1. Instructional Guide Developmental Reading 6-8

2. Advantages of the Alternate Block System Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008) Grades and Grade point averages increase (Zepeda and Smith, 2006) Teachers have more time to develop Key Concepts (Huff-1995) Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996) Teachers can have students apply new concepts immediately (Huff,1995)

3. Advantages of the Alternate Block System – cont. Improved Interaction with students (Adams and Salvaterra, 1998) Positive student discipline gains (Canady and Retting, 1997) Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996) 80% of students more positive about the block schedule- Would not return to non-block (Huff, 1995) 72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)

4. Essential Support Systems for Block Scheduling (Queen, 2009) Curriculum Alignments which identify the scope an sequence of what is to be taught (Academic Plans) Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG) Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG) Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

5. Essential Support Systems for Block Scheduling (Queen, 2009)-cont. Teachers should have a minimum of five strategies for student activities (Cadre resources) Students practice the skill or concept under the teacher's direction (ECIG) Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG) Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.) Entire classroom time needs to be used for instruction (ECIG)

6. Instructional Transitions I DOWE DO YOU DO Higher Order Thinking Entice, Enlighten, Engage, Extend, Enact Plan - Do - Study - Act Monitoring Responsibility for Learning Teaching to Learning TEACHERSTUDENT

8. Elements of Instructional Guide Logically sequenced, integrated content Appealing to multiple learning styles Engaging events of instruction Aligned with standards Incorporates school initiatives Incorporates movement Identifies available resources Follows Systematic, Explicit Instruction Model

9. Direct Instruction Guided Practice Higher Order Thinking Assess/ Introspection

10. Direct Instruction Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need more instruction to gain more understanding. (i.e. assessment shows need for additional instruction). It includes the building of adequate Background Knowledge for students in need of such support. Direct instruction is explicit and systematic. What, Why, Model/Explain

11. Guided Practice Points to Consider: Guided Practice = Perfect Practice or Practice with Support and/or Corrective Feedback. Feedback is constructive. Practice is not an assessment. Students are able to try the new skill/concept without penalty and with teacher support.

12. Perfect Practice Sample 1. -13x(5y · 7z) = 13x(7z · 5y) ______________________ 2. -13x(5y · 7Z) = (-13x · 5y)7z ______________________ 3. -13x(-3y + 2z) = +39xy – 26xz ______________________ 4. -13x +(5y +7z) = -13x+(7z+5y) ______________________ 5. -13X +(5y+7z) = (-13x+5y)=7z ______________________ Find a number that lies between 0.01 and 0.012 Explain Reasoning for Answers 1. Commutative property of addition -13x +(5y +7z) = -13x+(7z+5y) 2. Commutative property of multiplication -13x(5y · 7z) = 13x(7z · 5y) 3. Associative property of addition -13X +(5y+7z) = (-13x+5y)=7z 4. Associative property of multiplication -13x(5y · 7Z) = (-13x · 5y)7z 5. Distributive property -13x(-3y + 2z) = +39xy – 26xz Density property (0.011 is one number that lies between 0.01 and 0.012) Students use notes to check reasoning for answers. Assessment only Perfect Practice = Opportunity to Check Understanding Front = ProblemsBack = Answers 2

13. Name:_______________ Period: ______________ Directions: Write the letter of the definition for each word in the “Your Answer Choice” box. When you have completed your sections, check your answers and complete the reflection questions. Vocabulary WordYour Answer ChoiceDefinition Choices affirmativeA. hateful; evil banishmentB. determined; impossible to clam or pacify implacableC. to block or prevent; to frustrate thwart D. positive transgression E. against versusF. an instance of breaking the law or going against a command vileG. the act or state of being driven away from a country or place Vocabulary WordYour Answer Choice Definition Choices implacableBA. hateful; evil vileA B. determined: Impossible to calm or pacify banishmentGC. to block or prevent; to frustrate transgressionFD. Positive versusEE. Against affirmativeDF. an instance of breaking the law or going against a command thwartCG. the act or state of Being driven away from country or place Comprehension Check: Check your answers from the vocabulary review. Number Correct: ________ Reflection: What context clues do you use to help you with your definition choices? ____________________________________________________________ Why are context clues important to use to find the meaning of unfamiliar words? ____________________________________________________________ Example: Vocabulary Perfect Practice Back page contains the answers

14. Higher Order Thinking Application Assessment Considerations: Three Types Introspection solidifies or enhances the learning. Consider questions like: 1. What helped me with the learning? 2. How did I learn it? 3. What didn’t work or inhibited my learning? 4. What would have helped me learn more successfully?

15. Instructional Guide Assessment Three Types of Assessment ensures that there is always something for the students to work toward. A. Due Now (within class period) B. Due Later this Week C. Due Long Term

16. Steps for Success Determine the length of your essential concept. Consult your academic plan to determine the standards that must be taught within the unit. Determine what assessments you will use, when you will assess, and how often. Plan your daily lessons determining your sequence of events as it relates to the Systematic, Explicit Instruction Model. Plan your movement and instructional strategies and decide where these will best fit in the Systematic, Explicit Instruction Model.

18. Daybook Example

20. Differences in Plans Daily Plans Short term Difficult to track progress, strategies and structures over time Instructional practices can be unspecified Generated by skills Breadth not depth Usually tied to resources Instructional Guide Long-range view Easy to track progress, strategies and structures over time Instructional practices get careful consideration Generated by essential concepts and Systematic, Explicit Teaching Model Depth not breadth Lasting – not tied to resources

21. Primacy-Recency Effect During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle. An adolescent normally can process an item in working memory intently for 10-20 minutes then: 1. Focus drifts and mental fatigue sets in. 2. Boredom with the item occurs. 3. Depth not Breadth!

22. Three or More Activities Per Instructional Guide A. Need not be equal in length 1. Large/small group – interactive activity 2. Individual productivity – Introspective activity 3. Teacher-centered – Introduction, Informational, Instructional Activity B. Vary the amount and time of activities

23. Momentum Considerations A. Time Management 1. Use a timer 2. Use a time schedule (display) 3. Allow students some control of class time use B. Provisioning 1. Have all materials ready and in place 2. Plan Ahead C. Movement 1. Plan for movement 2. Share responsibility and expectations for movement with students

24. Engaging Activities Reciprocal Teaching Kagan Strategies (Cooperative Learning) Inquiry Based Learning Simulations And more!

25. Assessing Your Instructional Guide Does the unit target my standards? Does my unit meet the requirements of the Academic Plan? Does my unit target all the areas of the Systematic, Explicit Instruction Model? Does my unit include movement and/or engaging activities? Does my unit include instructional strategies and/or initiatives of my school?

26. Assessing Your Instructional Guide Do I need to adjust my timeline and/or plan? What does my data show? What are the strengths of the unit? What are some weaknesses of the unit? Are there any threats to my success? Was there learning? Was there retention?

27. Rubric

28. Questions/Concerns?