Matt Abney

CCHE640–LessonPlan

Heritage Community CollegeLESSON PLAN

COURSENUMBERTITLE: EDU 322 Survey of Positive Behavior Interventions & Support / INSTRUCTOR: Matt Abney
LESSONTITLE: The What, How and Why of PBIS: An overview of systems and practices / DATEOFCLASS: 1/10/2016
DURATION(HOURS):3.0 / CLASSSIZE: 12
LOCATION: Heritage Community College (Room 210) / BEFORECLASSPRE-PREPARATION ACTIVITIES: (Play music as students enter): pull up 2 power point presentations, hang up charts with quotes, split up intervention cards, PBIS pyramids, prepare sections of the article (handout), exit tickets (half-sheet handout), and poster materials.
RATIONALE:(brieflessonjustification-whyyoufeelthestudentsneedtolearnthesetopic)
This course will provide educators with strategies for establishing a positive school climate in their classroom and school. The implementation framework of PBIS can be applied to any classroom to create a positive environment. By establishing a clear process for identifying and responding to problem behaviors using targeted interventions, there can be more focus on academics in the classroom, which leads to increased student achievement.
INSTRUCTIONALOBJECTIVES
Describe the characteristics of positive behavioral interventions and support.
Students will be able to articulate PBIS as a framework for implementing a continuum of evidence-based interventions with a goal of achieving academic and behavioral outcomes for all students.
Explain how to begin implementation of the PBIS framework.
Students will be able to articulate how to prevent the development of problem behavior and reduce the number of occurrences. (i.e. communicate positively, teacher social skills, recognize positive behavior.
Explain the benefits or reasons why schools adopt the PBIS framework.
Students will be able to give two reasons why PBIS is implemented (i.e. improve school and classroom climate, help students achieve academic and behavioral targets, increase student achievement).
LESSONCONTENT(Describewhat,whenandhowmaterialswillbetaughttostudentsduringthisfirstclassperiodofthecourse)Include:
Topic–Listtopics/activitiestobecoveredduringthelesson
InstructionalMaterials/Aids–Listmaterialsyouandstudentswillneedforthesession
EstimatedTime–Listestimateddurationofeachactivity
InstructionalProcedures–Describeteachingmethodsyouwilluse,whatyouwillteachandhowyouwillengagestudentsthroughoutthe lesson
Topics / Instructional/Aids/
Materials/Handouts! / Estimated
Timeframes / Lesson/Procedures & Delivery Methods
Overview of PBIS / ppt / 20-25 min / This will consist of direct instruction to articulate the PBIS framework and provide students with foundational knowledge of its characteristics.
PBIS & the Law / Article, ppt / 30 min. / “Save the Last Word”- Students will be arranged in groups of 3-4. Each group will be assigned a portion of the article to read, and they will be instructed to highlight important quotes from their section of the article. After reading, the first student will read a quote from their section; then, each person in the group will respond to it or give a personal connection. Then, the person who originally shared the quote will tell why it was important to them. Repeat the process with each group member.
“Poster Session” / Activity Directions, Chart paper, markers, article, tape / 30 / Poster Session- Each group will create a poster to illustrate the important information from their section of the article. Then, the groups will hang up and present their poster to the class. During the break, the students can do a “gallery walk”.
Primary, Secondary and Tertiary levels, multi-tiered systems of support / ppt / 20 min / This will consist of direct instruction to specifically describe the continuum of interventions and how to use the framework as a multi-tiered system of support.
“Intervention Sort” / Activity directions, Intervention cards, PBIS Triangle / 30 min. / “Intervention Sort”- Each group will be given a PBIS triangle and note cards with different examples of interventions. Each student will be given 5-7 intervention cards. One person at a time will read their intervention, place it on the PBIS triangle and justify to their group members why they placed it on that level. Group members will respond by agreeing or disagreeing. This process will be repeated with each group member.
Carousel Activity / Activity directions, 7 posters with quotes and box for reflections, markers, tape / 30 min. / Carousel Activity- There will be charts on the walls of the classroom with specific quotes that cite PBIS as an evidence-based practice for achieving specific behavior outcomes. In groups of 2-3 students, they will rotate to the different posters and discuss what outcome the quote is referring to. Then, they will restate the quote in their own words and write it on the chart. As the students move to the different charts, they will repeat the process and read what the other groups had written. At the conclusion, the students will return to their first poster and read all of the groups’ responses.
Closure/ Syllabus Review / Exit Tickets, Syllabus / 10-15 min / At the conclusion of the lesson, we will refer back to the learning outcomes for the session and reflect if/how the outcomes were met. There will be a brief syllabus review and look at the topics for the next class. The students will complete an exit ticket with 3 questions related to the learning outcomes.
EVALUATIONPROCEDURES(Howwouldyoumeasureoutcomestodetermineifstudentshavemasteredthelesson?)
The following artifacts will serve as the measurements to determine if students mastered the learning outcomes. Although these measures are not scored individually, they will contribute to the students’ class participation grade. Also, the results of these assessments will be used, formatively, to give the instructor a gauge as to the depth of the students’ understanding of the content.
Poster- The collaborative poster represents each student in the groups’ understanding of important information from the required reading. Each student is assigned a certain color marker and is required to make a unique contribution to the poster. This will allow the instructor to determine each student’s contribution to the poster.
Intervention Sort- Once the groups have sorted the interventions, the instructor will share the PBIS pyramid of interventions for students to compare their answers. If there are discrepancies among the groups, these interventions will be discussed as a whole-group.
Carousel Activity- Each poster will contain statements generated by each group, which will indicate their level of understanding about why PBIS is implemented.
Exit Ticket- The exit ticket will require students to demonstrate their ability to meet the outcomes established at the beginning of the session. There will be three short answer questions on a half sheet of paper requiring only 3-5 sentences for each question. The questions are as follows:
1) PBIS is a ______for implementing a continuum of ______interventions with a goal of achieving ______and behavioral ______for all students.
2) Briefly describe two ways PBIS systems prevent problem behavior.
3) Give at least two reasons why is PBIS implemented in schools. What are the intended outcomes?
PROBLEMS/POSSIBILITIES/CONTINGENCYPLANS:(Whatback-upplanwouldyouputinplaceifsomethinggoeswrongwithyourequipmentor materials,anactivityisnotworkingasyouhopedorifanemergencypreventsyoufromteachingtheclassanditcannotbecancelled)
In case there are technical difficulties with the computer, I will bring hard copies of the power point presentations. With each activity, I will closely monitor each group’s progress and keep pulse with their productivity level. If students need more time to read, process and discuss during the “Save the last word” discussion, we can allow more time. If we need to save time, we can omit the whole-group discussion at the conclusion of the poster session. We can also build in a break or two when it feels appropriate.