* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
PBL: WELLBEING, LEADERSHIP & ENGAGEMENT Conference 18/7/14 Speakers: Prof Tim Lewis & Dr Barbra Mitchell – Missouri University Session 1 – Prof Tim Lewis – Promoting Social & Emotional Wellbeing through Positive Behaviours for Learning PBL WIKI: http://pblsupport.pblworks.com Introduction to the framework of PBL BE RESPECTFUL PARTICIPATE BE SAFE Intensive 1-5% Targeted 5-10% Universal 80-90% All students PBL currently has 40% trained and actively implementing schools in NSW . The overall aim of Positive Behaviour for Learning – PBL - to promote student & teacher wellbeing by creating environments to increase the likelihood of student learning & positive behaviour. “Environments that increase the likelihood are guided by a core curriculum and implemented with consistency & fidelity” Prof Tim Lewis. If social behaviour is given the same importance as trying to solve a maths problem the outcome will be student success & wellness. The school needs a PBL team which MUST have a trained executive on the team. PBL training is nonnegotiable. Educators need good ground level support due to the busyness of schools Challenges: what needs to be done to the environment to increase learning & positive behaviour? Apply the same teaching logic to behaviour A predictable regular environment that promotes success Problem solving framework A systematic implementation which is evidence based. Providing layers of support depending on the changing environments of a school day. Problem Solving Logic Outcomes Systems Practices Data what is being implemented how is this being practiced what, where, when are the infractions happening TEIR 1 - UNIVERSAL The logic of PBL is to create a universal environment so that students can master skills. As in academia, students will need a variety of different supports depending on their needs. 5% of students take up 40- 60% of a teacher’s class time. Teach – Practice – Feedback Teachers need to give high grade specific feedback regarding positive social behaviour Type of feedback needs to be specific to the school structure & requirements – eg: sticker/merit points/comments Schools set out clearly defined expected behaviours (rules) to include Teaching & practice Encouraging Discouraging Data based decision making Family awareness and involvement Any school detention process must have the support and be a learning environment where by the student can work on anger management, conflict resolution and social skills. TEIR 2 - Small groups of students with behavioural & social problems TEIR 3 – individual students with continuing problem behaviour that is NOT changing The challenge of Public Education is not only promoting Academic excellence But also Enculturation of future citizens to be socially responsible. Educators play a vital role – Educators are the only professionals who are expected to keep problem students at school and deal with these problems as part of their every day. PHASES OF IMPLEMENTATION Exploration – how do we want to do this? Installation – when – start small Initial Implementation Full Implementation Innovation Sustainability What works? Long Term Skill based training Practiced based implementation Teacher/School – buy-in: Solve my problem - Help me fix the situation Make my life better - Give me skills that change behaviour Meaningful Staff development = change in teacher = change in student = change in teacher behaviour. Peer Coaching (Stricher, Lewis & colleagues) Feedback is essential Support is essential Infra-structure is vital Clear “hand – in – glove” association between academic instruction and behaviour. Random controlled trials done in the US showed Major disciplinary infractions Academic achievement WHS School climate Social & emotional outcomes A change in environment needs to be done on student needs NOT curriculum needs. PBL needs protected time during the day. All organisations are designed intentionally to achieve exactly what they want Schools are important and good places supporting Regular predictable positive learning and teaching environments Using positive adult and peer role models. Session 2 – Prof Tim Lewis LAYING THE FOUNDATION OF POSITIVE BEHAVIOUR FOR LEARNING: Leadership, School Practices and Support Systems www.pbismissouri.org - download workbook Evidence based practice Building the environment – pro-social behaviours Functional relationship What do you want students to do instead? Code of Conduct needs to be taken away from the negative Focus on establishing school environments that support long term success of effective practices (3-5 years) Acknowledge the mastery of social skills with positive feedback that is genuine and contingent Do Principals make a difference YES!!! Blue print Logic Team Commitment Evaluation data Highly effective teachers constantly interacting with students to give positive feedback by, gestures, quiet words, thumbs up or pat on the back. PBL needs student involvement from the planning stage Students need to be part of the process to offer their suggestions and ideas Students need to be invested in the program Students receive awards but so should the teachers. Eg “Pride Tickets” a form of acknowledgement and thank you for efforts and time given. (Check out State of Montana - state-wide survey) Focus on Function What expertise do we currently have? What additional skill sets do we need? Focus on Key Features of process Steps to get to outcomes How to embed in existing resources “repurpose” resources when necessary Students – what supports are needed Teachers - what supports are needed o Invest time in teachers who want to implement the framework o Hard to argue with outcomes and success o “Self - opt out” – get Principals involved use them to help out. Data – will show why the program didn’t work – usually a systems breakdown. Session 3 – DR Barbara Mitchell Use of a Structured Peer Observation Process to Monitor Classroom PBL implementation Teachers need to be trained in each of the 3 tiers of PBL (refer to triangle) for a school to implement and progress into the next tier, proof of successful attainment in previous tier is required. PBL can refuse progress! Tier 1 - the main focus as it applies to the general school population. Academic Systems All Students Proactive Behavioural Systems All students Proactive Positive Example of classroom management using PBL. The first lesson at the start of a new year for a Yr 9 class - The teacher showed implementation of the procedures: Tell Show Practice Feedback He did this by: Positive Greeting - Individually at the door Pre Correct – “silently” - established tasks were to be done in silence to avoid problems occurring – go and sit down, start the test paper, reading at the end of the test – students followed the “rule”. Repeated consistently throughout the lesson Correction given– student was asked to return to the teacher so that correction could be given – privately and at the door. At the end of the lesson to a student show a little attitude by the end of the lesson. Active Supervision – teacher walked around the class and was aware of all students and their progress Attention “ track me with your eyes” - the phrased used to keep students attention on the teacher whilst he was talking Organisation Procedures: o Homework written on board and explained thoroughly with the T S P F approach o Handing in of test papers - explicit explanation and a slight competitive element with other classes as the process was timed. o Daily Schedule – offered predictability – written on the board so that students knew just what time classes started ended and when there were breaks in the day. Removes the anxiety element from a student’s day. o End of the lesson students packed up as the teacher instructed 40 minutes of time invested in setting the ground rules for his class room management and organisation – this set the tone of the lesson and possibly the year – if there is consistency. In the US teachers involved in PBL are given Peer Feedback which is essential to qualify their performance in apply the framework.