Download - Exemplary, Research-Based Thematic Transition Instruction DCDT Conference Albuquerque, NM October 21, 2005 Albuquerque, NM October 21, 2005 Pamela Luft,

Exemplary, Research-Based Exemplary, Research-Based Thematic Transition InstructionThematic Transition Instruction

DCDT ConferenceDCDT Conference

Albuquerque, NM October 21, 2005Albuquerque, NM October 21, 2005

Pamela Luft, Ph.D.Pamela Luft, Ph.D.

Kent State UniversityKent State University

[email protected]@kent.edu

October 21, 2005October 21, 2005 Transition Services Preparation & TrainingTransition Services Preparation & Training

Rationale for Thematic InstructionRationale for Thematic Instruction

• Transition’s scope should be broad and life-longTransition’s scope should be broad and life-long• Transition often is limited to separate classes:Transition often is limited to separate classes:

• home echome ec• career development career development • world of workworld of work• functional or life skillsfunctional or life skills

• Instruction becomes delimited and fragmentedInstruction becomes delimited and fragmented


Thematic InstructionThematic Instruction

• Overcome fragmentation through Overcome fragmentation through

Integrated Thematic Instructional UnitsIntegrated Thematic Instructional Units

• Design units across the full range of Design units across the full range of academic content areasacademic content areas

• Incorporate a transition focus to “anchor” Incorporate a transition focus to “anchor” units in relevance and meaningunits in relevance and meaning


Research-Based Unit DesignResearch-Based Unit Design

• Thematic instructional units:Thematic instructional units:• Increase redundancy and retention of key Increase redundancy and retention of key

conceptsconcepts• Enhance learning of cross-curricular Enhance learning of cross-curricular

relationships and processesrelationships and processes• Life cycles: of people, animals, plants, cities, Life cycles: of people, animals, plants, cities,

countries, solar systemscountries, solar systems


Understanding by Design Understanding by Design (Wiggins & McTighe, 2005)

• Utilizes research-based processesUtilizes research-based processes• Bloom’s research and learning theories Bloom’s research and learning theories http://http://

www.ubdexchange.org/resources.htmlwww.ubdexchange.org/resources.html • Project-specific research results and outcomesProject-specific research results and outcomes• Used at:Used at:

• Teachers College at Columbia University, Teachers College at Columbia University, • Penn State University Penn State University • Old Dominion UniversityOld Dominion University• Vanderbilt University Vanderbilt University • University of Maryland. University of Maryland.


Unit Design and TransitionUnit Design and Transition

• Design process that focuses on:Design process that focuses on:• Authentic, relevant, and enduring learningsAuthentic, relevant, and enduring learnings• The “heart” of each curricular areaThe “heart” of each curricular area

• Transition provides:Transition provides:• The conceptual link among these learnings through…The conceptual link among these learnings through…• The authentic, relevant, and enduring topicsThe authentic, relevant, and enduring topics


Understanding by DesignUnderstanding by Design

• ““Backward design” processBackward design” process• Stage 1:Stage 1:

• Review external standards and student needs, to… Review external standards and student needs, to… • Stage 2:Stage 2:

• Develop assessments to evaluate achievement of the Develop assessments to evaluate achievement of the standards and needs, that ends with…standards and needs, that ends with…

• Stage 3:Stage 3:• Develop lessons and instructional activities thatDevelop lessons and instructional activities that

• Prepare the student to adequately perform on the assessments Prepare the student to adequately perform on the assessments and and

• Demonstrate thorough Demonstrate thorough understandingunderstanding. .


Stage 1: Incorporate Transition Issues Stage 1: Incorporate Transition Issues

• State standards are “unpacked” into State standards are “unpacked” into meaningful and teachable chunks according to meaningful and teachable chunks according to elements that are elements that are • (a) worth being familiar with, (a) worth being familiar with, • (b) important to know and understand, and (b) important to know and understand, and • (c) what is authentic and relevant and of life-long (c) what is authentic and relevant and of life-long

value to the student (i.e., value to the student (i.e., transition needstransition needs))


Transition-Focused UnitsTransition-Focused Units

• Transition Services Preparation Project• Years 1-2: Teachers identified topics and units Years 1-2: Teachers identified topics and units • Years 3-4: Transition units based on research Years 3-4: Transition units based on research

resultsresults• Student participation in IEP meetings: MS Student participation in IEP meetings: MS

and HS unitsand HS units• Vocational preparation and courseworkVocational preparation and coursework

• Career Development units (Brolin’s LCCE)Career Development units (Brolin’s LCCE)• Career AwarenessCareer Awareness• Career ExplorationCareer Exploration• Career PreparationCareer Preparation• Career AssimilationCareer Assimilation


Project Website Project Website http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm

Units are found:

Transition Teaching Units

Research-Based Priorities


Transition Teaching Units

Unit Design Processes

Unit Examples


Research-Based Priorities and Practices

Summary: Literature Review of Research

Grant Activities: Yearly listing with unit development process


ReferencesReferences

• Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. disabilities: Predictive factors and student perspectives. Exceptional Children, 66Exceptional Children, 66, 509-529., 509-529.

• Kohler, P.(1993). Best practices in transition: Substantiated or Kohler, P.(1993). Best practices in transition: Substantiated or implied? implied? Career Development for Exceptional Individuals, 16Career Development for Exceptional Individuals, 16, , 107-121.107-121.

• Wiggins, G., & McTighe, J. (2005). Wiggins, G., & McTighe, J. (2005). Understanding by design Understanding by design (2(2ndnd ed). Alexandria, VA: Association for Supervision and Curriculum ed). Alexandria, VA: Association for Supervision and Curriculum Development.Development.