Transcript Closing the Literacy Gap in Middle and High Schools:
Closing the Literacy Gap in Middle and High Schools: A Research-based, School-wide Approach
Part of the SERC Literacy Initiative
Michael Faggella-Luby, PhD Neag School of Education
Overview I. Setting the Stage II. Content & Pedagogy of Adolescent Literacy III. Research on Observational Assessments IV. The Observation Tool V. Suggestions and Lessons Learned
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Who is
“
at-risk
”
?
Students who are successful during their 9
th
grade year are
3.5
times more likely to graduate
•
One F decreases likelihood of graduating from 83% to 60%
•
2 Fs decreases likelihood to 44%
•
3 Fs decreases likelihood to 31%
4/27/2020 Allensworth, E., & Easton, J. (2005). The on-track indicator as a predictor of high
school graduation. Chicago: Consortium of Chicago School Research
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Here in CT
“ At least 72 percent of [students] attending community colleges require remedial or developmental math or English; for the Connecticut state universities — Central, Western, Southern and Eastern — the figure is … 65 percent.
” Megan, Kathleen (10/27/2010). “ Many state high school graduates attending public colleges unprepared.
”
Hartford Courant.
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What impacts student outcomes?
PROPORTION OF VARIANCE IN STUDENT GAIN SCORES-- READING, MATH (Gr.4,8,10)-- EXPLAINED BY LEVEL--PROSPECTS STUDY ROWAN, ET AL., “ . . .PROSPECTS. . .
” TEACHERS COLLEGE RECORD( 2005).
Slide From R. Elmore
CLASS 60% READING 52-72% MATH STUDENTS 28% R 19% M SCHOOLS 12% R 10-30% M
Tier 1:
Comprehensive & Coordinated Instruction for All Students
SRBI/RTI Framework
5% 15%
Tier 3:
Specialized, Individualized Intervention for Students at High Risk
Tier 2:
Supplemental Instruction for Students at Some Risk 80% of Students 4/27/2020 Neag School 7 of Education
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Tiered System of Instruction
Alterable Components of Instruction
Content – – – Components of Reading and Writing Content-specific instructional methods Programs/Materials Pedagogy – – – – Explicitness Intensity and Pacing Interactiveness Grouping – Interventionist Expertise Neag School 8 of Education
1. Background Knowledge 2. Knowledge of Text Structure 3. Cognitive Strategies 4. Motivation 5. Word Study 6. Writing
Critical Content: What to Teach
References
Biancarosa & Snow, 2004 Ehren, 2005 Faggella-Luby & Deshler, 2008 Gersten et al., 2001 Graham & Hebert, 2010 McCabe, 2009 Torgesen et al., 2007 Neag School of Education
1. Background Knowledge
World Concepts Vocabulary • • • Example: Social Studies Classroom World Knowledge – Travel – Experience with an adult voting – Reading/Listening/Viewing political advertisements or debates Concepts – Representative government vs.
communism – Free-market economy vs, socialism Vocabulary –
Democracy, communism, filibuster, gridlock
– Academic or Signal Language – Passage-specific vocabulary CCSS: R1-R3; L4-L6 Neag School of Education
2. Knowledge of Text/Discourse Structures
Narrative/Expository organizational patterns
Student awareness Strategic use • • Examples Narrative Text Structure – Sequential –
In medias res
Expository Text Structure (Essay) – Persuasive – Comparison-Contrast – Description – – Cause-Effect Sequential – Problem-Solution – – Lab Report Journal Article – Policy CCSS: R4-R6 Neag School of Education
3. Cognitive Strategies
Goal-specific Packaging Monitoring and repair
• • • Examples Goal-Specific Strategies – questioning – summarization – – prediction inferencing Packages of Strategies – peer assisted learning (e.g., CWPT) – Reciprocal Teaching Self-Monitoring/Repair – Collaborative Strategic Reading CCSS: R7-9; R10 Neag School of Education
4. Motivation
Examples Engagement Self-efficacy Task persistence • • – – Engagement Provide rationale for learning/academic tasks Co-Construct meaning – Use first-glance influence – Self-efficacy Students set goals, develop a plan, self-monitor, and reflect – Timely teacher feedback – Engineer success • – Task Persistence Balance of challenging and independent material – Student choice of reading material CCSS: R10 Neag School of Education
5. Word Study
Multi-syllabic words Difficult often content specific syntax Unique semantic constructions Fluency
• • • • Examples Multi-Syllabic Words Onomatopoeia Stoichiometry Pythagoras/Pythagorean Difficult Often Content Specific Syntax • Word problem in math • Elizabethan English • Legislative language Unique Semantic Constructions • ‘Republican’ in Federalist papers vs. present day • Use semantic map line labels • Pre-teach key terms and explanations Fluency • Reading Shakespeare for prosody CCSS: L4, RF3-RF4 Neag School of Education
6. Writing
• • •
Writing Fluency skills Spelling Sentence construction Word choice Writing Process
• •
Strategies to compose genre specific text
• Examples Writing Fluency Skills – Teach spelling and word-study skills together – Use text models to illustrate sentence fluency and word choice Writing Process – Planning and Revision – Summarization Genre-specific Composition – Link strategies for identifying and utilizing text-structure with composition strategies CCSS: L1-L2; W4-W6; W1-W3 Neag School of Education
How Teachers Teach Struggling Readers
A significant difference between struggling readers and their typically achieving peers is not what they are taught about literacy, but how they are taught!
