Section III: Introduction Lesson Delivery that Enhances Learning

resulted in non-strategic instruction NCLB pressure: resulted in non-strategic instruction

5% 10% 20% 30% 50% 75% 90% Triangle of Learning Pretest-insert rank order from list below: Discussion Auditory/Visual Demonstration Reading to Them Teaching Others Practice by Doing Lecture Retention of Learning Rates 5% 10% 20% 30% 50% Print this slide out as one page to give participants. Participants will place these strategies in the order they think they should belong to illustrate how students learn best. They will share out how they made the decisions they made. Then the next slide will give the actual answers. 75% 90% Triangle of Learning

Triangle Answers 5% 10% 20% 30% 50% 75% 90% Lecture Reading to Them Auditory/Visual Demonstration Discussion Practice by Doing Teaching Others Triangle 5% Answers 10% 20% 30% 50% 75% 90%

How We Teach Makes A Difference! All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures.

What This All Means The Most-Effective Teacher Teaches Well-Structured Tasks Adequate Yearly Progress Occurs When There is focus on improving, monitoring, and providing corrective feedback on instruction “Build It and They Will Come” Achievement will follow

Most-Effective Teachers Present smaller amounts of material at any time Guide student practice as students worked problems Provide for student processing of the new material Check the understanding of all students Attempt to prevent students from developing misconceptions J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

What Does The Well-Structured Lesson Look Like? Review First Review homework and any relevant previous learning Review prerequisite skills and knowledge for the lesson J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Teaching Well-Structured Tasks Beginning: The Presentation State lesson goals or provide outline Present new material in small steps Model procedures Provide examples and non-examples Use clear language Avoid digressions Check for student understanding J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Teaching Well-Structured Tasks Middle: Focus on Guided Practice  Spend more time on guided practice High frequency of questions All students respond (to you, to each other) and receive feedback High success rate Continue practice until students are fluent J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Teaching Well-Structured Tasks Middle: Corrections and Feedback Provide process feedback when answers are correct but hesitant Provide sustaining feedback, clues, or reteaching when answers are incorrect Reteach material when necessary J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Teaching Well-Structured Tasks End: Independent Practice Students receive overview and/or help during initial steps Practice continues until students are automatic (where relevant) Teacher provides active supervision (where possible) Routines are used to provide help for slower students Daily, weekly and monthly reviews J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

What works with struggling students? More Time: preview, review, elaborate, another way, etc. More Intensity: smaller group allows more focus, more student responding/engagement More Feedback: teacher is able to target instruction, “dial in” specific needs, prompt elaboration, provide alternate examples, etc. ** this can only be done 1-1 or in small homogenous groups** Adapted from Dr. Kevin Feldman, 12/01 inservice

Effective Reading Instruction for Struggling Kids What We Thought: Student with reading difficulties require qualitatively different reading instruction (e.g. reading styles, perceptual training, colored lens, etc.) Adapted from Dr. Kevin Feldman, 12/01 inservice

Effective Reading Instruction for Struggling Kids What We Now Know: Struggling readers are far more successful when carefully taught the same fundamental reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction more coaching & practice more explicit/direct instruction more careful progress monitoring/program adjustment National Reading Council

Lesson Delivery that Enhances Learning Section III. Lesson Delivery that Enhances Learning Topic A: The Lesson Organizer Routine Topic B: Lessons that Work Topic C: Small Group Management Topic D: Simple Teaching and Structuring Techniques Topic E: Co-Teaching and Collaborating

Lesson Delivery that Enhances Learning Section III: Lesson Delivery that Enhances Learning Topic A: The Lesson Organizer Routine

The Lesson Organizer Routine Part of: The Content Enhancement Series Presented with permission from: The University of Kansas Center for Research on Learning Lawrence, Kansas For training in this process by California staff, contact www.uk.crl.edu

Content Enhancement A way of teaching an academically diverse group of students in which: Both group and individual needs are valued and met; The integrity of the content is maintained; For training in this process by California staff, contact www.uk.crl.edu

Content Enhancement A way of teaching an academically diverse group of students in which: Critical features of the content are selected and transformed in a manner that promotes student learning; and Instruction is carried out in a partnership with students. For training in this process by California staff, contact www.uk.crl.edu

