"IE in the classroom - for engagement, learning, remembering, and applying......

with a focus on using the power of the arts.."

Part A – Invitational Education: Inviting Students to Realize Their Highest Potential

"IE in the classroom - for engagement, learning, remembering, and applying......

with a focus on using the power of the arts.."

Part A – Invitational Education: Inviting Students to Realize Their Highest Potential

Richard Benjamin & Elaine DewHong Kong IAIE

May 24, 2012

Invitational Education In the Classroom: Focusing on Arts Integration and Character Development

• AM• Part A: Invitational

Education Review• BREAK• Part B: Unit Design• I.E. Process & Arts

Integration – VAK – Modalities

Checklist– Art, Music, Dance, Drama– Storytelling

• PM• Part B: Unit

Design• I.E. Values &

Character Education– Modeling (Respect)– Character Stories– Opportunities for Moral

Action – Liannan China

• Part C: Invitation to Collaborate– Send me an

Email• Please Do + Δ form

Purpose of Invitational Education….

Cordially Summon Self & Others

• Cordially Summon…..

• Encourage vs Demand

• RESPECT

To reach toward highest human potential

• Highest Human Potential

• Academic, Social, Psychological, Spiritual & Physical

• 5 Ps are Tools, not the goal

Proportion reporting “…an important reason when they work

hard”

Black White

Teacher Encourages

.47 .32

Teacher Demands

.16 .29

“Encourage” is more important for most vulnerable……

Doing Things Right!

Invitational Education – Aimed at Developing Human Potential

to the Highest Levels

Cognitive

Emotional

Spirit - Spiritual

Social

Physical

Human

Potential

Enhancers

Barriers

Moral FeelingMoral Actions

Moral Reasoning

(Empathy / Caring)(Opportunity)

Barriers

Enhancers

(Purkey & Siegel – Invitational Leadership Marzano – Classroom Strategies That Work --ABS-Graphic Organizer)

Dance Visual & Literary ArtsMusicDrama

Best Strategies

I.E. “At A GLANCE”

What are YOUR Priorities?

• Engagement– Experience – Explore– Discover -

Understand• Learn

– Remembering• Test Scores

– Applying to Real Life

• Self-Discipline• Respect• Imagination

– Creative Problem-Solving

• Relationship Skills– Empathy, Caring, Cooperation

Ms Dew - connect to I.E. Values

Invitational Education in the Classroom

• Engage – Experience – Explore – Discover– Power of the arts – start with heart/emotion (hands &

head follow)….or hands first……triangle.. • Learn – Understand

– Connections to background knowledge & intrinsic interests

• Remember – – Connections to background knowledge & intrinsic

interests

• Apply – Design backward, is there an authentic ‘real real world’ connection? (Why study history?)

What Do We Know About IE?KWLT

Know / Important Want to Know Learned *Can Teach*

Invitational Education• A systematic way to describe

communication in schools that results in learning and human development;

• A theoretical framework and practical strategies for creating effective schools

• Foundations are: • – The democratic ethos

• All people matter, and can grow through participation in self-governance

• – The perceptual tradition • Human behavior is a function of the perceptions that

exist for individuals

• – Self-concept theory• A person’s picture of who they are and how they fit

into their perceived world

Invitational Education• Core Values

• Respect – (Self & Others)

• Trust (Responsibility)

• Caring – (Empathy)

• Optimism – (Resiliency)

• Intentionality – (Purpose)

•

• Four Assumptions• People are Able, Valuable, Responsible

• Education should be collaborative

• People possess untapped potential

• Potential best achieved with Core Values & 5 P’s

Ms Dew – Caring School Award

I.E. The 5 P’sFishbone Diagram

(ABS - Marzano - Graphic Organizer)

People

ProcessesPrograms

Policies Places

Carl Rogers

Arts-Based Strategies

Character Education

Arts Integration

Good Place to Start

Core ValuesOr Rules?

Curriculum

What programs are already in place?

Invitational Schools &Classrooms

Clean, Safe ‘Attractive’

Respect

School Action PlanThinking Ahead

Intended / Actual

Ends / Policies / Content

Means / Processes

What is Needed?SWOT / KISSBenchmark

How might It be Accomplished?Alternatives

Are we Implementing what we Intend?Fidelity Award

Are we gettingwhat we Want? Formative & Summative Assessment

Respect & Balance• China

– Harmony– Effort– Patience– Emphasis on

Relationships - Guanxi

• United States– Individual

Freedom– Intelligence– Push Ahead– Emphasis on

Relationships - EQ

Considerations• Start with SELF

– Self-Respect

• Apply to other adults

– Respect, Trust…

• Apply to students– Respect, Trust…..

• Pay Now or Pay Later

Discipline

Plan, Class Meetings, Learning Circles

Learning & Teaching

Saved Time !Pro-Active

1-Plan Engaging LessonsArts-Based Strategies

2-Hold Regular Class Meetings orLearning Circles

Show RESPECT byReflecting & checking our assumptions

"IE in the classroom - for engagement, learning,

remembering, and applying......with a focus on using the arts.."

