aloud to accomplish this facilitation. 

• Introduction:  The teacher introduced the book by relating the book to the theme of the week, "community."  She asked her students to think of some people they know who work for and within the community.  Students responded saying, "police officers," "teachers," "mailmen," "librarians," "firefighters," "the mayor," etc.  The teacher also asked students to predict what they thought the book would be about.  She communicated to her students that the connections they made to the book and their predictions would help them to better comprehend the content of the book.  Making connections and predictions are metacognitive skills that enhance comprehension. 
• Making Connections and Hand-Signaling:  Before I observed this lesson, the teacher had explicitly taught students to make connections while reading.  Throughout the Read-Aloud I observed, students continually made connections between the text and the illustrations and their real-life experiences.  Students indicated that they had made a connection, by forming the letter, "C," with their hands.  When the teacher realized, from the hand-signals, that several students had connections to share, she called on them individually and had them explain their connection.  The students were all so eager to form connections and share their connections with their classmates.  The ability to make connections to a text while reading is a crucial metacognitive skill.
• Visualizing and Hand-Signaling:  Prior to my observation, the teacher had explicitly taught her students to visualize or to make "mind-movies" while reading or listening to a text.  When students had a "mind-movie" to share, they held up one of their hands in the shape of a "V" (visualization).  Just as in the case of "connections," students could not wait to share their "mind movies."  The ability to visualize while reading a text is a metacognitive skill that greatly enhances comprehension.  It was so much fun to hear the creative, "out-there" mind-movies that some of the children came up with.  
• Questioning to Monitor:  Throughout the Read-Aloud, the teacher posed questions to her students to ensure that her students were listening to and understanding the story.  She continually explained to her students why she was asking these questions, "Asking questions helps us to make sure we understand the text.  We don't want to read the whole book and then realize we didn't comprehend anything!  We must ask questions throughout the reading to check or to monitor our comprehension."  In explicitly teaching questioning techniques to her students, this teacher is helping her students develop yet another important metacognitive skill relating to reading comprehension.  
• Reflection:  After finishing the story, the teacher initiated a class discussion about the characters, the setting, and the main events.  This reflection also included how the students felt about the story overall.  Did they enjoy the story?  How did they feel about the characters?  What would life be like if they were one of the characters?  In reflecting on the major events, the setting, and the characters in the story, students are making further connections to the story.  These deeper connections strengthen comprehension.  Therefore, reflection and discussion allow students to further develop their reading comprehension metacognitive skills/strategies.  

I was amazed at the students' abilities to apply metacognitive comprehension skills before, during, and after reading/listening to Officer Buckle and Gloria .  After taking Reading Education 430, I realize the importance of explicitly teaching comprehension strategies to even the youngest of readers.  "Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers," by Anne E. Gregory and Mary Ann Cahill, outlines some of the strategies I mentioned in this post.  This article is a wonderful resource for those intending to teach the primary grades! 

PLE Post 6: Constructivism

Make a list of the sequence skills necessary for ultimate mastery of the content of your lesson through a constructivist approach.  Which of these learning activities/skills lend themselves to student's individual or group construction?  How might you structure learning activities that lead students to discover these skills/these principles? 

For this post, I chose to focus on a first grade math lesson (Previously discussed in PLE Post 4).  This lesson focuses on the greater than/less than concept.  For students to reach grade level mastery of the content, students must be able to "compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <" (CCSS).

List of skills needed to achieve mastery...

• Activate students prior knowledge of greater than/less than concepts
• Present students with two uneven piles of M&Ms and have them explain which pile is greater and why?  Because this involves class discussion and exploration, this task involves social construction.
• Ask students to think of a time they had to determine which amount was greater than/less than (money, food, beads, toys, etc).  Have them share their thoughts and experiences with their partners/classmates.  This particular task involves both individual and social construction.  
• Address misconceptions/confirmation bias
• Students may determine the greater number using an incorrect method (looking at the ones place rather than the tens place, 28 > 32).  
• Conduct activities that help students realize why and how their misconceptions are incorrect
• Use math manipulatives to reveal to students why they need to first compare the tens place of the two numbers, then move on to compare the ones place if the two numbers share the same tens place digit.  Students' hands-on interaction with manipulatives can help them realize that comparing the ones place of two numbers is insufficient to determine which number is greater and which number is lesser.  
• Readdress misconceptions.  Discuss why misconceptions about greater than/less than concept were wrong.  Also, discuss the reconstruction of ideas about greater than/less than concept.  
• Classroom dialogue (social construction).  During this classroom dialogue, students share what they thought they knew about the greater than/less than concept and what they've learned.  
• Students write in reflective journals (individual reconstruction).  In this journal entry, students reflect on what they've learned about the greater than/less than concept.    
• Engage in multiple authentic activities on greater than/less than concept
• I visited Education.com and found some valuable information on developing and implementing authentic activities in the classroom.  In visiting this webpage, I learned that authentic activities are "relevant, accessible, feasible, sustainable, and aligned with learning goals."  
• Present students with problems possessing real-life relevance (Individual or social construction).
• For example..."If you have 42 cents and your brother has 28 cents, which of you has more money?"    
• Continual engagement in authentic activities, reflection, and class dialogue.