T/TAC Topics
October 2021
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What is descriptive teaching and how can it support AAC instruction? | |
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Pre-planning the core words you will target during a lesson is a great strategy for teaching communication to your students who use augmentative and alternative communication (AAC)! The words selected could be words that relate to the topic of the lesson. For example, when talking about rain, teachers could model “it,” “go,” and “down.” In addition, during math activities, students could use their AAC device to tell the teacher to “Stop!” when counting up to a certain number. A student can comment and respond when listening to a book about animals by saying “look,” “what that,” and “different” as they explore the pictures on the pages.
But, what do you do in situations where there is unique and specific vocabulary within the lesson, like in a lesson about the different states of water? You can use descriptive teaching. Descriptive teaching is a strategy where, “the teacher mentions and references the context-specific words (e.g., dinosaur, extinct, herbivore, carnivore), then teaches the concepts behind these words using high frequency, reusable common words” (Van Tatenhove, 2009, p. 45).
In the past, we may have programmed specific words in our student’s devices, only to be used once or twice during the lesson. Alternatively, teachers can use descriptive teaching to show students how to use the words they have to describe the unique word or answer other questions about topics around the word. For example, instead of asking a specific question like, “What happens when the sun shines on water?” (evaporates), you could ask, “What does it mean when water evaporates?” (it go up, it go away) (Van Tatenhove, 2009). Using descriptive teaching strategies can help students learn strategies for communicating when they aren’t able to spell the word or find a word on their AAC device in day-to-day communication (Witkowski & Baker, 2012). How can you incorporate descriptive teaching strategies into your daily lessons as you plan for the 2021-2022 school year?
For more information on descriptive teaching, check out these resources:
Core word teaching strategies. (n.d.). Assistiveware. https://www.assistiveware.com/learn-aac/learn-about-core-word-teaching-strategies
Eisenberg, R. [Life Skills 2 Learn]. (2020, May 25). Descriptive teaching model.
[Video]. YouTube. https://youtu.be/SUKE2i_VnYY
References
Van Tatenhove. G. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18(2), 38-47. https://doi.org/10.1044/aac18.2.38
Witkowski, D., & Baker, B. (2012). Addressing the content vocabulary with core: Theory and practice for nonliterate or emerging literate students. Perspectives on Augmentative and Alternative Communication, 21(3), 74–81. https://doi.org/10.1044/aac21.3.74
For more information, contact Shelley Jewell (jewellsr@vcu.edu), Program Specialist, T/TAC at VCU.
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The importance of adult social emotional learning | |
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With the Virginia Department of Education’s release of the Social-Emotional Learning (SEL) Guidance Standards, schools are working to incorporate these standards into their students' learning. In order to best support students with the development of these skills, it is important for teachers to self-reflect and develop their own SEL skills. Schools are encouraged to support staff in learning, collaborating, and modeling the Virginia SEL Guidance Standards which are aligned with the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) five social competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. CASEL has shared that, “studies have found that adults who can recognize, understand, label, express, and regulate their own emotions:
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Are less likely to report burnout (Brackett et al., 2010) and have higher levels of relational trust with their peers at work (Bryk & Schneider, 2002), which lays a foundation for productive collaboration.
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Demonstrate higher levels of patience and empathy, encourage healthy communication, and create safe learning environments (Brackett et al., 2008).
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More effectively teach and model social-emotional competence for their students (Brackett et al., 2008).
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Build and maintain stronger relationships with their students (Jennings & Greenberg, 2009), which leads to improved classroom management (Durlak et al., 2011) and fewer discipline problems (Marzano & Marzano, 2003).
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Positively contribute to the school’s overall climate (DiPaola & Tschannen-Moran, 2001) (para 5) (CASEL, 2021).”
Due to the importance of adult SEL, CASEL published the resource TOOL: Personal Assessment and Reflection—SEL Competencies for Adults. This tool allows teachers to self-reflect on their own skills in the areas of the five competencies. It provides reflective questions to support educators in the development of their identified areas of need. In addition to self-reflection, schools and divisions can incorporate adult SEL activities into school routines including faculty meetings and professional learning. One way to incorporate SEL into staff meetings or professional learning sessions is through the use of the CASEL’s three signature practices: a welcoming inclusion activity, engaging practices, and an optimistic closure. The video SEL 3 Signature Practices: Adult SEL provides a brief explanation of these exercises and why they are beneficial. CASEL also offers key activities for divisions and schools to improve competencies and capacity of adult SEL implementation. In addition to all the wonderful tools that CASEL offers to support implementation of adult SEL, Panorama created an Adult SEL Toolkit for 2021-22, and Transforming Education developed and produced six mini-modules on SEL for Educators.
Successful implementation of adult social-emotional learning within divisions and schools can have a positive effect on the implementation of SEL with students. The resources shared here can support the effective implementation of SEL for adults.
Reference
Collaborative for Academic, Social, and Emotional Learning. (n.d.). Strengthen Adult Social, Emotional, and Cultural Competence. CASEL’s District Resource Center. https://drc.casel.org/strengthen-adult-sel-competencies-and-capacity/strengthening-adult-sel-and-cultural-competence/
For more information, contact Whitney Shotwell (wlshotwell@vcu.edu), Program Specialist, T/TAC at VCU.
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Using behavior specific praise to improve student behavior | |
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It’s early October and everyone has been in school for several weeks. Classroom expectations, procedures, and routines have been introduced and explicitly taught. However, you look around your classroom and notice that students continue to struggle with demonstrating expected social behaviors consistently. Could the students have been supported more through the use of frequent and consistent feedback as they learned and practiced the new behaviors? If so, then the new expectations may not have transitioned to habits for the students. What can you do now to support your students with demonstrating the expected behaviors? You can implement behavior specific praise in your classroom.
