Transcript Represents a structured, systematic effort toward
Candace S. Bos
Memorial Lecture Series
University of Texas September 16, 2002
“A doctor can bury his mistakes, but an architect can only advise his client to plant vines.”
Frank Lloyd Wright
“What matters most in the work that we do?”
C
LOSING THE
P
ERFORMANCE
G
AP
Demands/ Skills The Performance Gap Years in School
Inclusive Education is about results from attending to The “Core” Closing the Performance Gap is promoted by the only happens through Strong Administrative Leadership Continuum of Content Literacy
Focus of Presentation
•
Actions that lead to the biggest improvements in student outcomes > Validated practices implemented with fidelity > Coordinated programming across teachers and sites > Quality professional development > Strong administrative leadership
Inclusive Education is about results from attending to The “Core” Closing the Performance Gap is promoted by the only happens through Strong Administrative Leadership Continuum of Content Literacy
What’s Should be at the Core?
•
Vision
•
Efficacy/Beliefs
•
Validated instructional practices
•
Administrative Leadership
Visio n
Efficacy/Beliefs
Validated instructiona l practices
Vaughn, Gersten, & Chard (2000)
• • • • • Interventions that benefit SLD
also
benefit average and high achievers Instruction that is visible & explicit Instruction that is interactive between students & teacher & between students Instruction that controls of task difficulty Strategies that guide student learning
Direct Instruction
• • • • •
Small steps Probes Feedback Diagrams/pictures Independent practice
Strategy Instruction
• • • • •
Clear Explanations Teacher models Reminders to use strategies Step-by-step prompts Review the learning process
Swanson (1999)
Responsive Instruction
•
Continuous Assessment
•
Instructional Accommodations
•
Elaborated Feedback
Systematic Instruction
•
Structured
•
Connected
•
Scaffolded
•
Informative
Intensive Instruction
•
Sufficient Time
•
High Engagement
My, how time can slip away!!
• 10 minutes lost/block (4 blocks/day) – – – 40 minutes lost/day 200 minutes (3.3 hours) of lost/week 105 hours/year or about
17 days!!!
Inclusive Education is about results from attending to The “Core” Closing the Performance Gap is promoted by the only happens through Strong Administrative Leadership Continuum of Content Literacy
.
A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it.
.
Component 1: Ensure mastery of critical content.
All students learn critical content required in the core curriculum regardless of literacy levels. all most some Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.
For example: The Unit Organizer Routine
Content Enhancement Teaching Routines Planning and Leading Learning
Course Organizer Unit Organizer lesson Organizer
Explaining Text, Topics, and Details
Framing Routine Survey Routine Clarifying Routine
Teaching Concepts
Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine
Increasing Performance
Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine
Concept Diagram
33 Key Words
elephant human warm-blooded nurse their young
1 2 3 4 CONCEPT DIAGRAM CONVEY CONCEPT OFFER OVERALL CONCEPT NOTE KEY WORDS CLASSIFY CHARACTERISTICS: Always Present Mammal 1 Sometimes Present
warm-blooded nurse their young
+ +
walks on 2 legs walks on 4 legs Vertebrate O
Never Present
cold-blooded has hair
+
swims in water can fly moves on the ground
5 EXPLORE EXAMPLES Examples: Nonexamples:
whale human snake bird elephant alligator shark duckbill platypus walks on 4 legs whale shark bat can fly bird cold-blooded
6 PRACTICE WITH NEW EXAMPLE 7 TIE DOWN A DEFINITION
A mammal is a warm-blooded vertebrate that has hair and nurses its young.
2
Concept Mastery Results
80 70 60 50 40 30 20 10 0 54% 78% Pre Post
Test scores of students with disabilities on unit tests
30 20 10 0 Qu estion Exploration Guide: Gen eralization Results Comparison group Experimental group 100 90 Prejudice Lesson 80 70 67 78 81 63 83 60 50 40 50 60 88 56 69 64 85 60 LD LA NA HA LD LA NA 63 97 HA
.
A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it.
.
Component 2: Weave shared strategies across classes.
Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.
For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”
“It’s strange that we expect students to learn, yet spend so little time teaching them about learning!”
Norman, 1980
“In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists!”
Eric Hoffer
Embedded Strategy Instruction
Large Group Instruction I Do It!
• • • • • • • Review the steps of the strategy Explain how it will help them learn Specify what they need to do Think out loud Problem solve Attack the challenge in different ways Address errors from previous day’s work
Large Group Instruction We Do It!
• • • • • • Ask for strategy steps Ask students to explain how they’re thinking Shape student responses Encourage students with authentic praise Evaluate student understanding Re-instruct if necessary
Large Group Instruction You Do it!
