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Beyond Basics: Gaining the Skills for Collaborative Problem Solving

Beyond Basics: Gaining the Skills for Collaborative Problem Solving. Instructional Intervention Teams Level 2 Training – Middle School July 2014. Objectives. Participants will: Review key communication skills and other background information all IIT problem solvers need.

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Beyond Basics: Gaining the Skills for Collaborative Problem Solving

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  1. Beyond Basics: Gaining the Skills for Collaborative Problem Solving Instructional Intervention Teams Level 2 Training – Middle School July 2014

  2. Objectives Participants will: • Reviewkey communication skillsand other background information all IIT problem solvers need. • Learn and practice the skills needed at each stage of the problem-solving process including use of the Student Documentation Form (SDF). • Explore resources for assessing students’ needs and developing interventions.

  3. K-W-L Take a moment to briefly indicate: What do you KNOW about IIT? What skills do you have related to IIT? What do you WANT to get out of this training?

  4. Critical Competence: Communication Skills

  5. Unproductive Patterns of Listening (page 28 of the tan section) Judgment/Criticism Autobiographical Listening Inquisitive Listening Solution Listening.

  6. Key Communication Skills *Paraphrase *Perception Check *Clarify *Summarize *Use for first 5 exchanges of Problem Identification.

  7. A problem well stated is a problem half-solved. - Charles Kettering

  8. Student Match=Success Instruction Task Instructional Triangle

  9. Working Memory Age Capacity Drill & Practice 3 0 5 00 70% to 85% Knowns 7 000 9 0000 11 00000 13 000000 15 0000000 Comprehension 93%-97% Knowns Repetition IQ 120= 25X IQ 100= 35X IQ 80= 55X Gravois & Gickling (2005) Underlying Principles for Instructional Match

  10. Case Review Holly Byron

  11. Contracting • A shared starting point • Important verbal agreement • Previous experiences

  12. Contracting Model

  13. Prepare to Practice • Think of a real student you are concerned about • As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do? • Jot down some potential “data” that you have about the student

  14. PracticeContracting Working in groups of 3, each person should have one opportunity to participate in the practice rounds as the: Case Manager Teacher Observer

  15. Math Resources Jon Wray Resource Teacher, Mathematics

  16. Problem Identification • Shared understanding • Narrowing focus and setting priorities • Setting goals

  17. Problem Identification Model

  18. Practice Problem Identification Working in the same groups of 3, each person should have one opportunity to participate in the practice rounds as the: Case Manager Teacher Observer

  19. Setting Goals Baseline – where the student is currently performing GOAL – where the teacher wants the student to be performing within a set time frame Consider: • Curriculum expectations • Teacher expectations • Typical student's rate of progress • Targeted student(s)'s rate of progress • Limits of working memory

  20. Methods for Setting Goals 25% Rule for Short-Term Goal • Multiple baseline by .25 • Add the number obtained in step 1 to baseline Split the Difference for Interim Goal • Subtract short-term goal from long-term goal • Divide that number in half Common sense approach after multiple factors considered

  21. Aim Line A visual guide toward the goal.

  22. eSDF Practice

  23. Language Arts Resources Melissa Mack Resource Teacher, Reading

  24. More on Memory • Divide your table in half. • Half the table reads the NYTimes article. • Half the table reads the Marzano article. • Share!

  25. Strategy/ Intervention Design • What will help meet specified goals? • What conditions are needed to maintain an instructional match? • When can the strategy be embedded in instruction? • What are the specifics of the intervention? • Who else would benefit from the intervention?

  26. Practice Intervention/Strategy Design Working in the same groups of 3, each person should have one opportunity to participate in the practice rounds as the: Case Manager Teacher Observer

  27. Debrief

  28. Intervention Implementation & Evaluation • Implementation • Evaluation • Treatment Integrity

  29. Closure • When case management is no longer needed • Concluding activities

  30. KWL Take a moment to briefly indicate: What did you LEARN?

  31. Tying it Together Applying New Knowledge Questions?

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