NewsUpper SchoolStudent LifeFaculty/StaffPre-K to 8ServiceAcademics
Faculty members get ‘attuned’
Jul 13, 2006 11:13 AM
By Tannika King - Faculty
As Darlington gets ready to launch the new Learning Center in August, faculty members prepared for the upcoming year with a five-day, on-campus workshop facilitated by Schools Attuned.
First developed in 1987, Schools Attuned was launched as a year-round professional development program in 2000, providing K-12 educators with a framework and tools to understand and manage differences in learning in the regular classroom. It also equips general classroom teachers to make the best instructional decisions to ensure that each student can find academic and social success. The program focuses on management techniques such as demystification, bypass strategies, interventions at the breakdown points, and the strengthening of strengths and affinities.
Based on the pioneering work of Dr. Mel Levine, a noted professor of pediatrics and the director of the Clinical Center for the Study of Development at the University of North Carolina School of Medicine in Chapel Hill, Schools Attuned has been featured in Newsweek, USA Today, Teacher Magazine, Scholastic Instructor and on television’s Oprah and Today Show programs.
Anne Taite Austin has trained faculty through Schools Attuned since 2003 and believes the program helps teachers realize the impact they can have on students with learning differences. “It really helps teachers make the connection that they are in the best position to help students who are in need,” she said. “It has to start in the classroom before the students get to the Learning Center. This program empowers teachers to make that connection.”
Faculty members attending the workshop experienced a variety of techniques to help them identify with different learning struggles. Topics included memory, neuromotor function, spatial ordering, language, temporal-sequential ordering, higher order cognition, social cognition and attention.
First, the group of 29 participants broke into small groups of six or seven to discuss hypothetical situations of students with learning differences and how the situation should be assessed and managed. The groups then came together for a large group discussion, in which participants provided specific examples of how they could apply this new information in the upcoming year.
In pairs, participants read case studies of students with social differences and identified what was happening in the situation. The entire group gathered to discuss the social climate of the school and how to make it a safe environment for all students.
Part of the workshop time was designated for action labs, where the participants put what they learned into practice. Many of the activities forced them to look at a situation from a viewpoint of someone with a learning difference. When discussing neuromotor functions, they were required to write with their non-dominant hand. Participants also read passages that were written as if the writer had a learning difference so they could learn to recognize that in their own classrooms.
They also discussed the possible challenges they will face when making accommodations for students with learning differences. Group facilitators emphasized reminding students and parents that these accommodations are more about creating a level playing field rather than giving special advantages and breaks.
Libbie Zimmer, Learning Center director, believes Schools Attuned works well with the goals of the center. “One of our goals is teacher awareness and giving them more tools that do not fall into their content area,” she said. “Our teachers are very knowledgeable about their subjects, but learning differences do not fall into content areas. This class will provide skills and knowledge about the learner.”
Greg Griffeth, dean of students and Upper School biology teacher, agreed with Zimmer. “As a teacher, having knowledge to assess the weaknesses will help me address it,” he said. “There is a large difference between knowing a general weakness and recognizing a specific weakness and how to help the student.”
Brian Inman, Upper School history teacher, said Schools Attuned encourages self-evaluation. “This workshop emphasizes and helps me to know about what to do in the classroom to benefit everyone, not just the students with learning differences,” he said.
Teachers were not the only faculty members who found the program helpful. Tara Inman, head of house, said it gives direction to what Darlington is doing in the residential program. Director of Residential Life James Milford agreed, adding that although he was anxious about whether the workshop would relate to him [since he is not a teacher], he has found Schools Attuned to be strengthening across the board.
“The attention segment really helped me connect and figure out what to do during study hall time to have a directed environment,” said Milford. “The program has been broad and has given us the skills and tools so we can help everybody.”
Austin said she was surprised by how many of Darlington’s administrators attended the workshop. “It is impressive when they show up and are so involved,” she said. “These administrators will ‘walk the talk’.”
Zimmer said she is pleased that the workshop has been well-received by Darlington faculty members, and she feels it has provided teachers with the necessary resources to help all students to be successful in the classroom.
“Schools Attuned is another tool and source of dialogue,” said Zimmer. “It gives us the vocabulary and knowledge we need to learn why a particular student is not performing … The more information we have, the more we will be able to understand and help students with their struggles.”