• • • • Let students perform independently Give brief, specific, constructive feedback Identify categories of error to identify the focus for the next day’s session Have students record their grade on a progress chart
Learning Strategies Curriculum
Acquisition
Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass
Storage
First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary
Expression of Competence
Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking
Self-Questioning Strategy •
A
ttend to clues as you read •
S
ay some questions •
K
eep predictions in mind •
I
dentify the answer •
T
alk about the answers
Self-Questioning-2001 n= 133 60 50 40 30 20 10 0 comparison experimental
7th Grade Science Class: Growth Scores
Textbook quiz
State Writing Assessment
State Writing Assessment 100 90 80 70 60 50 40 30 20 94 74.5
10 0 Strategies School Mean of Other Same-Sized School 85 State Average
.
A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it.
.
Component 3: Support mastery of shared strategies for targeted strategies.
Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel. For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.
Intensive Strategy Instruction
Eight Stage Instructional Process 1. Pretest and Make Commitments 2. Describe 3. Model 4. Verbal Practice 5. Controlled Practice 6. Advanced Practice 7. Posttest and Make Commitments 8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
Small-Group Instruction • • • • Pre-test Describe Model Verbal Elaboration • • • • Controlled Practice Grade-appropriate practice Post-test Generalization
Word Identification • • • • • • •
D
iscover the context
I
solate the prefix
S
eparate the suffix
S
ay the stem
E
xamine the stem
C
heck with someone
T
ry the dictionary
High School Reading (Decoding) Comparison group Experimental group 1 0 3 2 10 7 6 9 8 5 4 5.3
9.1
5.8
6.2
M ale African Americans 5.7
8.5
6.5
5.8
M ale Hispanics 5.4
9.1
6.4
6.8
M ale Caucasians
.
A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it.
Component 4: Develop more intensive course options for those who need it.
Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses. For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.
.
A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
Students with underlying language disorders learn the linguistic, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies. For example: Speech and language pathologists work with students whose language disorders to teach the language skills needed to acquire critical literacy skills and strategies.
The Speech-Language Pathologist Provides Curriculum-Relevant Therapy
Curriculum-relevant therapy
is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success. Practice Principles: 1. Intervention provided by the SLP should be therapeutic, or clinical, in nature.
2. Intervention should relate directly to what students have to learn in school.
What is Strategic Tutoring?
• • • • • Usually one-to-one instruction With a highly skilled instructor Who assesses, constructs, weaves, and plans for transfer using Strategies for learning how to learn While helping youth complete class assignments
Student Strategy Knowledge
“Tell me everything you do when you......”
Pre Strategic Tutoring Post Strategic Tutoring
Andre’: Math Strategy Oct. 13, 1998 • • • • I take notes from the overhead.
I use the notes if I don’t remember.
Andre’: Math Strategy Dec. 7, 1998 First, I have a separate folder • • • • • • • • for math assignments.
I read the problem aloud.
I underline information Compare to other problems(look at example in the book).
Make up a guess Solve parts of the problem.
Check my work
Student Strategy Knowledge
Pre Strategic Tutoring Post Strategic Tutoring Andre’: Organizational Strategy Nov 2, 1998
• • • • • Put my papers for class in each textbook(science assignment in science text).
overhead.
Also put papers in bottom of backpack.
Andre’: Organizational Strategy Dec. 7, 1998
• • • • • • • • • • • • • • Use a notebook and separate folder for each subject.
The tutor checks my weekly/ daily planner. Use a grid for the planner and put sports stickers for each daily schedule that was complete.
I look at the board each class for notes written by the teacher.
Copy the dates and assignments from the board and due dates.
Summary of Key Ideas Related to Content literacy 1. The purpose of literacy is to increase the learning of critical information.
2. Content literacy requires fluent decoding. 3. Common strategies are taught and reinforced by all teachers. 4. Responsive and systematic instruction is provided on a continuum of intensity. 5. Students must master critical content regardless of literacy competence.
What Can the Content Literacy Continuum Do for Schools?
Demands/ Skills The Performance Gap Years in School
Content:
Rigorous academic standards
Helps professionals differentiate complementary roles.
Focuses on change at the school level.
Addresses, national, state, and district priorities in literacy.
You want me to do what?
Inclusive Education is about results from attending to The “Core” Closing the Performance Gap is promoted by the only happens through Strong Administrative Leadership Continuum of Content Literacy
Administrativ e Leadership
Administrative Leadership
•
Ensure right conditions are in place for student success
•
Create a professional culture of “calling,” high expectation, and success
Student Success =
Validated practices + Fidelity implementation + Coordinated implementation + Quality Professional Development + Strong Administrative Leadership