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Pedagogy That Builds Literacy Skills
• Instructional Core • Priority Instruction – Daily review – Introduce lesson objectives – Present new content – Guided practice – Independent Practice – Evaluation • • Formative Summative – – – – Small groups* Strategy Cueing and Questioning Advance Organizer Distributed Practice • Corrective and elaborative feedback References: Faggella-Luby & Deshler, 2008; Rosenshine,1995; Swanson, 1999; Swanson & Hoskyn, 2001 Neag School of Education
Instructional Core – Teach
Introduce Lesson Objectives
Intentionally
• Explain how the strategy will improve learning • Clarify expectations for learning and independent use Present New Content • Share important strategy components or steps • Share the sequence of strategy steps as necessary Guided Practice • • Present a verbal think-aloud of how to use strategy Identify obstacles and explain how to overcome them • Complete at least one successful application of the strategy 4/27/2020 Neag School 18 of Education
Instructional Core – Teach Intentionally (cont.)
Independent Practice • Prompt student involvement to get them actively thinking about the strategy • Practice with appropriate examples to allow for successful student practice • Create opportunities for teacher questioning and student self questioning Evaluation • Formative: determine specific instructional needs prior to instruction, frequently check for understanding • Summative: design summative assessments to assess student mastery of learning objectives 4/27/2020 Neag School 19 of Education
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Gradual Release and Intensity
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Recent Research on Observational Tools in Secondary Classrooms An electronic search was conducted for studies published between 1990 to 2012 from the ERIC, PsycINFO and PQDT. To be included in this summary, a study was required to meet the following criteria: An observation study of literacy instruction in ELA classes or in discipline-specific classrooms. Pertaining to secondary level (9 th -12 th grade).
Conducting planning and/or observational tools in tier I instruction. Designed to observe teaching behaviors and/or teaching instructions in the study. 4/27/2020 Neag School 21 of Education
Recent Research on Observational Tools in Secondary Classrooms Summarized research from the following elements: Audience Person observed Intended purpose: improve instruction; motivate teachers; make principals accessible to students and teachers; Observation categories Method for use: length of observation, tools to observe, recommended use Observation tools 4/27/2020 Neag School 22 of Education
Observation Tools for Teaching Behaviors in Secondary Classrooms
Observational Tool Audience Person Observed Intended Purpose Observation Categories Method for Use
Cornett, J. (2010) Classroom Observation Sheet Two Trained observers T and S (special educator & General educator) • To understand the typical instruction in high school classrooms involving co teaching for students with disabilities. Four foci: • Student engagement • Learning arrangement • Transition time • Instructional activity • • • Length: 60 minutes Tool: data collection sheet, pen, digital countdown clock Recommended Use: Using 30-second Momentary Time Sampling (MTS) to code the sheet. 4/27/2020 Neag School 23 of Education
Observation Tools for Teaching Behaviors in Secondary Classrooms
Observational Tool
Rissman, Miller, & Torgesen, (2009). Adolescent Literacy Walk Through for Principals (ALWP template) Principals & Administrators 4/27/2020
Audience Perso n Obser ved
T and S
Intended Purpose
• • • • To help principals monitor and support adolescent literacy instruction and student achievement in their schools more effectively. To provide guidelines for improving school wide reading instruction. Coaching focus instead of judging focus. To recognize effective academic literacy instruction.
Observation Categories
Research-based academic literacy instruction in grades 6–12 classrooms.
Content area and Reading intervention: • Vocabulary/concept • Background knowledge • Comprehension strategy instruction • Discussion of reading content • Motivation
Method for Use
• • Length: 3-5 minutes Tool: Template, pen/pencil • Recommended use: The principal visits classrooms frequently to look at instructional practices and student learning with the tool. The principal shares feedback with individual teachers and results are also used to plan professional Neag School 24 of Education
Observation Tools for Teaching Behaviors in Secondary Classroom
Observational Tool
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Audience
Vogt, M.E. (1991).
Checklist for Integrated Reading/Langua ge Arts Instruction Supervisors Administrators
Pers on Obse rved
T
Intended Purpose Observation Categories
• • To provide a checklist for supervisors and administrators to observe reading and writing lessons. Guideline for developing an integrated reading/language arts program. • • • • • Checklist includes: Reading Writing Listening Speaking General
Method for Use
• • • Length: not specified Tools: checklist Recommended use: Make pre observation and follow-up conferences between teachers, principals and supervisors to facilitate the professional growth of teachers.
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Observation Tools for Teaching Behaviors in Secondary Classroom
Observational
(2004)
Tool
William et al., Writing Observation Framework (WOF)
Audience
Principals/ Supervisors/ Peers
Person Observed
T
Intended Purpose Observation Categories
• • • • To monitor and improve writing instruction.
