1. LEARNING STRATEGIES THAT WORK!
Balanced Achievement: High Impact – Rapid Response Instructional Practices
Dr. Max Thompson
&
Learning Concepts, Inc.
LEARNING STRATEGIES THAT WORK!

2. Essential Questions
What are the essential elements of exemplary practice?
What is so important about a prioritized, mapped curriculum?
What are some research-based, high impact instructional practices that get rapid responses in learning and achievement?
Cover Page

3. Exemplary Practice Research
US Department Education
Eight research labs spread across the country with focus on learning and teaching
Two research labs on higher level thinking and brain research
European Union sponsors four research labs on learning and teaching

4. Exemplary Practice Evaluations
The Education Evaluation Consortium
Staffed from 9 different centers or labs with a total of over 300 education evaluators)
Funded by the US Department Education & the Pew Educational Forum
Evaluates educational practices in schools per year in 9 – 14 countries
700+ Typical Schools & 700+ Exemplary Schools
Meta-Analysis of All Data
Analyze Data for Patterns: What strategies are found in the exemplary schools that are not found in the typical schools?

5. One Example School: Demographics
1479 Students on February 1, 2007
39 new teachers in 2006 – 2007 school year
Students: African-American: 20%; Asian: 8%; Caucasian: 3%; Hispanic: 65%
92% eligible for Free/Reduced Meals
75% of students do not have English as native language
54% served in ESOL program
students were at this school in
Only 15% of th graders attended this school in 1st grade
50%+ mobility rate

6. One Example School: AYP
Achievement and AYP
AYP met in all subgroups last 4 years
Acknowledged as Distinguished Title 1 School

7. One Example School: AYP
2005/2006 School Year Percent Passing CRCT
ALL Reading/Language: 85% Math: 91%
Black % %
Hispanic % %
ESL % %
SWD % %
Economically Disadvantaged % %
SWD = + 30 in Reading in 3 years; + 45 in Math in 3 years
LEP = + 31 in reading in 3 years; + 44 in Math in 3 years
All other subgroups at least +15

8. One Example School: Goals
95% passing Math in all subgroups
80% passing Reading in SWD and ESL
90% passing Reading in all other subgroups

9. One Example School: Strategies
School Strategies To Meet Goals
ONLY grade level content in ALL classrooms
Monthly focus for reading comprehension strategies (Tested Seven)
Connect reading comprehension strategies to extending thinking
Extended reading passages for all students
Collaboration planning time using the Learning-Focused Strategies (LFS) Lesson and unit planning model

10. One Example School: Classrooms
Monitoring/Evaluation (6 strategies EVERY Classroom)
LFS unit focus with Student Learning Maps guiding and structuring learning and LFS lesson planning format
Writing Process consistent and pervasive in student writing with a focus on expository writing
Graphic Organizers USED BY STUDENTS for writing, reading comprehension
Vocabulary in classroom readable, well organized, and ONLY grade level content
Rubrics used by students and teachers
Student Writing samples posted with extended writing responses on answering essential questions

11. Balance …

12. Balanced Achievement …
Mapped,
Prioritized
Standards
Research
Based
Instruction
Integrated
Literacy
K-12
Acceleration
Scaffolding
Benchmark
Assessments
Page 2

13. Prioritizing Worksheet
Essential Important Compact
(Master) (Introduce/Extend) (Maintain)
Top 50% Next 30% Last 20%
Page 3

14. Prioritizing Worksheet
Essential Important Compact
(Master) (Introduce/Extend) (Maintain)
Top 50% Next 30% Last 20%
Instruction
Time: 70% % %
Page 3

15. Map Units Across Year / Course
-- Units 2, 5, 6, 7, 9, 10 are the most critical,
the most “Essential” take the most time!
-- Units 1, 4, 11 are “Important” but not as critical.
-- Units 3, 8 are part of the course, but are the least
important. You can “Compact” them.
Map out your course(s).
Develop content maps first for the essential
units and then for all the others.
3. Put course maps and content maps online
Page 4

