Self-Management Strategies: Theory, Curriculum, and Teaching Procedures

By Michael B. Medland | Go to book overview
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22
ADAPTING THE SELF-MANAGEMENT PROGRAM
The SM program emerged in response to social problems. To insure that these problems are solved, the SM program must adapt. By adapting, the need to implement new programs on a continual basis or to discard the SM curriculum for the latest fad ends. The resulting program continuity gives districts, schools, teachers, and students a stability that helps them move into the future. This chapter outlines a strategy to plan SM program adaptation activities. 1
ANALYSIS OF PROGRAM ADAPTATION
Program adaptation is a cyclical, year-by-year problem-solving process that seeks answers to two questions: (1) How can the program be examined to learn about its operation? And (2) What is needed to change the program so it operates as desired? The process of obtaining answers has five phases.
1. Design monitoring (observational) instruments to determine how the program components are working.
2. Design the organization of all adaptation activities.
3. Design specific procedures to carry out adaptation activities.
4. Implement adaptation activities.
5. Revise adaptation activities, teacher training, and instructional procedures.

Monitoring instruments are designed to observe teacher training, teacher behavior, and student behavior. The major adaptation activities include

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