Some Guidebooks in the Content Enhancement Series Routines for planning and leading learning Course Organizer Routine Unit Organizer Routine Lesson Organizer Routine For training in this process by California staff, contact www.uk.crl.edu

Other Guidebooks in the Content Enhancement Series Routines for explaining text, topics, and details Clarifying Routine Framing Routine Survey Routine For training in this process by California staff, contact www.uk.crl.edu

Other Guidebooks in the Content Enhancement Series Routines for teaching concepts Concept Anchoring Routine Concept Comparison Routine Concept Mastery Routine For training in this process by California staff, contact www.uk.crl.edu

Other Guidebooks in the Content Enhancement Series Routines for increasing performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine Vocabulary LINCing Routine For training in this process by California staff, contact www.uk.crl.edu

Purpose The Lesson Organizer Routine helps students to: Consolidate the main idea of the content into a paraphrase. See how the various parts of the content fit together. Relate the content to their background knowledge. For training in this process by California staff, contact www.uk.crl.edu

Purpose The Lesson Organizer Routine helps students to: Focus attention on important relationships in the content. Remember important strategies needed for learning. Record a way to organize information for later studying and use. Approach the lesson with a purpose. For training in this process by California staff, contact www.uk.crl.edu

Supporting Research The Lesson Organizer Routine was studied in secondary content-area classes (grades 7-12) characterized by diversity. In each study, teachers learned the Lesson Organizer Routine easily and student learning gains were observed by both teachers and researchers. For training in this process by California staff, contact www.uk.crl.edu

Supporting Research In each study, students gained an average of at least 10 to 20 percentage points on tests or tasks that required students to demonstrate learning. Teachers continued using the routine after the studies were completed. For training in this process by California staff, contact www.uk.crl.edu

Supporting Research These results were achieved when teachers: received 2-3 hours of instruction in the routine had opportunities to discuss the routine with colleagues spent the necessary time to plan and use the routine for more inclusive teaching taught students how to participate in and use the routine used the routine regularly over time For training in this process by California staff, contact www.uk.crl.edu

Supporting Research In general, the greatest gains were seen in classes where teachers had the highest expectations for student learning and were consistent in their use of the routine over time. For training in this process by California staff, contact www.uk.crl.edu

Components of The Lesson Organizer Routine Teaching Device CRADLE Linking Steps Cue-Do-Review Sequence For training in this process by California staff, contact www.uk.crl.edu

The Lesson Organizer Teaching Device Is a visual device that: is used under teacher guidance focuses attention on critical outcomes identifies critical content features prompts elaboration on critical points helps make relationships concrete For training in this process by California staff, contact www.uk.crl.edu

The Lesson Organizer Teaching Device Is a visual device that: is designed to enhance student… ...organization ...understanding ...remembering ...responses ...belief in the value of the content For training in this process by California staff, contact www.uk.crl.edu

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8

The Teaching Device: The Lesson Organizer Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) The Challenge

This information helps students focus on the main The Teaching Device: The Lesson Organizer Lesson Organizer 4 11/21 Ms. Mendez UNIT or BACKGROUND DATE: NAME: Causes of the Civil War (sectionalism) was based on emerged because of became greater with was influenced by Areas of the U.S. Differences between the areas Events in the U.S. Leaders across the U.S. and included and included and included Economic Political Social Differences Differences Differences 2 Relationships 1 LESSON TOPIC 3 Task-Related Strategies compare / contrast Economic Differences self-questioning 5 Lesson Map is about conflicting interests in the way the and the West North people made a living. . . . . between.... The Lesson Topic the This information helps South students focus on the main The Challenge idea of the lesson. It is usually 6 Challenge Question one or two words long. What are the types of economic differences that appear between groups of people in a community? Can tension exist? 7 Self-test Questions 8 Tasks 1. What were the economic characteristics of the three 1.First half of class, discuss as group the economic differences. sections? 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. 2. How did the economic similarities and differences fuel the fires of war?

This information identifies the most important relationships Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) Relationships This information identifies the most important relationships to look for in the content of the lesson. The Challenge

Task-Related Strategies Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) Task-Related Strategies This information identifies the strategies that students might The Challenge use to gain, store, or express information and work efficiently to achieve the goals of the lesson.