16. Curriculum Map For Typical Course/Students
Curriculum Map For At-Risk Students In Same Course/Grade

17. Kindergarten Social Studies Content Map of Units
Rules to Live By
Compact
Unit
Unit 2:
Good
Citizens/
Getting
Along
Important
Unit
Unit 3:
My Family
And Me
Essential
Unit
Unit 4:
My Home
Sweet Home
Important
Unit
Unit 5: My
Celebrations
Essential
Unit
Unit 6: My
Community
Helpers
Essential
Unit
Unit 7:
My Needs
Vs. My Wants
Important
Unit
Unit 8:
My Earth
Essential
Unit

18. Unit Essential Question: What affects the way we live and play?
Kindergarten/Social Studies: My Earth
Key Learning: Geography, climate, and natural resources affect the way people live and play.
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQs:
What is a map?
How do we use a map?
What is a globe?
How do we use a globe?
LEQs:
What is climate?
What are the 4
seasons?
LEQs:
1. What are natural
resources?
2. Why do we need to
recycle?
Vocabulary:
Earth ocean
country lake
mountain forest
jungle
Vocabulary:
climate season
Fall Autumn
Spring Summer
Winter weather
Vocabulary:
natural resource
recycle
reuse
reduce

19. Unit Essential Question: What affects the way we live and play?
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth

20. Unit Essential Question: What affects the way we live and play?
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQ:
What is a map?
How do we use a map?
What is a globe?
How do we use a globe?
Vocabulary:
Earth ocean
country lake
mountain forest
jungle

21. Unit Essential Question: What affects the way we live and play?
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQ:
What is a map?
How do we use a map?
What is a globe?
How do we use a globe?
LEQ:
What is climate?
What are the 4
seasons?
Vocabulary:
Earth ocean
country lake
mountain forest
jungle
Vocabulary:
climate season
Fall Autumn
Spring Summer
Winter weather

22. Unit Essential Question: What affects the way we live and play?
My Earth
Unit Essential Question:
What affects the way we live and play?
Maps &
Globes
Climate &
Weather
Taking Care
of the Earth
LEQ:
What is a map?
How do we use a map?
What is a globe?
How do we use a globe?
LEQ:
What is climate?
What are the 4
seasons?
LEQ:
1. What are natural
resources?
2. Why do we need to
recycle?
Vocabulary:
Earth ocean
country lake
mountain forest
jungle
Vocabulary:
climate season
Fall Autumn
Spring Summer
Winter weather
Vocabulary:
natural resource
recycle
reuse
reduce

23. Cause & Effect Organizer Inductive Reasoning Organizer
Interdependency of Life: 7th Grade Science
Instructional Tools:
Anticipation Guide
Paired Reading
Cause & Effect Organizer
3-2-1 Summarizer
LEQ Written Response
Inductive Reasoning Organizer
Response Rubric
Key Learning: All living things have needs and are
interdependent as they grow and change in a fragile
world of survival.
Unit Essential Question:
Why is it called the ‘web of life’?
Concept: Ecosystems
Concept: Cycles
Concept: Population
LEQ(s):
1. What makes up an
ecosystem?
2. What feeding relationships
are found in an
3. How do organisms
cooperate and compete in
an ecosystem?
LEQ(s):
1. How do ecosystems
‘recycle’?
LEQ(s):
1. What factors affect
changes in populations?
2. What can happen when
an organism is “out
of place”?
3. What patterns occur
when organisms are
“out of place”?
Vocabulary:
ecosystem relationships
organism cooperate
compete habitat
community producers
consumers decomposers
carnivores
food chains/webs
Vocabulary:
nutrient & energy recycling
natural cycles
recycle
Vocabulary:
Destructive predators
human impact protect
threatened resources
survival endangered
extinction herbicides
control issues
balance of nature

24. Unit Essential Question:
Weather Unit Map: 4th Grade Science
Instructional
Tools
Key Learning: Weather is the name given
to the changing conditions of the
atmosphere which surrounds the Earth.
- Cause / Effect
- Barometer
- Thermometer
- Weather
Station
Unit Essential Question:
What causes weather?
Fronts
Pressure
Systems
Precipitation
Temperature
LEQs:
1. What is an
air mass?
2. How do they
change our
weather?
LEQs:
1. What is a high
pressure?
2. What is a low
3. How does each
affect us?
LEQs:
1. What is humidity?
2. How is humidity
related to
precipitation?
LEQs:
1. What is
temperature?
2. How does it affect
us?
3. How does it affect
weather changes?
Vocabulary
air mass
fronts
wind velocity
Vocabulary
pressure system
Barometer
Vocabulary
humidity
Precipitation
Vocabulary
temperature
Thermometer

