Navigating the Labyrinth of Constant Change Dr. Ashleigh Molloy

1. National Para-Professional Conference
2015
Hartford Connecticut
Dr. Ashleigh Molloy
President TransEd Institute
amolloy@transedinstitute.org
www.transedinstitute.org
Navigating the Labyrinth
of Constant Change

2. Session Objectives
• To comprehend the concept of change and its
impact on the role of a para
• To understand the expectations needed to be
a successful 21st Century Para
• To be more culturally competent
• To become knowledgeable about the
generational differences among students and
their parents

3. Greetings from Lindsey Molloy 
“Hello everyone, my name is Lindsey. Dr. Ash is my dad.
Enjoy yourself, happy learning. Goodbye. “

4. Activity
30 Second Connections

5. Places outside this current state
that both of you have been.

6. Foods you’ve eaten in the last
month

7. Movies or TV shows in the last year

8. Labyrinth & Change
• Labyrinth: is defined as an intricate
combination of paths or passages in which it is
difficult to find one’s way or to reach the exit.
• Change: to become transformed or altered.
• The world of today’s student is fast moving
and media rich.
• Recently live in a world that is in constant flux.

9. Change:
“Nothing Endures but Change”
- Heraclitus
“When the winds of change blows, some build walls,
others build windmills.”
- Anonymous
“It is change… that is the dominate factor in society today.
No sensible decision can be made without taking into
account not only the world as it is, but the world as it
will be.”
- Isaac Asimov
“If we don’t change we don’t grow.”
- Anonymous

10. Think Outside the Box

11. Draw a Pig Personality Test

12. The pig serves as a useful test of the personality traits of the
drawer.
If the pig is drawn:
• Toward the top of the paper
– You are positive and optimistic.
• Toward the middle
– You are a realist.
• Toward the bottom
– You are pessimistic, and have a tendency to
behave negatively.

13. • Facing left
– You believe in tradition, are friendly, and
remember dates (birthdays, etc.)
• Facing right
– You are innovative and active, but don’t have a
strong sense of family, nor do you remember
dates.
• Facing front (looking at you)
– You are direct, enjoy playing devil’s advocate and
neither fear nor avoid discussions.

14. • With many details
– You are analytical, cautious, and distrustful.
• With few details
– You are emotional and naïve, you care little for
details and are a risk-taker.
• With less than 4 legs showing
– You are insecure or are living through a period
of major change.
• With 4 legs showing
– You are secure, stubborn, and stick to your
ideals.

15. • The size of the ears indicates how good a
listener you are.
The bigger the better.
• The length of the tail indicates intelligence.
And again more is better!

16. Technology

17. When was this first introduced to the
classroom?
1890

18. When was this first introduced to the
classroom?
1951

19. When was this first introduced to the
classroom?
1958

20. When was this first introduced to the
classroom?
1970

21. When was this first introduced to the
classroom?
1980

22. When was this first introduced to the
classroom?
1972

23. When was this first introduced to the
classroom?
1985

24. When was this first introduced to the
classroom?
1999

25. When was this first introduced to the
classroom?
2000

26. Generation Z
Internet generation aka:
 Net generation
 Generation 9/11
Born during mid-1990s to present
 Born and raised after the Cold war era and fall of Soviet union
 Differs from Gen Y by that Gen Z were born completely into an era
of mass technology and globalization.
Traits
 Grown up with the World Wide Web
 They are highly connected
 Lifelong use of communications and media technologies such
as instant messaging, text messaging, online social media sites
such as Facebook, Youtube, etc., mp3 players, mobile phones,
smartphone, computer technologies
 Nicknamed “digital natives”
 Are known for curating online at a rapid pace: sharing thoughts and
observations on variety of media, topics and products.

28. Minding the Generation Gap
“07734. 2bh I 2tali 4got about
the paper 2day. IDC. But btw
10q 4 de idaful 4war. V r bff.”

29. Terminology
DIVERSITY – reflecting difference
(culture, language, heritage etc)
www.transedinstitute.org

30. Diversity
• “A little over a million legal immigrants arrive
annually to the United States…” Charlie Riggs
• One in four children in the united stages today
are Hispanic.
• Nearly one-third of Hispanic children live in
households in poverty.

31. Student Profile
 Education Identification re Assistance
 Designation: i.e. Autism, Down Syndrome etc
 Contributing Factors of Diversity
 Para needs to be
sensitive as he/she
develops competency

32. Cultural Competency

33. Culture
• When the non-Native Americans speech-language
pathologist questioned an Inuit teacher about the students’
performance in class, the teacher responded that well-
raised Inuit children learn by looking and listening, and thus
they do not talk in class.
• All people are shaped by the culture in which they live.
• That principle now extends to studying students’ cultures,
being attuned to their languages, appreciating their
experiences and histories, and valuing their lenses on the
world.
• The educator’s job includes welcoming every student who
walks through the door
• True cultural sensitivity requires person sensitivity as well.