This information shows graphically how the lesson is Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) The Unit or Background This information shows graphically how the lesson is The Challenge related to the unit in which it is embedded.

The Lesson Map The Lesson Map includes a paraphrase of the topic Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) The Lesson Map The Lesson Map includes a paraphrase of the topic and shows the lesson content is to be organized. Key words and relationships are included. The Challenge

The Challenge Question Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) The Challenge Question This area presents a question to spark discussion and help students relate to the lesson's content. The Challenge

This information provides students with questions they can ask Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) Self-Test Questions This information provides students with questions they can ask themselves to review the content of the lesson. The questions require the student to think about important relationships in the content. The Challenge

This information summarizes the required tasks, Ms. Mendez 11/21 The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Areas of the U.S. Leaders across the U.S. Political Differences Social and included Economic Differences conflicting interests in the way people made a living. . . . . between.... the and the North South West What are the types of economic differences that appear between groups of people in a community? Can tension exist? 1. What were the economic characteristics of the three sections? 2. How did the economic similarities and differences fuel the fires of war? 1.First half of class, discuss as group the economic differences. 2. Second half of class, work in groups to answer the challenge question on page 213 of the text. compare / contrast self-questioning Economic Challenge Question was influenced by emerged because of Differences between the areas Events in the U.S. was based on became greater with 3 1 4 2 5 Lesson Map 6 7 8 Causes of the Civil War (sectionalism) Tasks This information summarizes the required tasks, expectations, or assignments associated with the lessons. The Challenge

The Cue-Do-Review Sequence The overall instructional process that guides use of the Lesson Organizer and CRADLE Linking Steps. This instructional process involves: CUE The teacher announces the Lesson Organizer and explains its use. For training in this process by California staff, contact www.uk.crl.edu

The Cue-Do-Review Sequence The overall instructional process that guides use of the Lesson Organizer and CRADLE Linking Steps. This instructional process involves: DO The teacher and class collaboratively construct the device using the CRADLE Linking Steps that “connect” the content to the needs and goals of students. For training in this process by California staff, contact www.uk.crl.edu

The Cue-Do-Review Sequence The overall instructional process that guides use of the Lesson Organizer and CRADLE Linking Steps. This instructional process involves: REVIEW Information presented in the Lesson Organizer is reviewed and confirmed. For training in this process by California staff, contact www.uk.crl.edu

"Get Ready?" Decide when to use the routine. Collect needed materials. Construct a draft. A. Specify and name the lesson topic. B. Identify and map unit or background knowledge. For training in this process by California staff, contact www.uk.crl.edu

"Get Ready?" C. Identify and map critical lesson content and relationships. keep it simple place line labels place relationship labels D. Specify important relationships. E. Generate critical self-test questions. F. Generate learning tasks and assignments. G. Specify task-related strategies. For training in this process by California staff, contact www.uk.crl.edu

"Get Ready?" Decide when to use the routine. Collect needed materials. Construct a draft. Construct verbal components Select implementation option For training in this process by California staff, contact www.uk.crl.edu

Lesson Organizer Implementation Options Blank forms displayed on an overhead or chalkboard Lesson framework is built from scratch Students construct their own organizer on blank paper Option 2 Blank forms distributed to students Teacher guides the class using a Lesson Organizer form on an overhead or chalkboard For training in this process by California staff, contact www.uk.crl.edu

Lesson Organizer Implementation Options Partially completed forms distributed to students Teacher and students add information Option 4 For a larger amount or complex information: Fully constructed form distributed to students Notes added Questions discussed For training in this process by California staff, contact www.uk.crl.edu

"Get Set!" Choose lesson material. Introduce the Lesson Organizers. Describe how you will Cue the Lesson Organizer. Describe how you will Do the routine. Explain how you will Review the information. Debrief. For training in this process by California staff, contact www.uk.crl.edu

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8 3/10/93 Mr. Darters Cooperative Learning Group Work requires that you . . . Share Ideas Compliment Others Recommend Changes Exercise Self-Control Offer Help sequencing/cause and effect Exercise Self-Control visual imagery keeping your cool when you are told that you have done There are There are something wrong Rules for Skill Steps for Exercising Self-Control Exercising Self-Control There are There are Conditions for when to Nonverbal skills for Exercising Self-Control Exercising Self-Control The Challenge Do you ever get angry with others when you are working in your cooperative learning group? 1.How do your nonverbal signals affect how others react to you? 1.Demonstrate how to exercise self-control as you work in Cooperative Learning Groups.. 2.What are the rules to remember when exercising 2.Audiotape your group work and turn it in before you self-control leave. 3. What are the steps to the Exercise Self-Control Skill??