25. 8th Grade Social Studies: The Lewis and Clark Expedition
Instructional Tools:
Key Learning(s): Exploration is motivated by political,
economic, scientific, & social factors. Individuals and their values
Impact history. Patterns in one historical event can be found in
other historical events.
Students will know: * Purpose of the Lewis & Clark Expedition
* Key People
* Effects of the expedition
Students will be able to:
* Construct support for a position
* Recognize and describe patterns in
information
* Use primary sources
* Write persuasively
Unit Essential Question(s):
The Lewis and Clark Expedition: What’s the big deal?
The Corps of Discovery
Motivation
Significance
Processes
Lesson Essential
Questions:
Lesson Essential
Questions:
Lesson Essential
Questions:
Constructing Support
Abstracting
Why did you send them, Thomas Jefferson?
How can you support Jefferson’s decision?
What were the contributions of the expedition?
How can we find patterns in historical events?
How is the Lewis and Clark Expedition like other events in history?
Who were they and why were they chosen?
Recall the content map is first step in creating a learning unit. It is the big picture of the unit – a picture of the content (concept and skills) that students are learning in this unit.
Use the slide to point out the parts of the content map.
Key Learning is major idea/concept you want students to learn. The broad understandings that a teacher wants students to carry with them over time.
Unit essential question is a broad question that captures the Key Learning desired for the unit.
The major concepts are based on the curriculum objectives.
Lesson Essential questions (Acquisition Lessons) are created for each Major Concept.
Key terms and phrases are listed for each LEQ.
Talk about the use of the Content Map during the Launch of the unit.
Point out the optional spot where teaches may place examples, steps, formulas if these are needed to complete the key learning in the unit.
Vocabulary:
Vocabulary:
Vocabulary:
Expedition
Louisiana Purchase
Northwest Passage
economic
political
corps
adventurous
leadership
teamwork
perseverance
accomplishment
impact
significance

26. Multiplication: 3rd Grade Math
Instructional Tools:
Graph Paper
Multiplication Charts
Calculator
Real Life Problems
(finding area)
Sequence Chart of Steps
Key Learning:
Multiplication is a more efficient way of adding.
Essential Question:
How do we use multiplication?
Concept: Real-Life
Application
Concept: Meaning
Concept: Process
LEQ(s):
1. How can arrays help you
understand multiplication?
2. How is multiplication
repeated addition?
3. How can you use skip
counting to find a product?
LEQ(s):
1. How do you multiply
factors to get a product?
2. What patterns can help
you remember the
multiplication facts?
3. How can we find errors
in multiplying?
LEQ(s):
1. Where is multiplication
used in real-life?
Vocabulary:
arrays
repeated
product
digit
value
Vocabulary:
factors
product
reversing
lattice method
patterns
errors
Vocabulary:
large lots
budgeting
finding area
shopping
Industry

27. Concept: Character Analysis Concept: Literary Analysis
English Literature: High School
Instructional Tools:
Plays: Hamlet, Julius Caesar,
Macbeth
Know: Concepts of Shakespearean
characterization, drama, & tragedies
Do: Compare / Contrast Essay
Persuasive Essay
Key Learnings: To define and understand the elements and
characteristics of Shakespearean tragedy. Explore the tragic
heroes in the Shakespearean tragedies and identify the flaws,
events, and influences that led to the tragedy of each hero.
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Concept: Character Analysis
Concept: Literary Analysis
Concept: Drama Characteristics
LEQ(s):
1. Why do we call them tragic
heroes?
2. What are the common
characteristics of William
Shakespeare’s tragic
LEQ(s):
1. What are the literary elements
of a Shakespearean play?
2. How do these elements work
together to develop a tragedy?
LEQ(s):
1. How do Shakespearean
drama characteristics
enhance the portrayal of the
tragic hero?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Vocabulary:
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony
Vocabulary:
Monologue
Soliloquy
Aside
Foil
Catastrophe
Staging

28. Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
Drama
Characteristics

29. Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
Drama
Characteristics
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist

30. Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
Drama
Characteristics
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
1. What are the literary
elements of a
Shakespearean play?
2. How do these
elements work
together to develop
a tragedy?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Vocabulary:
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony

31. Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?
What are the characteristics of a Shakespearean tragedy?
Character Analysis
Literary Analysis
Drama
Characteristics
1. Why do we call them
tragic heroes?
2. What are the common
characteristics of
Shakespeare’s tragic
heroes?
1. What are the literary
elements of a
Shakespearean play?
2. How do these
elements work
together to develop
a tragedy?
1. How do
Shakespearean drama
characteristics enhance
the portrayal of the
tragic hero?
Vocabulary:
Protagonist
Intellectual
Virtuous
Avenging
Flawed
Antagonist
Vocabulary:
Setting
Characterization
Theme
Plot/Conflict
Imagery
Dramatic Irony
Vocabulary:
Monologue
Soliloquy
Aside
Foil
Catastrophe
Staging

34. Student Learning Maps: Why are they so important?
Curriculum Maps and
Student Learning Maps: Why are they so important?
Communication device
Conceptualize a unit
Enable consistent curriculum pacing and planning
Highlight important vocabulary
Enable students to "see" the knowledge gained over time and their learning

35. Curriculum Map/Student Learning Map of Unit
Topic / Grade Level
Key Learning: _________________________
______________________________________
Instructional Tools:
Know:
Do:
Assessment: __________________________
______________________________________
Unit Essential Question(s): _______________
_______________________________________
Concept Concept Concept
Lesson
Essential
Questions:
Lesson
Essential
Questions:
Lesson
Essential
Questions:
Vocabulary:
Vocabulary:
Vocabulary:
Page 5

36. Strategies That Most Impact Achievement
Rank
Strategy
Effect
Size
Percentile
Gain 1
Extending
Thinking Skills
1.61 45 2
Summarizing
1.00 34 3
Vocabulary In
Context
.85 33 4
Advance
Organizers
.73 28 5
Non-Verbal
Representations
.65 25
(Marzano, 2001;
US Department of Education: 2002)
Page 6

37. Make Connections Don’t just pick a strategy
Connect strategies across lessons and units in an appropriate sequence
It is all about planning!
It is all about where strategies go and how often in lessons and units

38. Levels of Learning I. Acquisition II. Extending & Refining
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
II. Extending
& Refining
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry
Page 7

39. Levels of Learning II. Extending Acquisition & Refining 50%
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
Acquisition
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
50%
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry

40. The Finding of Hugglbos
It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators. In recent years the Hugglbos have knotabled in Fedrobela. It seems they have clokafied about twice a year. Fedrobela is much more protified for the results of Hugglbos.
1. What are Hugglbos?
2. Where have the Hugglbos knotabled?
3. When did the Hugglbos clokafie?

41. New Question Stems for The Finding of Hugglbos
What is the main idea of the selection?
How would you describe Hugglbos?
What is your opinion about Hugglbos?
Why do you think it would be fun to be a Hugglbos?
Explain an experience that is similar to that of finding the Hugglbos.

42. The Bull Frog and The Young Cricket
The following story is about a wise ‘ole bull frog who tries to trick a young cricket.

43. The Bull Frog and The Young Cricket (Question Stem From Test)
1. What is the story mainly about?
a. A bull frog eating a young cricket.
b. A young cricket outsmarting a bull frog.
c. A bull frog helping a young cricket.
d. A young cricket and a bull frog becoming friends.

44. 3rd Grade State Test: Math Item
There are seven multiplication problems below. All the
work is shown, including the answers. Two of the
answers are correct and five answers are incorrect.
Identify the five incorrect answers.

