“Research on the relationship between the physical

environment and learning confirms what would seem self-evident to most teachers – that the physical environment influences not only academic learning, but also behavior in general.” (O'Mahony & Siegel, 2008, p. 20)

(Is social studies lack of time on task related to the physical set up of the classroom? How to manage this when space is highly limited... however change may increase stamina/interest/time on task.)

(ACTIVE STRATEGIES - Keep interest as well as student time on task increased.)

Using brain breaks?? How to document improvement??

WHAT IS THE BEST INTERVENTION TO STUDY USE??

Brain breaks (attention breaks)

VOCABULARY INSTRUCTION/FOCUS

RESPONSE CARDS TO decrease disruptive behavior

COOPERATIVE GROUPS

HIGH INTEREST READINGS

USE OF TECHNOLOGY??? (computer assisted instruction)

LEARNING STATIONS (opportunity for CHOICE)

**PAY ATTENTION TO ON TASK STUDENTS

“The typical dilemma with group discussions, agrees Maiuri, is getting everyone to participate--including shy kids. Holding the online discussions gets rid of those concerns, she says: "It doesn't mean I've given up on oral discussion. But with this, every kid can respond at once. They write their thoughts, they respond to other kids--it's exactly what I want in oral discussions, but can't get."

"K-12 isn't working," he said, "and we have to change the way we do it." Citing global assessments that rank the United States well behind the leading countries in reading and math, he said: "Between 1970 and 2010 we doubled the amount of money we spent on education and the number of adults in the schools, but the results are just not there. Any system that poured in as much money as we did and made as little progress has a real problem. We keep trying to fix it by doing the same thing, only a little different and better. This is about a lot different and better." (Rotella, September 2013, p. para. 8)

-advanced organizers

-high interest readings

-modified text

-Cooperative groups

-

"Consistently over the last 20 years, teachers, especially those new to the field, have reported behavior problems as one of their greatest school-related concerns and challenges" (Billingsley, 2001; Billingsley & Tomchin, 1992; DarlingHammond, 2003; Fimian & Santoro, 1983; Muscott, 1987; Pullis, 1992; Veenman, 1984). 

-"The use of response cards is one intervention with some preliminarily empirical evidence of decreasing offtask or disruptive behavior while increasing on-task behavior in the classroom. These responses occur in tandem with increased student responding and academic achievement compared to traditional whole-class lecture" (e.g., Armendariz & Umbreit, 1999; Christie & Schuster, 2003; Gardner et al., 1994).

(Lambert, Cartledge, & Heward, 2006)

-strategies instruction

-computer-assisted instruction

-teaching notetaking

**impulsivity and social skills - SELF_REGULATION includes: teaching problem solving techniques, self evaluation and self control.

-"Regarding behavioral modifications, three of the general educators in the four elementary schools we studied discussed providing opportunities for these students to move about the classroom. Two reported applying the rules more flexibly for children with ADHD. Again, our observations suggested that, although these modifications were used, they were not systematically implemented. (para. 5 of discussion)  (Nowacek & Mamlin, 2006)

*Using stations to increase time on task and depth of self-reflection. Since students are choosing stations of "interest" then focus would improve.