Transcript Assessment Powerpoint

Intensifying Instruction
“The teacher’s influence on student
achievement scores is twenty times
greater than any other variable, including
class size and student poverty.”
Fallon, 2003
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Explicit:
How instruction is
delivered
New skills/concepts
introduced in direct
manner: “I do, we do,
you do”
Teacher carefully
controls use of
language
Corrective feedback
procedures
Systematic:
A feature of time
Connected series of
lesson plans over time
Moves from explicit to
implicit over time
Set of instructional
routines from simple to
complex
Cumulative review
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Elements of Explicit Instruction
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•
•
•
Clear presentation of strategies
Scaffolding student learning
Provide immediate error correction
Providing sufficient examples for
instruction and practice
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Explicit Instruction
Scaffold Learning
Definition:
Temporary devices
and procedures used
by teachers to support
students as they learn
strategies.
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Explicit Instruction
Scaffolding: Gradual Release Model
“I do, We do, You do”
1.
2.
3.
4.
1.
2.
3.
4.
Teacher Modeling
Guided Practice
Independent Practice
Application.
Teacher Responsibility
Student Mastery
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Explicit Instruction
Tips for Effective Scaffolding
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Anticipate and precorrect for student
errors
Conduct teacher guided practice
Provide immediate feedback
Recognize when it is appropriate to
gradually release or retain scaffolds
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Tips of Scaffolding
 Model and lead through guided practice:
can be employed on all initial instruction.
Where this will cut down on critical errors is in
introducing independent work assignments.
 Scaffold questions leading students to
correctly answer inferential questions:
 Ask
appropriate questions during passage
reading and scaffold the correct answers
for challenging inferential questions as
needed.
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Types of Scaffolding
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Prompts: specific devices that can be employed for
learning an overall cognitive strategy-something that
students can refer to for assistance while working on
the larger task. (graphic organizers, cue cards,
checklists)
Think Alouds: teacher’s direct modeling of the
strategy, including self-talk, that enables students to
explicitly witness the strategy in use (i.e. an authentic
set of cognitive behaviors/actions that can be learned
to assist in problem solving.)
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Explicit Instruction
The Feedback Link
Correction can’t happen without
feedback
Feedback can’t happen without
monitoring
Monitoring can’t happen without
student responses through active
engagement