Schools Attuned was made possible through a generous grant by Darlington's Parents Association. Click here for more information on Schools Attuned.
First developed in 1987, Schools Attuned was launched as a year-round professional development program in 2000, providing K-12 educators with a framework and tools to understand and manage differences in learning in the regular classroom. It also equips general classroom teachers to make the best instructional decisions to ensure that each student can find academic and social success. The program focuses on management techniques such as demystification, bypass strategies, interventions at the breakdown points, and the strengthening of strengths and affinities.
Based on the pioneering work of Dr. Mel Levine, a noted professor of pediatrics and the director of the Clinical Center for the Study of Development at the University of North Carolina School of Medicine in Chapel Hill, Schools Attuned has been featured in Newsweek, USA Today, Teacher Magazine, Scholastic Instructor and on television’s Oprah and Today Show programs.
Anne Taite Austin has trained faculty through Schools Attuned since 2003 and believes the program helps teachers realize the impact they can have on students with learning differences. “It really helps teachers make the connection that they are in the best position to help students who are in need,” she said. “It has to start in the classroom before the students get to the Learning Center. This program empowers teachers to make that connection.”
Faculty members attending the workshop experienced a variety of techniques to help them identify with different learning struggles. Topics included memory, neuromotor function, spatial ordering, language, temporal-sequential ordering, higher order cognition, social cognition and attention.
First, the group of 29 participants broke into small groups of six or seven to discuss hypothetical situations of students with learning differences and how the situation should be assessed and managed. The groups then came together for a large group discussion, in which participants provided specific examples of how they could apply this new information in the upcoming year.
In pairs, participants read case studies of students with social differences and identified what was happening in the situation. The entire group gathered to discuss the social climate of the school and how to make it a safe environment for all students.
Part of the workshop time was designated for action labs, where the participants put what they learned into practice. Many of the activities forced them to look at a situation from a viewpoint of someone with a learning difference. When discussing neuromotor functions, they were required to write with their non-dominant hand. Participants also read passages that were written as if the writer had a learning difference so they could learn to recognize that in their own classrooms.
They also discussed the possible challenges they will face when making accommodations for students with learning differences. Group facilitators emphasized reminding students and parents that these accommodations are more about creating a level playing field rather than giving special advantages and breaks.
Libbie Zimmer, Learning Center director, believes Schools Attuned works well with the goals of the center. “One of our goals is teacher awareness and giving them more tools that do not fall into their content area,” she said. “Our teachers are very knowledgeable about their subjects, but learning differences do not fall into content areas. This class will provide skills and knowledge about the learner.”
Greg Griffeth, dean of students and Upper School biology teacher, agreed with Zimmer. “As a teacher, having knowledge to assess the weaknesses will help me address it,” he said. “There is a large difference between knowing a general weakness and recognizing a specific weakness and how to help the student.”
Brian Inman, Upper School history teacher, said Schools Attuned encourages self-evaluation. “This workshop emphasizes and helps me to know about what to do in the classroom to benefit everyone, not just the students with learning differences,” he said.
Teachers were not the only faculty members who found the program helpful. Tara Inman, head of house, said it gives direction to what Darlington is doing in the residential program. Director of Residential Life James Milford agreed, adding that although he was anxious about whether the workshop would relate to him [since he is not a teacher], he has found Schools Attuned to be strengthening across the board.
“The attention segment really helped me connect and figure out what to do during study hall time to have a directed environment,” said Milford. “The program has been broad and has given us the skills and tools so we can help everybody.”
Austin said she was surprised by how many of Darlington’s administrators attended the workshop. “It is impressive when they show up and are so involved,” she said. “These administrators will ‘walk the talk’.”
Zimmer said she is pleased that the workshop has been well-received by Darlington faculty members, and she feels it has provided teachers with the necessary resources to help all students to be successful in the classroom.
“Schools Attuned is another tool and source of dialogue,” said Zimmer. “It gives us the vocabulary and knowledge we need to learn why a particular student is not performing … The more information we have, the more we will be able to understand and help students with their struggles.”
Schools Attuned was made possible through a generous grant by Darlington's Parents Association. Click here for more information on Schools Attuned.