34. Cultural Lenses
A
THE SINGLE CULTURAL LENS
The uni-cultural lens (Unity and University)
Focuses on unitive vision
“Our way and your way (we) are ONE”
B
THE MONO-CULTURAL LENS
(Uniformity and Dominance)
Focuses on strategies of assimilation
“Our way is the ONLY way.”
C
THE SILO-CULTURAL LENS
(Isolation and Fortification)
Fortifies the specific needs, values, and
worldwide of one’s own cultural group in
contrast to other cultural groups.
“Our way is NOT your way and we need to
KEEP IT THAT WAY”
D
THE PLURI-CULTURAL LENS
(Diversity and Collaboration)
Focuses on the needs, values and worldwide
of EACH cultural group in collaboration with
other cultural groups
“Our way is NOT your way and that’s OKAY”
Through the Looking Glass Lens by Ricky Manalo, CSP

36. Cultural Sensitivity
 A recognition that there are difference between cultures reflected in the ways
that different groups communicate and relate to one another
 A culturally sensitive person would understand other countries’ traditions and
ways of life, or attempt to learn and apply new understandings. They attempt
to be free from prejudices and preconceptions about other cultures.
Tolerance, inter-cultural dialogue and respect for diversity are more
essential than ever in a world where peoples are becoming more and more
closely interconnected.
-Kofi Annan, Former Secretary-General of the United Nations
Diversity (multiculturalism):
 It is an ideology that promotes the instutionalisation of communities containing
multiple cultures.

37. Multiculturalism
• Multiculturalism begins when we each appreciate
the legacy of our own culture and the influence it
has on our life and work. With that background of
appreciation, we then afford the same degree of
respect to cultures different from our own.
Source; Ten Steps to a learning Organization peter
Peter Kline Bernard sanders
www.transedinstitute.org

38. Ethnicity
• A term used to describe a person’s cultural
heritage in the broadest sense. It can
include national affiliation, language, and
religious background. Everyone belongs to
an ethnic group. Individuals who are
members of the same ethnic group can
experience and express their ethnicity in a
variety of ways.
www.transedinstitute.org

39. Neurodiversity

40. Problem Solving

41. Neurodiversity
• The word was coined in the late 1990’s by Harvey Blume and Judy
Singer.
• Definition: Is it a concept that provides a paradigm shift in how we
think about mental functioning. Instead of viewing individuals as
having a deficit or dysfunction in their mental processing, we should
recognize and respect neurological differences as a social category on
par with gender, ethnicity, class, or disability.
• It encourages more inclusive and integrated programs that value
diversity in thought and behavior.
• For children with disabilities, the cognitive processing strengths and
weaknesses interfere with achievement and/or behavior adjustment.

42. OVERVIEW OF BRAIN-BASED LEARNING (BBL)
Definition: BBL is a way of thinking about the learning process (Jensen, 2008). Of course,
brain-based instruction is part of a new generation in the evolution of instructional practice
in classroom. ln recent years, educational reforms based on brain-based studies have
investigated how students' academic achievement can be improved (Wortock, 2002; Getz,
2003; Ozden & Gultekin, 2008). At the same time, they have explained the best learning
methods as aligned with the functioning of the brain (Fogarty, 2002; Prigge, 2002;
Goswami, 2004; Hall, 2005; Caine, Caine, McClintic, & Klimek, 2005; Sousa, 2006; Jensen,
2008).
• there is a need to reorganize the classroom teaching processes in line with the
methods complying with the functioning of the brain and by considering
metacognitive dimensions.
Brain-Based Learning
1. The brain works in unity
2. Each brain is unique
3. The brain is divided into two hemispheres
and they have different functions.
4. The left brain is analytic and abstract; the
right brain is holistic and concrete.
5. The brain has four lobes, and each lobe
serves different functions and duties.

43. • The objectives of brain research studies include teaching to individual
differences, diversifying teaching strategies, and maximizing the brain’s natural
learning processes (Gülpınar, 2005; Tileston, 2005; Zadina,2004).
• Without knowing the working system of the brain, it is not possible to
understand the nature of learning. According to Zull (2002), the art of teaching
must be the art of changing the brain.
• For Kolb and Kolb (2005), meaningful learning does not occur in a single way,
but in a unity of circulation because the brain works in a unity while learning.
Teaching should start with the exploration of the brain.
• While challenges may promote learning, threats may hinder it (Caine and Caine,
1994).
• Based on the findings of neuroscience, BBL guides according to the principles
and workings of the brain to improve the best way of learning, increase
academic achievement, and provide equal opportunities for individual
differences (equity)

