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Intensifying Instruction

Intensifying Instruction. “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.”. Fallon, 2003. Explicit: How instruction is delivered

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Intensifying Instruction

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  1. Intensifying Instruction “The teacher’s influence on student achievement scores is twenty times greater than any other variable, including class size and student poverty.” Fallon, 2003

  2. Explicit: How instruction is delivered New skills/concepts introduced in direct manner: “I do, we do, you do” Teacher carefully controls use of language Corrective feedback procedures Systematic: A feature of time Connected series of lesson plans over time Moves from explicit to implicit over time Set of instructional routines from simple to complex Cumulative review

  3. Elements of Explicit Instruction • Clear presentation of strategies • Scaffolding student learning • Provide immediate error correction • Providing sufficient examples for instruction and practice

  4. Scaffold Learning Explicit Instruction Definition: Temporary devices and procedures used by teachers to support students as they learn strategies.

  5. Scaffolding: Gradual Release Model“I do, We do, You do” 1. 2. 3. 4. Explicit Instruction • Teacher Modeling • Guided Practice • Independent Practice • Application. Teacher Responsibility Student Mastery

  6. Tips for Effective Scaffolding Anticipate and precorrect for student errors Conduct teacher guided practice Provide immediate feedback Recognize when it is appropriate to gradually release or retain scaffolds Explicit Instruction

  7. Tips of Scaffolding • Model and lead through guided practice: can be employed on all initial instruction. Where this will cut down on critical errors is in introducing independent work assignments. • Scaffold questions leading students to correctly answer inferential questions: • Ask appropriate questions during passage reading and scaffold the correct answers for challenging inferential questions as needed.

  8. Types of Scaffolding • Prompts: specific devices that can be employed for learning an overall cognitive strategy-something that students can refer to for assistance while working on the larger task. (graphic organizers, cue cards, checklists) • Think Alouds: teacher’s direct modeling of the strategy, including self-talk, that enables students to explicitly witness the strategy in use (i.e. an authentic set of cognitive behaviors/actions that can be learned to assist in problem solving.)

  9. The Feedback Link Correction can’t happen without feedback Feedback can’t happen without monitoring Monitoring can’t happen without student responses through active engagement Explicit Instruction

  10. Error Correction Immediate correction Clear and concise Model when appropriate Scaffold when appropriate Explicit Instruction

  11. Elements of Systematic Carefully planned introduction of skills moving from simple to complex Teach critical skills daily Cumulative practice and review Practice to facilitate mastery Practice to facilitate automaticity

  12. Careful planning New skills are introduced only when students have learned related prerequisite skills Items that are likely to be confused are introduced with sufficient separation so that one skill can be mastered prior to learning next Examples are carefully chosen to include application of skills that have been previously taught Systematic Instruction

  13. practice the skill correctly • practice it correctly a sufficient number of times to develop fluency • review the skill enough to maintain it Systematic Instruction A Simple Model of Learning skill unknown fluency maintenance accuracy Stages in Skill Development

  14. Systematic Instruction Judicious Review Review must follow initial instruction to ensure retention and extended understanding “The review must be sufficient to enable a student to perform the task without hesitation. (2) It must be distributed over time. (3) It must be cumulative with information integrated into more complex tasks. (4) It must be varied, so as to illustrate the wide application of a student’s understanding of the information.”

  15. Systematic Instruction 30 30 0 0 10 20 20 10 10 10 MassedPractice vs. Distributed Practice Minutes of Instruction Per Day on New Skills vs.

  16. How much repetition is needed? Systematic Instruction Number of correct repetitions in a row of a new word needed to “automatize” the word Reitsma, P. 1983

  17. Positive Instructional Interaction (pii) • Instructional Interaction - • The teacher briefly explains and models a skill while students are engaged. • The teacher guides students while they practice the skill and, if needed, provides corrective feedback. • The teacher provides opportunities for students to perform the skill themselves and reinforces their correct responses. • Positive – • Students respond successfully. • The teacher positively reinforces their success.

  18. Intensity of Instruction Intensity of instruction is the number of positive instructional interactions (pii’s) per day. The greater the number of pii’s per day, the greater the intensity of instruction. If the quality or effectiveness of the instruction is high, then the two main ways to increase intensity of instruction are to: 1) increase the amount of instructional time and 2) decrease the size of the instructional group Torgesen, J., “Research Corner: Successful interventions always increase the intensity of instruction”, Intervention News, October 2006.

  19. Elements of Interactive Instruction • Teacher - directed learning • High levels of teacher-student interaction • Quick pacing • High number of responses per minute where appropriate • Types of responses

  20. Pacing • Instructional time variance • Transitions • Momentum

  21. more rapid pacing of instruction choral responding facilitated by signals calling on low performers more often Many Opportunities to Respond Students’ rates of learning are proportional to the rate at which they respond correctly. Giving students more opportunities to respond is a way to increase their rates of learning. We can increase opportunities to respond by:

  22. Types of Student Responses • Oral Group responses (choral) • Oral Partner responses • Oral Individual responses Archer, A., & Torgesen, J. (2007). National Reading First Comprehension Conferences A. Archer

  23. Types of Responses (cont.) • Individual responses (written) • Physical responses A. Archer (2007) A. Archer

  24. ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION INCREASING INTENSITY Modification of Kame’enui, Simmons, Coyne, & Harn (2003)

  25. Anticipating Instructional Difficulties for Struggling Readers Preventionvs.Intervention • Who may have difficulty with this objective? • How will I monitor learning? • What steps will I take to insure all students learn this objective?

  26. Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping

  27. Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping

  28. Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping

  29. Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping

  30. Reflection • Five key points? • Three goals for instructional delivery? • Implement tomorrow?

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