"Go!" Use the routine explicitly. Build lessons around organizers. Close lessons with organizers Evaluate your use of the routine. Be creative. Beware of the “pitfalls.”

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8 9/29 Mr. Stamp Indirect democracy - USA State government National government where political power is entrusted to representatives and responsibility is shared (called FEDERALISM) by the made of an Executive a Judicial a Legislative Branch Branch Branch compare and contrast Legislative Branch self-questioning Congress - the part of government includes that makes the laws and includes The House of The Senate Representatives Characteristics Responsibilities Characteristics Responsibilities Getting laws passed in Congress is like having to ask both your science teacher and the history teacher if you can go on the pep club field trip. 1.Take notes on the characteristics and responsibilities. 1.How are the House and the Senate alike and how are they 2.Read pages 45-48 in the textbook. different? 3. Turn in Lesson Organizer for grading.

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8 3/10 Ms. Chavez Vertebrates Include fishes amphibians reptiles birds mammals analogical birds self-questioning the vertebrate that is built for flight and its how it its its its evolved flight structures orders and origins life activities importance In what ways are birds like airplanes? 1.Read pages 520-526 for tomorrow. 1.How have birds adapted for flight? 2. Complete model of a fertilized bird's egg. 2. How are birds important to the environment? 3. Each person needs to turn in the answer to questions number 5 on page 218 after Cooperative Study Group work.

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8 11/15 Mr. Washington Working with Decimals word names rounding fractions percents decimals and Percents sequence dividing and paraphrasing how to describe parts of something in different ways and by changing percents to and fractions to decimals changing percents and visa versa to decimals changing decimals to percents How can a father, a brother, an uncle, and a grandfather be described as one person? 1.How do you change a percent to a decimal? 2. How do you change a decimal to a percent? 1. Complete the problems on page 169 in the text. 3. How do you change a fraction to a percent? 4. How do you change a decimal to a fraction? 2. In your math notebook, explain each step of the process 5. How do you change a a percent to a fraction? that you used in order to complete problem 8 on page 169.

The Teaching Device: The Lesson Organizer NAME: DATE: Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about The Teaching Device: The Lesson Organizer Challenge Question Lesson Map 4 2 1 3 5 6 7 8 11/15 Ms. Gaston short story setting character point of view plot theme plot sequencing/cause and effect paraphrasing the major set of actions in a story such as such as such as such as exposition conflict climax resolution (set up) How are events in your life like a short story? 1. What types of events in a story can lead to 1. List the components of the plot for the short conflict? story on pages 167-174. 2. How are rising action and falling action related 2. Read the story on pages 176-185 for tomorrow. to the climax of a story?

Bloom’s Taxonomy

The Feds have authorized me to leave your child behind.

Individual Learning Plan

Next Steps Section III – Topic A Set the goals for each lesson. Know your material and graphically organize it. Involve students in previewing the structure. Frequently reference your charts before, during, and after the lesson.

Next Steps?

Lesson Delivery that Enhances Learning Section III: Lesson Delivery that Enhances Learning Topic B: Lessons that Work

What Does Explicit Engaging Instruction Look Like? I DO IT Struggling learners need: gain attention & clearly model cue students to notice critical aspects of the model model your thinking step by step as you solve problems - “mental modeling/direct explanation” Adapted from Dr. Kevin Feldman, 12/01 inservice

What Does Explicit Engaging Instruction Look Like? I DO IT Struggling learners need: Exposing the non-example Exposing minimal difference Interspersed VS massed practice Adapted from Dr. Kevin Feldman, 12/01 inservice

What Does Explicit Engaging Instruction Look Like? WE DO IT Provide Thinking Time; Think Pair (Write) Share Structure/prompt engagement:  choral responses if answer/response is short/same  partner responses if answer/response is long/different  correction/feedback - remodeling, more examples, etc. Struggling learners need:

What Does Explicit Engaging Instruction Look Like? YOU DO IT Struggling learners need:  individual responses; oral, written, point/touch/demo  coaching students to apply the strategy previously taught Adapted from Dr. Kevin Feldman, 12/01 inservice

Throughout Instruction: Monitor and Assess “Most-Effective Teachers” Know Each Learner’s Need for Differentiated Instruction Who Knows the Material ? Who Needs More Input ? Who Needs More Background ? Who Needs Elaborated Scaffolds ? J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Assessment is Not Instruction “Least-Effective Teachers” Test mastery after initial instruction--- in lieu of guided practice Test learning outcomes--- in lieu of independent practice Allow practice of errors through these practices

Evaluation vs. Grading Comparison to grade level standards (norm referenced; criterion referenced) Comparison to student’s personal needs, (often criterion referenced or standards from other grade levels) Comparison to teacher expectations for this child, rating attitude, progress, work completion, motivation, etc.

But that’s not FAIR ! All are entitled to differentiated instruction Never tolerate the teasing of a student who is receiving differentiated instruction or accommodations Fair isn’t everyone getting the same thing Fair is everyone getting what they need! Everyone is entitled to a special program for an area in need of improvement, to help improve a skill.

Next Steps Section III – Topic B Spend less time on seatwork You do. More time on guided practice We do. Be sure students are ready for “You Do” Teach students differences between Skill fluency practice Skill mastery assessment

Next Steps?

Lesson Delivery that Enhances Learning Section III: Lesson Delivery that Enhances Learning Topic C: Small Group Management

Grouping: Issues & Options Homogeneous Grouping: Skills-Based Lessons - usually best to group by need e.g. - Word study/Spelling by level - Decoding/guided reading instruction & practice ** Groups need to be flexible/change in a day – fluid as student needs change Adapted from Dr. Kevin Feldman, 12/01 inservice

Grouping: Issues & Options Heterogeneous Grouping: Conceptual/Content-based lessons usually best taught in heterogeneous groups: diverse experience/views etc. enrich the activity e.g. - Science, Social Studies, Core Literature WITH plenty of scaffolded instruction (e.g. Graphics, partners) Adapted from Dr. Kevin Feldman, 12/01 inservice

Grouping: Issues & Options We need BOTH homogeneous AND heterogeneous options depends on: the purpose the subject the range of prior knowledge Adapted from Dr. Kevin Feldman, 12/01 inservice

Elementary Center Management

Example: Elementary Center Management 1 - Center Activity: Phonics Game Back-up: fact card review 2 - Center Activity: Finish Art Activity Back-up: Tangrams or List A 3 - Center Activity: Science Projects Back-up: Card Game or Building or Blocks 4 - Seatwork Back-up: Independent Work file or Independent Reading

Work Groups

Example: Secondary Student Work Groups 1 – Team Activity: Finish Civil War Charts with Partner Back-up: Quiz each other 2 – Individual Activity: Finish President Reports – Individually Back-up: Illustrations 3 – Instruction Activity: Direct Instruction with Teacher Back-up: none 4 – Individual Activity: Do assignment from Direct Instruction Backup: Independent Reading

Next Steps Section III – Topic C Consider when to use homogeneous versus heterogeneous groups Make graphic management guides Teach movement in and out of groups Reinforce, reinforce!

Next Steps?

Lesson Delivery that Enhances Learning Section III: Lesson Delivery that Enhances Learning Topic D: Simple Teaching and Structuring Techniques

Use Cues to Establish Instructional Control I give an instruction, they do it. Maintain Behavioral Momentum They comply, comply, comply in sequence.

Simple Teacher Techniques for Students Participation in Large & Small Groups Choral Responding Every Pupil Active Responding Cross Your Finger Technique

Example of Choral Responding: Give Me 5 Eyes – Response: on speaker Ears – Response: listening Body – Response: quiet Hands – Response: still Mind – Response: thinking

Example of Group Re-Orienting without Verbal Cues 3 Claps – 3 Snaps 5 – 4 – 3 – 2 – 1

Every Pupil Active Responding YES NO

Cross your finger

PALS Teams for Reading Comprehension instruction: PALS http://kc.vanderbilt.edu/kennedy/pals/ - Stronger reader reads a paragraph. - Weaker reader prompts.