44. • Learning styles are factors directly affecting students’ learning processes.
Individual differences observed in the acquisition and processing of
information during the learning process result in style differences in
learning (Felder, 1996).
• An understanding of learning styles requires some knowledge of how the
brain works and learns, and how the brain functions. As the feelings,
emotions, attitudes and backgrounds of individuals are different from
each other, each person acquires and learns information in different ways.
• It is claimed that the learning styles of the individuals are determined by
the ways the brain functions. Thus, the content, design and presentation
of each learning activity should be developed in such a way as to cater
to the different thinking and learning styles of students (De Vita, 2001).
The Effects of Brain-Based Learning on the Academic
Achievement of Students with Different Learning Styles

45. Helping 21st century students
address complex thinking tasks
 In order to prepare students effectively for 21st Century learning,
schools need to fortify students with ability to “know how to act
on information, know what questions to ask… and be able to
think critically about content and origin. (Costa, 2000).” Costa
describes a constellation of dispositions (or attitudes), referred to
as the Habits of Mind, that provide a useful framework to
describe these behaviours that shape effective inquiry and
encourage independent learning.
 A concern mentioned by many school personnel is the lack of
persistence that many students demonstrate, especially when
engaged in complex thinking tasks. Students are quick to give up
if an answer is not readily apparent and students can seem
easily frustrated when the answer is not discovered in quick
fashion.

47. Health and
Wellness

48. The Art of Relaxation
We all have different responses to stress and different ways of coping
with stress. The following are techniques which are useful methods of
controlling and relieving stress.
Deep Breathing – When you react to stress, your body’s physical state
changes. Your heart rate and breathing rate increase and your blood
pressure increases. Deep breathing is a simple way to help slow this
down.
Sit comfortably in a chair. Note where you feel the stress in your body.
Inhale slowly and deeply through your nose allowing your body to
expand fully. Hold. Then exhale slowly through your mouth. Repeat for
three to five minutes. Concentrate on only your breathing and try to
eliminate any outside noises or distractions while deep breathing.

49. Muscle Relaxation – Muscles in our bodies tend to
become tight when we feel tense. When we purposely
tense our muscles more, the muscles then will be in a more
relaxed state when we stop. This is a natural response in
muscle tissue.
Sit comfortably or lie on your back. Close your eyes. Begin
by tensing the muscles in your face and neck as tight as
you can. Hold for three seconds. Then let your muscles
relax. Concentrate on the warm feeling in those muscles
and breathe slowly and deeply. Next tighten the muscles in
your arms. Hold and relax. Continue with this till you have
gone through all the areas of the body. Finish by doing
some deep breathing.

50. Imagery – Imagery takes you away from where you are
and lets you imagine you are in a favourite place. When
you practice imagery, you want to include all five senses if
possible to make the situation more real to you.
Find a quite space, preferably with dim light and a
comfortable place to sit. Sit with your eyes closed and
breathe deeply. Imagine yourself walking along the beach
on a summer’s evening, watching the sun set. Feel the
warmth of the setting sun on your skin and the sand
between your toes. See the gold, orange and blue colours
as they change in the sky. Listen to the seagulls calling and
hear the water lapping on the shore. Smell the salt in the
air.

51. The Life Balance Wheel
Cultural
Activities
Work
Activities
Intellectual
Activities
Social
Activities
Family
Activities
Spiritual
Activities
Physical
Activities

52. Dr. Ash’s “Para Feel Good” Kit
Lifesaver
To keep you from drowning in everyday chores.
Candy Kiss
To remind you that everyone needs a kiss or a hug everyday.
Toothpick
To remind you to pick out the good qualities in others
Chewing Gum
To remind you to stick with it, and you can accomplish anything.
Sweet Tart
To help you accept and appreciate the differences in others.
Eraser
To remind you that everyone makes mistakes, and it’s okay.

53. Tea Bag
To remind you to relax daily and go over your list of blessings.
Nail
To help you remember that suffering is part of life.
Button
To remember to button your lip when needed.
Band Aid
To remind you to heal hurt feelings, yours or someone else’s.
Rubber Band
To remind you to be flexible, things might not always go the way
you want, but it will work out.
Mint
To remind you that you are worth a mint.
Dr. Ash’s “Para Feel Good” Kit

54. Food For Thought
“Do not undermine your worth by
comparing yourself with others it is
because we are all different that
each of us is special.”
- Annonymous
www.transedinstitute.org

55. Privileged Position
as a
Paraprofessional
• You influence the future.
• You teach students who are
abled-bodied and differently-
abled to be the best that they
can be.
• You believe that each student
is unique and view difference
as a strength.
• You teach from the heart.