45. Levels of Learning I. Acquisition II. Extending & Refining
Essential question
Linking prior knowledge
Scaffolding/preview
Collaborative pairs
Distributed practice
Distributed summarizing
Graphic organizers
II. Extending
& Refining
Cause/Effect
Compare/Contrast
Classify
Construct Support
Analyze Perspectives
Justification
Induction
Deduction
Error Analysis
Evaluation
Abstracting
Example To Idea
Idea To Example
Writing Prompts
III. Authentic, Meaningful
Use and Mastery
Decision Making
Problem Solving
Investigation
Invention
Experimental Inquiry
Page 7

46. Learning Units (An essential unit) Culminating Activity
* Meaningful Authentic Use
* Performance or Product
Acquisition Lessons
Test
(If Applicable)
Extending / Refining Activities
* Thinking Skills
* Writing
Launch Activities for Unit
* Content Map
* Key Vocabulary
* Activating Prior Knowledge
Page 8

47. An Acquisition Lesson for Learning
What is the Essential Question of the Lesson?
- Summarizing
- Answering the
Question
- Activating
- Previewing
- Graphic Organizers
- Distributed Practice
- Distributed Summarizing
Page 9

48. High Impact Rapid Response Strategies
(USDOE, 2006)
Scaffolding Grade-Level Content the
Single Most Critical Component in Meeting AYP
Vocabulary
Reading comprehension
Summarizing
Writing to raise achievement
-- Summary Point Writing
-- Writing To Inform
Additional organizational / instructional focus with previewing for students with disabilities
Page 10

49. High Impact Strategy (1) Vocabulary
Vocabulary of the Curriculum Content
Preview key vocabulary at start of units and lessons using Research-Based Vocabulary Strategies
Emphasize the key vocabulary during lesson
Students summarize and use key vocabulary at end of lessons
Purpose of Vocabulary = Literacy
Reading for comprehension
Writing to inform
NOT just to acquire vocabulary out of context!
Page 11

50. Exemplary Vocabulary Strategies
Word Map
Frayer Graphic Model
Concept Maps
Semantic Mapping
Word Sorts
Cloze Sentences
Vocabulary Elaboration Strategy
Semantic Feature Analysis
How many teachers in your school use these strategies?
Page 11

51. Vocabulary of Extending / Refining
Abstracting: important, summarize, pattern, association
Constructing Support: persuade, proof, justify, defend
Deductive Reasoning: conclude, predict, if … then, conclusion
Inductive Reasoning: hypothesis, probability, assumptions
Page 11

52. From the National Testing Service:
12 Must-Know Words for Standardized Tests – that trip up “at-risk” students
1. Trace Analyze
2. Infer Evaluate
3. Formulate Describe
4. Support 10. Explain
5. Summarize 11. Compare
6. Contrast 12. Predict
Page 11

53. High Impact Strategy (2) Reading Comprehension
Reading Comprehension Strategies &
Assignments
Comprehension strategies guide reading assignments
Strategy immersion across all literacy blocks
Page 12

54. Reading Comprehension Strategies
Focus on Tested Seven Strategies:
Main Idea
Sequencing
Compare/Contrast
Fact & Opinion
Cause/Effect
Literary Elements
Inferences
Page 12

55. High Impact Strategy (2) Reading Comprehension
Reading Comprehension Focus K-12
Content teachers do not need to teach reading ... They need to use reading comprehension strategies as they assign reading in their content areas
Consistently focus organizers & questions toward those comprehension strategies
Assignment::
Focus strategy based on how to THINK while they read
Students read and fill out a graphic organizer that is linked to strategy
After reading, students answer comprehension questions from their graphic organizer
Page 12 55

56. Reading Comprehension Flip Charts
Explanation
Signal Words
Tips
Questions
Graphic Organizers

57. Reading Instruction Pre-K to 3 = 80% Narrative – 20% Expository
Page 12

58. High Impact Strategy (3) Summarizing
Student Summarizing
Summarizing distributed across lesson
Classroom organized into numbered heads/pairs
Students summarize at lesson closure (+ answering essential question)
Page 13

59. An Acquisition Lesson with Distributed Summarizing
What is the Essential Question of the Lesson?
- Activating
Previewing
Focus Vocabulary
- Summarizing
- Answering the
Question
Active Teaching, etc
Graphic Organizers
- Distributed Summarizing
Page 13