To ensure fair and substantive evaluation of teaching instruction in writing.
Can be used for peer mentoring.
Applicable for in-depth self-evaluation with instructional practices in writing. • • • • • • • • • Classroom climate Prewriting Drafting Conferencing Revising Editing Skill/strategy instruction Assessment Student practice.
Method for Use
• • • Length: whole period Tools: WOF observational tool Recommended use: Coding O, C, R, N for each items: O (Observed), C (Commendation), R (Recommendation), N (Not applicable) Make pre observation and follow-up conferences.
Provide feedback to individual teachers.
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In Summary
Reasons to share:
Observe literacy practices in four instructional settings: • co-teaching classroom, discipline-specific classroom, reading/language arts program, and writing classroom. Address the components of evidence-based literacy instruction in tier I settings, including content of instruction and teaching pedagogy.
Demonstrate different types of observational formats (checklists, questions, reflections). 4/27/2020 Neag School 27 of Education
Strengths and Limitations All Together
Strengths:
Increase communication and collaboration among teachers, peers , and administrators through providing frequent and timely feedback at pre/post-observational conferences.
Teachers gaining new ideas and perspectives about teaching from colleagues.
Provide guidelines for developing school-wide literacy instruction(e.g., Vogt, 1991).
Limitations:
Possible bias relating to the observer's own beliefs about teaching. Many elements to observe at once.
Limited observer reliability, variable observation times (short to long).
No studies embedding CCSS into instructional observation. 4/27/2020 Neag School 28 of Education
The Observational Tool
Audience: school administrators, researchers, teachers, and/or peers Person observed: a content-area teacher Settings: secondary classroom in tier I instruction The intended purpose: coaching, planning, and professional feedback Length of the observation: not specified 4/27/2020 Neag School 29 of Education
The Tool Page 1
The Tool Page 2
Implementing the Tool
Before:
• Review the protocol outlines and clarify operational definitions of each items before observation.
• Clearly orient the observational goals, share lesson plan, and confirm the observation and meeting time with the teacher.
During:
• Observer visits the classroom for a specified length of time (longer and more frequent are best). • • Sit in a location to minimize student distraction. Complete Observation Tool by recording Observed Data & Observer Comments • Give to teacher at end to complete Teacher Reflection prior to follow-up 4/27/2020 Neag School 32 of Education
Implementing the Tool
After:
• • Teacher completes reflection Conduct a follow-up discussion between teacher and observer after observation • Share summary, feedback on positive comments, and areas of concern.
• Based on reflections, co-construct action-oriented goals and future action plans jointly. 4/27/2020 Neag School 33 of Education
Coaching & Professional Development
The Observation Tool measures the behavior, but how do we change the behavior?
Use Tool to identify key areas of professional development Less top down and more practice driven Use Partnership Learning approach to PD 4/27/2020 Neag School 34 of Education
Teacher Planning Questions - Content
Background Knowledge
• Have I determined what relevant prior knowledge is necessary for understanding the academic task? • Have I analyzed the academic tasks for any vocabulary that may be unfamiliar to my students?
Text Structure
• Have I selected readings that represent clear examples of a variety of text structures?
Cognitive Strategies
• Have I determined what strategies my students need to help them accomplish the academic task? • Have I selected a small number of powerful strategies for students to learn to mastery levels? 4/27/2020 Neag School 35 of Education
Teacher Planning
•
Questions - Content
Motivation
• Am I prepared to answer the ‘So What?’ question? What types of in-class support will I provide to promote student reading persistence?
Word Study
• Does my lesson focus on common and/or difficult root words and affixes? • Have I chosen texts for fluency practice that support content area learning?
Writing
• How can my instruction emphasize specific writing skills during reading tasks? • How can I use text models to instruct genre-specific composing? 4/27/2020 Neag School 36 of Education
Teacher Planning Questions - Pedagogy
Will I begin my lesson with a short review of previous learning? What grouping strategies will my lesson include? How can I break down new skills into small steps to facilitate student learning? What are the critical behaviors and thinking skills that should be explicitly modeled? Have I provided ample opportunities to practice new skills in multiple modes of response? Have I selected assessment methods and clear criteria for triggering instructional adjustments? 4/27/2020 Neag School 37 of Education
Practical Suggestions: Observing
Prioritize checklist items—don’t look for too much!
Plan to visit several times—don’t use a single data point!
Clarify definitions of terms—don’t make anyone guess!
Provide frequent and timely feedback—don’t make them wait too long!
Practice! Practice! Practice! 4/27/2020 Neag School 38 of Education
Practical Suggestions: Teaching
Plan to use the tool as a guide—sample from the tool categories as needed!
Embrace a cooperative process of professional improvement—grow with feedback and reflection!
Remember this tool can empower—improved practice is more than evaluation!
Acknowledge positives—grow with observed challenges!
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Thank You!
For Follow-Up or More Information: [email protected]
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