Class Size Reduction Module III Individualized Instruction

1. Class Size Reduction Module IIIIndividualized Instruction Presented by Theresa Hoag Troth Street Elementary School Second Grade Teacher and John Allen Instructional Resource Teacher Jurupa Unified School District

2. What exactly does good small-class teaching look like? As class size shrinks, possibilities grow. The teacher can really get to know each child. He or she can individualize the lessons. The basics can be covered more thoroughly, with time for varied and creative enrichment activities. Extra classroom space can be used for a reading corner or learning center that gives students options, encourages peer interactions and helps develop decision making skills and a sense of responsibility.

3. … small-class teaching con’t. Students gain time to discuss what they read. They can get instant feedback on a math problem from a teacher who moves around the room as they work. This one to one interaction between teacher and student is the heart of the matter, says WestEd’s Nikola Filby, a veteran researcher on teaching. The key is equipping teachers with the know-how to make the most of it.

4. … small-class teaching con’t. Smaller classes give the teacher the leeway to connect with each child, including that quiet boy in the corner. She can talk with him and – especially - listen, to see where his real strengths and difficulties lie. From WestEd, Fall, 1996

5. Whole Class Instruction • Phonemic awareness songs/lessons • Morning Message or Morning Meeting/Calendar activities • Big Books (Shared Reading) • Story time/Teacher Read Aloud • Phonics/Grammar Instruction • Literature/Basal/Anthology • Sharing Time/Listening and Speaking Most of the above is found in the Blue Band of the Houghton Mifflin program.

6. Small Group Instruction with Flexible/Dynamic GroupingAKA Universal Access • Phonics in context • Reading Instruction/Guided Reading • Reading strategies: • Using the picture • Rereading for meaning – Does it look right?, Does it sound right?, Does it make sense? • Getting a running start • Reading on • Sound it out • Reteaching

7. Much of the instruction from the various Houghton Mifflin handbooks (English Language Learners Handbook, Challenge Handbook, and Extra Support Handbook) will occur in a small group setting.

8. Centers! • Independent Activities • Learning Stations • Independent Work • Cooperative Groups • “Must do, May do” • Discussion Circles • Interactive Groups

9. It has appropriate materials to allow the children to explore and work independently. It is not quiet time. Students are not independent from each other. They are only independent from the teacher. A Learning Center is a physical area set aside for learning purposes.

10. It is task oriented – the best and most productive centers involve open-ended inquiry. It is not goal oriented. It shouldn’t necessarily have a worksheet or project to complete.

11. It is student directed. It provides children with an opportunity to make choices of what they want to do. It is not teacher directed. Teachers trust that children will make good choices.

12. It is a time for practice and assessment. It is not a time for evaluation.

13. What the Experts Say It is usually not efficient or effective for teachers to teach reading across the span of skill levels represented in an entire class of students. Flexible grouping helps teachers match instruction to the widely differing skill levels typically found in a classroom. Flexible groups are skills based and temporary, allowing instruction to align as much as possible with the skill level of those children in the group; children who learn at a faster rate or slower rate move to a different group as needed.

14. A variety of whole-class, small-group and individualized instruction is necessary to meet the diverse needs of students. Grouping should be flexible and allow for regrouping based on ongoing assessment. Grouping for some skills instruction is useful as long as the grouping remains flexible, with students reassigned as their needs and the tasks change.

15. Pull small groups and individuals for explicit instruction. Explicit instruction – as long as it arises from ongoing, authentic assessment (classroom-based data gathering and observation) and evaluation (making judgments and decisions, and taking action based on the assessment) – is integral to all good teaching.

16. Using a Work Board • Using a work board will help the teacher and the students remember the jobs for the day. Icons can be used for kindergarten and grade one. Word labels can be used in older grades.

17. Assessment • Use a clipboard to record anecdotal notes. • Have students keep a folder of work they’ve completed during Center Time. Collect it at the end of the theme. • Students turn in work as it’s completed • Debriefing – after Center Time (Universal Access) ask students:

18. What went well today? • What were the problems encountered today? • How might we change things to make it • more successful tomorrow? • Use this time to “show off” some great work. • Give students a standard of quality to work • toward.

19. Let’s Try Centers! Number off 1 – 4 • 1s = Summer Mural • 2s = Clipboard, name rings • 3s = Post Office • 4s = Free Reading • 5s = Houghton Mifflin Investigation

20. Working With Children Mostly whole group activities Show children parts of the room Practice using parts of the room – give explicit instructions Introduce independent reading time – how to take out books, use theme, and put them away Give children praise and encouragement for using materials in the room. Suggestions for Materials Have only basic materials well organized. Be sure there is an uncrowded place for whole group work (a rug is good). The First Six WeeksWeeks 1 – 2

21. Open new areas one at a time, for example, the writing center. Provide explicit demonstration each time. Show how to use materials and how to put materials away when finished. Begin to have children work in smaller groups. Observe the process, praising them for self-management. Begin to meet with individuals for assessment. Create an assessment table for yourself with your own materials ready so that you can observe the whole class at once while working for a few minutes with an individual. Weeks 3 - 4

22. Establish the routine of working in small groups in centers for a period of time (minimum 30 minutes for HM Universal Access) Emphasize independence during group work so you can work interrupted with one or two children. Introduce the work board and help children follow it. Teach children how to take care of materials. Establish places for children’s own materials and their individual records to be kept – for example, their journals and poem books. Weeks 4 - 5

23. Begin working with two small groups, at first for only 15 to 20 minutes each. Continue with whole group activities. Have materials in place for students to use. They should know where materials are kept, how the should be used, and how they should be put away. Week 6

24. Teachers like Centers because they . . . • provide a time for small group instruction with flexible/dynamic grouping. • give teachers a chance to interact with the children. • can be a mix of abilities, even grade levels. • provide students an opportunity to apply their skills in a meaningful setting. • help children become problem solvers. • reduce behavior problems. • are easy to create and implement in classroom. • meet the individual needs of students.

25. Students like Centers because they . . . • are fun. • are “hands on”. • provide an opportunity to choose • allow students to interact (talk) with each other.

26. Tips and Guidelines for Learning Centers • There is no one way to run centers. Each class (and teacher) has its own personality and limits. • Students need to know the function and objective of each center. Explain and demonstrate! Explain and demonstrate again! • Be consistent with discipline. Students need to know correct center behavior. Use positive reinforcement. Explain and demonstrate. • Teach students to be problem solvers. They can ask other students (“Ask 3 before me”), look and see what others are doing, use the Work Chart, or stop and think before coming to the teacher.

27. Tips con’t • Train students to set up and clean up centers independently. • Student must know routines. Where do they put unfinished work? Where do they put finished work? Do they clean up at the end of each center or after all centers are completed? • Create a system for assessment: clipboard with anecdotal notes and observations, portfolio for each students work, gradebook – develop a program that works for you.

28. Tip’s con’t • Don’t judge the success of your centers after one or two days. The students need time to explore before they’re comfortable and successful. The quality of work increases each time they students go to a center. If after four or five tries, it’s still not working, modify it.

29. Have a great year!!