60. Learning-Focused Lesson Plan
1. Essential Question:
2. Activating Strategies:
3. Teaching Strategies: 1
_____ ____ ____ ____ ?
4. Summarizing Strategies:

61. High Impact Strategy (4) Writing To Raise Achievement
Summary Point Writing
At some point in lesson, teacher asks students to summarize, clarify, explain, list, give example, etc IN WRITING
Writing To Inform
Teachers use Writing Standards Map with Assignments Guide when making writing assignments
Each discipline has a required number of writing assignments per month (1-3)
Writing Assignments in All Content Areas
Page 14

62. On High Performing, Exemplary Schools…
“In virtually every typical school we have evaluated, student scores on creative writing are significantly higher than informative and narrative writing scores.
As a contrast, teachers in the most successful schools placed a very high emphasis on informative, expository writing.”
D. B. Reeves, Accountability in Action: A Blueprint for Learning Organizations.
Optional: Sometimes teachers begin a lesson with a quote and ask students to write a summary paragraph explaining the quote. Have the participants write a summary paragraph for this quote.
Use the quote to introduce Writing to Inform.
Page 14

63. Kindergarten Writing Norms
4 Sentences by December 20
8 Sentences by May 30 …

64. Writing Assignment Sequence for K
Heavy emphasis on vocabulary from day 1
Frequency-in-print words
Focus on Content Grade-Level words
Write a 3 – 4 word sentence on something just learned in a lesson
“Sean ate lunch.”
Have a lesson and then expand number of sentences
Goal = 4 sentence writing by December 20

65. Vocabulary into Sentences
Looks like?
What does it eat?
Butterfly
Where does it live?
Tell 1 more thing about it …

66. High Impact Strategy (5) Additional Instructional Focus for Students with Previewing for Students with Disabilities
Double Dose (Additional Time)
Inclusion/Co-teaching setting for grade-level curriculum
Double dose each day as a preview to inclusion class
Double dose time scaffolds grade-level content and assignments
Can be accomplished in K-5 classrooms by grouping and re-grouping within one classroom
Page 15

67. Acceleration/Previewing for All “Extra-Help” Students in Grade-Level Subjects and Courses
Previewing key vocabulary
Advance organizers & unit maps
Scaffolding grade-level expectations
Acceleration Labs linked to key courses
Page 15

68. Previewing Essential Knowledge and Skills
Acceleration:
Previewing Essential Knowledge and Skills
Main
Lesson
Acceleration:
1 – 3 Days Preview
Remediation/Review
Combined w/ remediation, "catches kids up"
Acts as “scaffolding” for new learning; gives learners advance organizer & structure
Best ratio seems to be 60-70% acceleration, and 30-40% remediation
Most effective for below grade level students in tutoring, summer school, special education, ESL
Summer school = first 3-6 weeks of next grade
Page 16

69. Acceleration/Previewing is . . .
An instructional model that addresses the root
causes of learning difficulty for many students ---
which are:
the lack of prior knowledge, the lack of vocabulary, and the lack of experiences that are necessary to connect to new knowledge & skills.
Page 16

70. No Background, No Vocabulary Just Too Much

71. Acceleration Acts As Velcro for the Mind

72. The 100 Point Scale and Averaging
If we average scores, then, statistically, each score should have equal weight
Too many people have used an emotional issue to try to change the averaging with the 100 point scale – “Bless their hearts!”
It is a statistical issue, not an emotional issue
Page 17

73. If You Are Going To Average Scores, Blocks for Each Grade Must Be Equal10 60
NOW
Page 17

74. It Can Be Fixed! 4 3 A 2 B 1 C D OR F 90 - 100 80 - 89 70 - 79 60 - 69
0 - 59 A B C D F OR
Page 17

75. Or Even …
0 - 59
0 - 19 A B C D F
Page 17

76. Keys To Successful Exemplary Practice
Adapt, Don’t Adopt
Thoughtful implementation … not mindless
Focus on quality … not just doing it
Consistent and Pervasive (2-3)
All the time
Everybody
Accountability
Focused (Look Fors and Ask Fors)
Data-Based (Routine throughout year)
Quality

77. Those who laugh…last!
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