56. “We are all meant to shine as children do. It’s
not just in some of us; it is in everyone. And as
we let our light shine, we unconsciously give
other people permission to do the same.”
- Maya Angelou

57. This little light of mine, I'm gonna let it shine.
This little light of mine, I'm gonna let it shine.
This little light of mine, I'm gonna let it shine.
Let it shine, let it shine, let it shine.
All around our schools, I'm gonna let it shine.
All among paras, I'm gonna let it shine.
All around our students, I'm gonna let it shine.
Let it shine, let it shine, let it shine.
Let it shine, let it shine, let it shine.

58. Thank You Paras
Dr. Ashleigh Molloy Director of TransEd Institution
dr.ashleighmolloy@gmail.com
www.transedinstitute.org
Dr. Ashleigh Molloy TransEd Institute @Dr_AshMolloy

59. Resources
Literature
• Haager, D., Klingner, J,. & Vaughn, S. (2007).
Evidence-Based Reading Practices for Response to
Intervention. Baltimore, MD: Brookes.
• Lock, R., Hauge, J. & Babkie, A.M. (2006). Develop
collaborative special educator-paraprofessional
teams: One para’s view. Intervention in School
and Clinic, 42 (1), 51-53
• Marston, D. (2005). Tiers of intervention in
responsiveness to intervention: Prevention
outcomes and learning disabilities identification
patterns. Journal of Learning Disabilities, 38, 539-
544.

60. • Aylward M., Lynn & Bruce, Cynthia (2014). Inclusive
Post-Secondary Education in Canada: Transition to
Somewhere for Students with Intellectual
Disabilities. The Journal of the International
Association of Special Education. Vol. 15, No. 2
• Evans, Chan Ph. D. & Weiss, Stacy L. Ph. D. (2014).
Teachers Working Together: How to Communicate,
Collaborate, and Facilitate Positive Bahavior in
Inclusive Classrooms. The Journal of the
International Association of Special Education. Vol.
15, No. 2

61. • Krol-Gierat, Werona (2014). Using Captioned
Tactile Jigsaw Flashcards in Teaching
Vocabulary to Children with Special Education
Needs. The Journal of the International
Association of Special Education. Vol. 15, No. 2
• The Compass (2008). Helping
Paraprofessionals Navigate the Profession:
Basic Professional Development Curriculum.
CREC. Hartford, CT 06106
• Gerlach, Kent Ed. D. (2005). The Paraeducator
and Teacher Team: Strategies for Success.
Communication and Team Building 5th Edition

62. Resources
DVDs
• Wright, Jim (2009) The Power of RTI*:
Classroom Management Strategies (K-6)
• Heintzman, Lynn and Hanson, Helen (2009)
RTI & DI Response to Intervention &
Differentiated Instruction ‘The Dynamic Duo’
• Rief, Sandra (2008) ADHD & LD Powerful
Teaching Strategies and Accommodations
• Thompson, Michael Ph.D. (2006) Raising Cain
Exploring the Inner Lives of America’s Boys

63. Resources
Web and Others
•Indiana Institute on Disability and Community - Observing Behavior
Using A-B-C Data
www.iidc.indiana.edu/?pageId=444
•Christine Hoffner Barthold, Ph.D., BCBA - ABC Data Collection Sheet
www.bartholdautism.com/datasheets/abc.pdf
•Behavior-Consultant.com - ABC Data Collection Form www.behavior-
consultant.com/ABC%20-%202%20page%20form.pdf
•Miltenberger, R.G. (2008). Behavior Modification: Principles and
Procedure, 4th edition. Belmont, CA: Thomson Wadsworth
•Newman, B, Reeve, K.F., Reeve, S.A., &Ryan, C.S (2003). Behavior
speak: A Glossary of Terms in Applied Behavior Analysis. Dove and Orca
•Reid, D.H. & Parsons, M.B. (2007). Positive Behavior Support Training
Curriculum. Washington DC: American Association on Intellectual and
Developmental Disabilities

64. • Elwick, A. (2014, January 1). An Awareness of Neuroscience in
Education: Can learning about the brain transform pupils’
motivation to learn? Retrieved January 15, 2015, from
http://files.eric.ed.gov/fulltext/ED546812.pdf
• Gafoor, A. (2013, October 5). Principles of Integration of
Sustainability Science in Educational Practice. Retrieved February 1,
2015, from http://files.eric.ed.gov/fulltext/ED545554.pdf
• Costley, K. (2012, January 11). Who Are Today’s Students in a
Diverse Society? Retrieved December 6, 2014, from
http://files.eric.ed.gov/fulltext/ED528453.pdf
• Fehr, M., & Agnello, M. (2012, January 11). Engaging in Diverse
Classrooms Using a Diversity Awareness Survey to Measure
Preservice Teachers’ Preparedness, Willingness, & Comfort.
Retrieved February 3, 2015, from
http://files.eric.ed.gov/fulltext/EJ1001523.pdf