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Paraprofessional sFueling Change

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National Resource Center for Paraprofessionals
National Resource Center for Paraprofessionals
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Presenter: Dr. Ashleigh Molloy Director Transformation Education Institute [email_address] www.transedinstitute.org NRC Paraprofessional Conference Hartford, Connecticut 2008 Paraprofessionals Fuelling Change
Session Objectives ,[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
What are Paraprofessionals? (My Take) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
What are Paraprofessionals? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
What are Paraprofessionals? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
What are Paraprofessionals? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
[object Object],[object Object],[object Object],What are Paraprofessionals? www.transedinstitute.org
 
ACTIVITY www.transedinstitute.org
Paraeducator : Current Status ,[object Object],[object Object],[object Object],[object Object]
What is a Paraprofessional? (Haim Ginott) ,[object Object]
Elevator Video
Fuelling Change: Your Tool Box ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Para as Partner in Student Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Create a Sense of Welcome
Para’s Goals ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Paraprofessional’s Hope ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
Plane video
Teams Moving Forward ,[object Object],[object Object],[object Object]
“ Knowledge is Power” Albert Einstein
Knowledge is Power ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Helpful Hints ,[object Object],[object Object]
Group Activity
The Skills: Communication ,[object Object],[object Object],[object Object],www.transedinstitute.org
Principles of Communication ,[object Object],[object Object],[object Object],[object Object]
 
Sensory Modality
The Para as “Change Agent” in Inclusion Research and Methodology
The Meaning of Inclusion ,[object Object],[object Object],[object Object],www.transedinstitute.org
The Meaning of Inclusion ,[object Object],[object Object],www.transedinstitute.org
The Meaning of Inclusion ,[object Object],[object Object],www.transedinstitute.org
Classroom Culture ,[object Object]
Inclusion: Basic Principles ,[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Guiding Principles ,[object Object],[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Guiding Principles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Universal Design for Learning (UDL) ,[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Universal Design for Learning (UDL) ,[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Universal Design for Learning (UDL) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
The Differentiated Classroom: Universal Design for Learning (UDL) ,[object Object],[object Object],www.transedinstitute.org
What is Differentiated Instruction? ,[object Object],[object Object],[object Object]
What is Differentiated Instruction? Teachers need to consider: Environment Content Process Product According to students’ Readiness Interests Learning Styles www.transedinstitute.org
What is Differentiated Instruction? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Framework Student factors Curriculum Factors Content (input) Process (how) Product (output) Readiness Interest Learning Profile
How Boys and Girls Learn ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Current Situation: Underachieving Boys ,[object Object],[object Object],[object Object],[object Object]
The Unique Nature of Boys ,[object Object],[object Object],[object Object],[object Object]
Boys and Literacy Testing ,[object Object],[object Object],[object Object]
Boys and Literacy: Practical Strategies
Boys and Speaking ,[object Object],[object Object],[object Object],[object Object],[object Object],www.transedinstitute.org
Boys and Listening ,[object Object],[object Object],[object Object],[object Object]
Boys and Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Boys and Writing ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Call-on Ratios ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
Physical Movement ,[object Object],[object Object],[object Object],[object Object],[object Object]
Gardner’s Multiple Intelligences ,[object Object],[object Object],[object Object],www.transedinstitute.org
Gardner’s Multiple Intelligences Intelligence Example Visuo/spatial (picture-smart) Navigator, sculptor, architect Existentialist (abstract-smart) Philosopher, theorist Interpersonal (people smart) Counselor, politician, salesperson Intrapersonal (self-smart) Researcher, novelist, entrepreneur Bodily/kinesthetic (body smart) Athlete, firefighter, actor Musical/rhythmic (music smart) Musician, composer, DJ Verbal/linguistic (word-smart) Journalist, teacher, lawyer Logical/mathematical (logic-smart) Engineer, programmer, accountant Naturalist (nature-smart) Environmentalist, farmer, botanist
Learning Styles ,[object Object],[object Object],www.transedinstitute.org
Paraprofessional Reflection ,[object Object],[object Object],[object Object],[object Object]
Paraprofessionals Do Make A Difference: A Parent’s Reflection ,[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object]
Resources ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Town Hall Session Sharing Questions? Connecticut www.transedinstitute Copyright © 2007 Transformation Ed. Institute

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Paraprofessional sFueling Change

  • 1. Presenter: Dr. Ashleigh Molloy Director Transformation Education Institute [email_address] www.transedinstitute.org NRC Paraprofessional Conference Hartford, Connecticut 2008 Paraprofessionals Fuelling Change
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  • 15. Create a Sense of Welcome
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  • 21. “ Knowledge is Power” Albert Einstein
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  • 32. The Para as “Change Agent” in Inclusion Research and Methodology
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  • 45. What is Differentiated Instruction? Teachers need to consider: Environment Content Process Product According to students’ Readiness Interests Learning Styles www.transedinstitute.org
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  • 47. A Framework Student factors Curriculum Factors Content (input) Process (how) Product (output) Readiness Interest Learning Profile
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  • 52. Boys and Literacy: Practical Strategies
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  • 61. Gardner’s Multiple Intelligences Intelligence Example Visuo/spatial (picture-smart) Navigator, sculptor, architect Existentialist (abstract-smart) Philosopher, theorist Interpersonal (people smart) Counselor, politician, salesperson Intrapersonal (self-smart) Researcher, novelist, entrepreneur Bodily/kinesthetic (body smart) Athlete, firefighter, actor Musical/rhythmic (music smart) Musician, composer, DJ Verbal/linguistic (word-smart) Journalist, teacher, lawyer Logical/mathematical (logic-smart) Engineer, programmer, accountant Naturalist (nature-smart) Environmentalist, farmer, botanist
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  • 68. Town Hall Session Sharing Questions? Connecticut www.transedinstitute Copyright © 2007 Transformation Ed. Institute