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Explicit Instruction
Error Correction
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Immediate correction
Clear and concise
Model when appropriate
Scaffold when appropriate
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Elements of Systematic
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Carefully planned introduction of skills
moving from simple to complex
Teach critical skills daily
Cumulative practice and review
Practice to facilitate mastery
Practice to facilitate automaticity
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Systematic Instruction
Careful planning
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New skills are introduced only when students
have learned related prerequisite skills
Items that are likely to be confused are
introduced with sufficient separation so that one
skill can be mastered prior to learning next
Examples are carefully chosen to include
application of skills that have been previously
taught
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Systematic Instruction
A Simple Model of Learning
• practice the skill correctly
• practice it correctly a sufficient
number of times to develop fluency
• review the skill enough to maintain it
skill unknown accuracy
fluency
maintenance
Stages in Skill Development
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Systematic Instruction
Judicious Review
Review must follow initial instruction to ensure
retention and extended understanding
(1)
“The review must be sufficient to enable a
student to perform the task without hesitation.
(2) It must be distributed over time.
(3) It must be cumulative with information integrated
into more complex tasks.
(4) It must be varied, so as to illustrate the wide
application of a student’s understanding of the
information.”
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Systematic Instruction
Massed Practice vs. Distributed Practice
Minutes of Instruction Per Day on New Skills
Mon.
Tues.
30
30
Wed.
Thurs.
Fri.
0
0
10
10
10
vs.
20
20
10
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Systematic Instruction
How much repetition is needed?
Number of correct repetitions in a row of a new word needed to
“automatize” the word
Type of Learner
Number of Repetitions
Most Able
Less
Average
3-8
Least Able
More
Reitsma, P. 1983
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Positive Instructional Interaction (pii)
Instructional Interaction -
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•
•
The teacher briefly explains and models a skill while
students are engaged.
The teacher guides students while they practice the
skill and, if needed, provides corrective feedback.
The teacher provides opportunities for students to
perform the skill themselves and reinforces their
correct responses.
Positive –
•
•
Students respond successfully.
The teacher positively reinforces their success.
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Intensity of Instruction
Intensity of instruction is the number of positive
instructional interactions (pii’s) per day. The greater
the number of pii’s per day, the greater the intensity
of instruction.
If the quality or effectiveness of the instruction is high,
then the two main ways to increase intensity of
instruction are to: 1) increase the amount of
instructional time and 2) decrease the size of the
instructional group
Torgesen, J., “Research Corner: Successful interventions always increase
the intensity of instruction”, Intervention News, October 2006.
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Elements of Interactive Instruction
1. Teacher - directed learning
2. High levels of teacher-student
interaction
• Quick pacing
• High number of responses per minute where
appropriate
• Types of responses
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Pacing
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Instructional time variance
Transitions
Momentum
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Many Opportunities to Respond
Students’ rates of learning are proportional to
the rate at which they respond correctly.
Giving students more opportunities to respond
is a way to increase their rates of learning.
We can increase opportunities to respond by:
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more rapid pacing of instruction
choral responding facilitated by signals
calling on low performers more often
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Types of Student Responses
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Oral Group responses (choral)
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Oral Partner responses
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Oral Individual responses
Archer, A., & Torgesen, J. (2007). National Reading First Comprehension Conferences
A. Archer
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Types of Responses (cont.)
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Individual responses (written)
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Physical responses
A. Archer (2007)
A. Archer
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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION
Alterable
Variable
Options
Instructional
Delivery
Time
Grouping
for
Instruction
Instructional
Materials
Level of Specific Enhancement
1.
2.
3.
4.
Observe to see if
teacher is
implementing all
parts of the
Comprehensive
Learning System
Professional development to improve
teacher’s skills at
explicit instruction,
error correction, and
opportunities to
respond
Coaching to
Improve teacher’s
skills at explicit
instruction, error
correction, and
opportunities to
respond
Change person
teaching
Schedule & deliver
90 minutes of daily
reading instruction
during protected
reading block
Increase reading block
time, e.g., to 120 min.,
and/or add
intervention period
daily
Schedule two
intervention
sessions daily (a
double dose of 90
min. + 90 min.)
Schedule before
school, after
school, and
summer school
instruction sessions
Check group
placement &
provide whole &
small group
instruction
Check for group
homogeneity and
reduce size of small
group
Check further for
group homogeneity
and further reduce
size of small group
Provide individual
instruction if
needed
Change placement
in program
Add scaffolding to
program
Add additional
intervention
program(s)
Change program(s)
INCREASING INTENSITY
Modification of Kame’enui, Simmons, Coyne, & Harn (2003)
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Anticipating Instructional Difficulties for
Struggling Readers
Prevention vs. Intervention
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Who may have difficulty with this objective?
How will I monitor learning?
What steps will I take to insure all students learn
this objective?
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Phonemic Awareness: A Lesson Segment Example:
Objectives, Resources, Methods, and Grouping
Grade Level
Phoneme segmentationmulti-syllabic words
Objectives
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Resources
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Methods
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Group Members
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Some Risk
Phoneme segmentation
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High Risk
Phoneme segmentation
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Plastic chips
 Elkonin box
Teacher modeling
Partner practice
Independent practice
7 or more students
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Phonemic Awareness: A Lesson Segment Example:
Objectives, Resources, Methods, and Grouping
Grade Level
Phoneme segmentationmulti-syllabic words
Objectives

Resources

Methods

Group Members

Plastic chips
 Elkonin box
Teacher modeling
Partner practice
Independent practice
7 or more students
Some Risk
Phoneme segmentationclosed two syllable words
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Plastic chips
 Elkonin box
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Teacher modeling
Teacher guided practice
Finger tapping
Independent practice
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5-7 students
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High Risk
Phoneme segmentationCVC, CCVC, CVCe words
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Plastic chips
 Elkonin box with pictures
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Teacher modeling
Teacher guided practice
Finger tapping
Discussing mouth &
tongue formation
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3-5 students
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Phonics: A Lesson Segment Example
Objectives, Resources, Methods, and Grouping
Grade Level
Objectives
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r-controlled vowel (ar)
Some Risk
r-controlled vowel (ar)
 review 5 syllable patterns
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High Risk

r-controlled vowel (ar)
Word pattern board
 Word cards
 Magnetic letters
 Compare/Contrast syllables
with & without r-controlled
vowel
 Decodable book
Resources

Pre-teach with
manipulatives
 Spell word pattern
 Write words with word
pattern
 Game format review
 Partner reading
Methods

Group Members

5-7 students
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Phonics: A Lesson Segment Example
Objectives, Resources, Methods, and Grouping
Grade Level
Objectives

Resources

Methods

Group Members

r-controlled vowel (ar)
Word pattern board
 Word cards
 Decodable book
Spell word pattern
 Write words with word
pattern
 Independent reading
7 or more students
Some Risk
r-controlled vowel (ar)
 review 5 syllable patterns

Word pattern board
 Word cards
 Magnetic letters
 Word sort cards
 Decodable book

Pre-teach with
manipulatives
 Spell word pattern
 Write words with word
pattern
 Game format review
 Partner reading

5-7 students

High Risk
r-controlled vowel (ar)
 review 4 syllable patterns

Word pattern board
 Word cards
 Magnetic letters
 Mirrors
 Word sort cards
 “Sand box”
 Decodable book

Pre-teach with
manipulatives
 Multi-sensory articulation
 Spell word pattern
 Write words with word
pattern
 Game format review
 Teacher-supported reading

3-5 students
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Reflection
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Five key points?
Three goals for instructional delivery?
Implement tomorrow?
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