Part B – Planning ‘Inviting’ Lessons

"IE in the classroom - for engagement, learning,

remembering, and applying......with a focus on using the arts.."

Part B – Planning ‘Inviting’ Lessons

Richard BenjaminMay 2012

An ‘Inviting’ Lesson or Unit

• Engaging– Often uses the

‘engaging’ power of the arts

• Accelerates or Deepens Learning

• Insures Remembering

• Encourages Application

• Invites or Pulls students into the lesson

• Invites students to come to experience learning as a fun activity…..Learn to Love Learning

• Forges connections to student background knowledge and interests

• Invites students to realize their highest human potential– Academic, Social, Spiritual,

Psychological, & Physical

Guiding Concepts & Essential Questions

• ‘Universal’ Concepts:

• BALANCE

• PATTERNS– Pinocchio – Before,

during, after…..beginning, middle, end…..

– What do engaging, effective lessons seem to have in common?

• RELATIONSHIPS

• Essential Questions

• ‘How might we make our lessons more immediately ‘inviting’

• And, also make them to more authentically invite students to realize their highest human potential?

Marzano’s Nine High Yield Strategies

(& the average effect size of each) • # 1 -Identifying similarities & differences 1.61 • # 2 -Summarizing & note taking

1.00• # 3 -Reinforcing effort/providing recognition .80• # 4 -Homework & practice .77• # 5 -Nonlinguistic representations .75• # 6 -Cooperative learning .73• # 7 -Setting objectives & providing feedback .61• # 8 -Generating & testing hypotheses .61• # 9 -Questions, cues & advance organizers .59

Brazosport TXESR, Quality Tools & 8-Step

Model

Bernstein Action Research / Evaluation

Character Through Service Learning ProjectSocial Studies Pre-Post 1st 9 Weeks

   

Pre-test

Post-test ▲    

Pre-test

Post-test ▲    

Pre-test

Post-test ▲

                             

  SFA 28.9 28.9 0%   OL 27.3 36.5 34%   AC 29.4 40.1 36%

  SFA 24.0 31.7 32%   OL 29.1 39.5 36%   AC 34.1 47.4 39%

Panter SFA 18.0 31.0 72%   OL 28.2 47.1 67%   AC 31.5 51.1 62%

  SFA 12.5 20.5 64%   OL 21.6 23.0 6%   AC      

  SFA 20.0 23.0 15%   OL 22.7 28.0 23%   AC      

  SFA 20.3 28.1 38%   OL 27.4 37.5 37%   AC      

TOTAL SFA 20.6 27.2 32%   OL 26.1 35.3 35%   AC 31.7 46.2 46%Bernstein Artful Learningrbenjamin@pioneerresa.org

What Engagement Changes about the

Learning Experience

The Learning Pyramid - National Training Laboratories, Bethel, ME

Student Engagement

When students TEACH others,They have the highest remembering

Considerations for Invitational Lesson / Unit Planning

Respect / Trust:Background KnowledgeStudent InterestsStudent Learning Modes

Respect / :Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests

Respect – by Using ‘Best’ PracticesGuiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning Inquiry (Plan to teach others)Rubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment

Observe Good Examples

• View Videos– Kindergarten - http://

resources.hkedcity.net/resource_detail.php?rid=888344056

Considerations for Invitational Lesson / Unit Planning

Background KnowledgeStudent InterestsStudent Learning Modes

Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests

Guiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning InquiryRubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment (Plan to teach others)

Which one or two are you already strong in?

Respond in Moodle if appropriate.

Considerations for Invitational Lesson / Unit Planning

Background KnowledgeStudent InterestsStudent Learning Modes

Real Life ApplicationsNext Learning ObjectivesStudent Goals / Interests

Guiding Concept & Significant QuestionExperience / Engagement / StrategyCooperative Learning InquiryRubric for Performance Assessment (Product / Mastery Learning)Reflection / Self-Assessment (Plan to teach others)

Which one or two would you like to strengthen?Why?

Respond in Moodle if appropriate.

"IE in the classroom - for engagement, learning, remembering, and applying......

with a focus on using the power of the arts.."

Part C – ‘Invitation’ to Collaborate

"IE in the classroom - for engagement, learning, remembering, and applying......

with a focus on using the power of the arts.."

Part C – ‘Invitation’ to Collaborate

Richard Benjaminrichardbenjamin7@gmail.com

May 2012

Invitation to Collaborate

• On-line Prompts & Modules –– Individual sign-in at convenient

times, with responses….– www.BenjaminSystems.com

• On-Line Webinars – Arranged Common Times

References• Invitational Education

• Invitational Leadership by Purkey & Siegel• Fundamentals of Invitational Education by Purkey &

Novak• http://www.invitationaleducation.net/

• Character Education• The Moral of the Story by Bobby & Sherry Norfolk• http://www.character.org/

• Arts Integration• http://www.pcae.k12.mn.us/pdr/HANDBOOK6_7.pdf• http://imaginationnow.wordpress.com/tag/imagination-

conversations/

• Putting It All Together– www.BenjaminSystems.com