What is behavior specific praise?
Behavior specific praise is an evidence-based practice that increases desired and expected academic and social behaviors. It is a verbal statement that indicates approval of a social or academic behavior and specifically names the behavior (McCleskey et al., 2018; Office of Special Education Programs, 2016; Villeda et al., 2016). Behavior specific praise can be implemented easily in any classroom. For example, when a student has all of her math materials ready as the lesson begins (a classroom expectation), the teacher says, “Jayden, great job being responsible by having all of your materials ready for math.”
Why is it important?
Behavior specific praise is a classroom management tool that benefits all students. When implemented with fidelity, it increases the desired, expected, and appropriate behaviors and decreases behaviors that interfere with learning (Majeika, 2018; Villeda et al., 2016). Additionally, when educators use behavior specific praise, there is an increase in instructional time, on-task behavior, and work accuracy. (Majeika, 2018; McCleskey et al., 2018; Villeda et al., 2016). It assists students with creating habits from the new behaviors they learn.
What are the steps to implementing behavior specific praise?
- Identify the expected behaviors that you want your students to demonstrate. The behaviors need to be observable and measurable (e.g., keep hands and feet to self; sit on the front carpet with legs crossed) and explicitly taught.
- When a student or group of students demonstrates the desired behavior, immediately provide behavior specific praise:
- Recognize the student by name or address the group
- Describe the specific behavior
- Be authentic and genuine.
What are examples and non-examples of behavior specific praise?
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Now, make a plan. Using data collected (e.g., classroom observations, number of student corrections), select one student behavior you would like to see increased in your classroom. Review the behavior with the students (e.g., what it looks like and sounds like), model it, and allow opportunities for practice. Next, scan your room frequently during the day. Anytime you see an individual or group exhibiting the behavior, use behavior specific praise frequently to provide feedback and acknowledge the behavior. As students increase demonstration of the desired behavior and it transitions to a new habit for them, select another behavior to target. Soon, your students will be demonstrating more of the expected and desired behaviors and everyone will benefit.
Resources
Ci3T: Examples of Behavior Specific Praise Statements
Ci3T: Behavior Specific Praise Implementation Checklist for Success
Ennis, R.P., Royer, D.J., Lane, K.L., Menzies, H.M., Oakes, W.P., & Schellman, L.E. (2018). Behavior-specific praise: An effective, efficient, low-intensity strategy to support student success. Beyond Behavior 27(3), 134-139.
Vanderbilt IRIS Center Elementary Behavior Specific Praise Examples and Non-Examples (video)
Vanderbilt IRIS Center Secondary Behavior Specific Praise Examples and Non-Examples (video)
References
Majeika, C. (2018). Fundamental Skill Sheet: Behavior-Specific Praise. Peabody College, Vanderbilt University. https://iris.peabody.vanderbilt.edu/wp-content/uploads/misc_media/fss/pdfs/2018/fss_behaviro_specific_praise.pdf
McLeskey, J., Maheady, L., Billingsley, B., Brownell, M. T, & Lewis, T. (2019). High Leverage Practices for Inclusive Classrooms. New York: Routledge.
Office of Special Education Programs. (2016). Supporting and Responding to Behavior: Evidence-Based Classroom Strategies for Teachers. Office of Special Education Programs. https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers
Villeda, S.T., Shuster, B.C., Magill, L. & Carter, E.W. (2014). Behavior-Specific Praise in the Classroom. Vanderbilt University. https://tnmtsscenter.org/wp-content/uploads/2016/03/Behavior-Specific-Praise.pdf
For more information, contact Chris Frawley (cdfrawley@vcu.edu), Program Specialist, T/TAC at VCU.
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Why is it so important to be a warm demander? | |
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Teachers today must have many tools in their toolbox to support the needs of a diverse population of students. The tools should tap into varied academic abilities and cultures. One tool that supports in responding to the needs of students academically and culturally is warm demanding. According to Berry (2021), “warm demanders communicate their expectations of success by using personal warmth while using instructional practices that insist on students meeting their high expectations (para. 3).” Warm demanders can be seen as morale boosters and encouragers who help students see possibilities rather than limits. According to the author, warm demander teachers expect great things from their students, convince them of their brilliance, and help them reach their potential in a disciplined, structured environment (Alexander, 2016, pg. 1).” Warm demanders can influence students at any academic level and support high academic achievement.
Berry shares research that points to student success in mathematics and how warm demanding influences mathematics identity and agency. According to him,
“Identity has to do with how students engage with mathematics, how others perceive them, and how they see themselves as participatory in the space. Agency is seen in the ways students take risks to make their mathematical thinking visible and how they leverage problem-solving approaches that work for them (Berry, 2021, para. 1).”
Berry provides insight into identity and agency; other themes such as engagement, participation, risk-taking, and problem-solving, come to the forefront. These elements will emerge in the classroom, within the student’s community, homes, and, more importantly, their futures.
Warm demanding is a tool/skill that is a must-have for every teacher. It can set the tone for a classroom and unlock potential in students who, in some cases, may be deemed unreachable. Use this tool to inspire the uninspired and to reach the unreachable this year and years to come.
References
Alexander, M. (2016, April 13). The warm demander: An equity approach. Edutopia. https://www.edutopia.org/blog/warm-demander-equity-approach-matt-alexander
Berry, R. B. (2021, March 31). Three ways being a “warm demander” is culturally responsive and supports students’ mathematical identity and agency. Corwin Connect. https://corwin-connect.com/2021/03/three-ways-being-a-warm-demande-is-culturally-responsive-and-supports-students-mathematical-identity-and-agency/
For more information, contact Amber Butler (butleram2@vcu.edu), Program Specialist, T/TAC at VCU.
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