PALS Teams for Reading Weaker reader prompts stronger reader to: 1. Name the Who or What. * identification 2. Tell the most important thing(s) about the Who or What. * elaboration 3. Paraphrase in 10 words or less (paraphrasing “straight jacket”) * consolidation * continues for 5 minutes — then switch roles (new text)

Simple Teacher Techniques for Students Refocusing Off-task Behavior with Positive Verbal Cueing Turtle Technique (for younger students) Radio Station Tuning (for older students)

Simple Teacher Techniques for Students Refocus with Verbal Cueing and Icons/Symbols Point to the Rules You Are Following Seatwork Time: Self-Recorded Surprise Points Green/Yellow/Red Behavior

Point to rules you are following Safe ? Respectful Responsible ?

Green Talk about anything with anybody Use comfortable voice level Work on anything Choose any activity Sit anywhere

Yellow Be productive Talk only with person(s) next to you Talk only about assignment Your talk should help you Your talk should not interfere with your classmate’s work

Red No talking at all Raise your hand, and wait for permission to speak Be patient Yellow and green are coming!

Simple Teacher Techniques for Students The 20-Minute Rule Stand Stretch Move (Teacher specific instruction given)

Simple Teacher Techniques for Students Refocusing Physically Active Learners Having Difficulty With Body Motions Occasionally Allow Full-Body or Partial Body Support Recognize that body movement may actually HELP the student maintain focus.

Next Steps Section III – Topic D Do I use my voice to gain attention too much? Do I need rule teaching for “You Do?” Example: green/yellow/red Do I follow the 20-Minute Rule?

Next Steps?

Lesson Delivery that Enhances Learning Section III: Lesson Delivery that Enhances Learning Topic E: Co-Teaching and Collaborating

Collaborating? Co-Teaching?

Co-teaching/Collaboration When it Works Finding: Outstanding working relationships Upbeat Enjoy each other’s company Respect Ease Trust Carl and Fred! Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/Collaboration Requirements for Success Finding: Both have strengths as motivators Ownership of all claimed by both Enthusiastic Teaching Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/Collaboration When it Works Finding: Time Allocated for Co-Planning before or after school at lunch formal prep period “The lack of scheduled co-planning time did not appear to be a barrier to effective instruction” Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/Collaboration When it Works Finding: Appropriate Curriculum selected Hands-on & Activity based=content becomes more concrete for students Language and literacy demands of tasks thus reduced Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/Collaboration When it Works Finding: Effective Instructional Skills Lesson framework within lessons Daily review Presentation of new information Guided and independent practice activities Formative review Finding: Effective Behavior Support in place Reinforcement for good behavior and class performance

Co-teaching/Collaboration When it Works Finding: For students with Disability-Specific Teaching Adaptations Used Continued collaboration to plan success for students with disabilities in upcoming lessons—evaluation, evaluation e.g., Power-point supplementary reviews Provides oral and pictorial e.g., Reduced written language in test questions

Co-teaching/Collaboration When it Works Finding: Expertise in the Content Area general ed= content expert special ed= adaptation expert Teachers deferred to each other during instruction Teachers exchanged roles as presenters of content

Co-teaching/Collaboration When it Works---The AHAA! Finding: “Co-teaching appeared to be most successful where both co-teachers practiced effective teaching behaviors”, e.g., Structure Clarity Enthusiasm Maximizing student engagement Motivational strategies “ Effective teaching behaviors lead to increased academic achievement AND a greater degree of effective collaboration between the two co teachers” Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/Collaboration When it DOESN’T Work Finding: Weak collaboration Finding: Weak working relationships Finding: Teaching styles at opposite ends of a continuum, e.g., structured vs. loose; students adapted, but contributed to deterioration of a working relationship

Co-teaching/Collaboration When it DOESN’T Work Finding: Belief system differences: disagreements on how to interact with students, deal with behavior Finding: Over emphasis on high stakes testing to the detriment of effective pedagogy i.e., moving on without effective pacing, extra practice, review, hands on practice, etc.

Next Steps Section III – Topic E Do I co-teach? Could it happen soon? Can I better articulate our roles?

Next Steps?