Using Content Enhancement Routines Using Content Enhancement Routines to Increase Performance of All Students to Increase Performance of All Students

in Subject Matter Classes in Subject Matter Classes

Don DeshlerDon Deshler

University of KansasUniversity of Kansas

Center for Research on LearningCenter for Research on Learning

August 9, 2006August 9, 2006

Portland, OregonPortland, Oregon

Linking today to yesterday!

Then ask….Five important questions about literacy supports!

2.What is in place across a school staff to ensure that students will get the “critical” content in spite of their literacy skills?

A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC)

Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

A Continuum of Literacy Instruction

Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)

Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)

Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)

Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)

Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

The Performance GapThe Performance Gap

Years in School

SkillsDemands

/

A little exercise to remind us…….

Anyone interested in te__________ is concerned about c__________. It’s hard to imagine te__________ sch__________without them. Although they can be bothersome, we t__________ them. When things go wrong, we sometimes blame the __________, instead of accepting responsibility for the consequences ourselves.

Separating the trees from the __________.

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Thinking about the curriculum:

Knowledge

Thinking About the Curriculum... Knowledge

Course Critical Content

Knowledge

Course

Unit

Thinking About the Curriculum...

A Unit

ALL

MOST

SOME

“If it weren’t for students impeding our progress to the end of the term, we could certainly be sure of covering thematerial. The question, however, is notwhether we as teachers can get to the end of the text or the end of the term, but whether our students are with uson that journey.” Pat Cross

Content Enhancement

A way of teaching academically diverse classes in A way of teaching academically diverse classes in which……which……

• Integrity of the content is maintainedIntegrity of the content is maintained• Both group and individual needs are valued and Both group and individual needs are valued and

metmet• Critical features of the content are selected and Critical features of the content are selected and

transformed to promote growth for all students, transformed to promote growth for all students, andand

• Instruction is carried out in a partnership with Instruction is carried out in a partnership with studentsstudents

The goal of Content Enhancement is.…The goal of Content Enhancement is.…

Barrier-freeBarrier-free

educationeducation

Content Enhancement Teaching Routines

Planning & Organizing

Course OrganizerUnit Organizer

Lesson Organizer

Exploring Text, Topics, & Details

Framing RoutineSurvey Routine

Clarifying RoutineOrder Routine

Teaching Concepts

Concept Mastery RoutineConcept Anchoring Routine

Concept Comparison Routine

Increasing Performance

Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine

Careful Planning around Critical Content is Essential!

Selecting the critical questions.

Mapping content structures.

Analyzing learning difficulty based on:

Reaching enhancement decisions by selecting powerful...

Teaching strategically through explicit...

Evaluating enhancementsRevaluate outcomes

Quantity ComplexityInterest BackgroundRelevance OrganizationAbstractness

Teaching Devices

Teaching Routines

Not harder, but …

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

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UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

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Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience

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1/22

The roots and consequences of civil unrest.

The Causes of the Civil WarGrowth of the Nation The Civil War

1/22 Cooperative groups - over pp. 201-210

1/28 Quiz

1/29 Cooperative groups - over pp. 210-225

"Influential Personalities" projectdue

1/30 Quiz

2/2 Cooperative groups - over pp. 228-234

2/6 Review for test

2/7 Review for test

2/6 Test

is about...

Sectionalism

pp. 201-236

Areas of the U.S.

Differences between the areas

Events in the U.S.

Leaders across the U.S.

was based on

emerged because of became greater with

was influenced by

descriptive

cause/effect

compare/contrast

What was sectionalism as it existed in the U. S. of 1860?

How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?

What examples of sectionalism exist in the world today?

ORGANIZATIONKNOWLEDGESTRUCTURE GUIDING

QUESTIONS

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN A DEFINITION

Key Words

PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALL CONCEPT

CLASSIFYCHARACTERISTICS

Examples: Nonexamples:EXPLORE EXAMPLES

Civil War

armed conflict

United States war between the States

Northern Ireland

1990’s crisis in the Balkans

American Revolutionary War

World War I

World War II

“Desert Storm” in Kuwait

A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power.

U.S. Civil War

Northern Ireland

citizens

one nation

ethnic

many nations

social rights

Desert Storm in Kuwait

Groups of citizensWithin a single nationAbout distribution of power

economic

religious

ethnic

War between nations

social

political

PRIORKNOWLEDGE

Hierarchical

CATEGORIZATION ANALYSIS

of characteristicsDISCRIMINATING

EVALUATION

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9 Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics

8 Summary

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9 Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics

8 Summary

Economic Causes of Sectionalism in the U.S. in 1860

Economic conditions in the NorthEconomic conditions in the South

Good portsGood natural resourcesImmigrants in labor forceProfit from industriesGood land transportationGood credit with other countries

Good portsGood natural resourcesSlaves in labor forceProfit from growing cottonPoor land transportationGood credit with other countries

Study the economic conditions of the West in 1860, and create a list of characteristics to be compared to the North & South.

Good portsGood natural resources

Good credit with other countries

Quality of portsQuality of natural resourcesQuality of credit

Immigrants in labor forceProfit from industriesGood land transportation

Slaves in labor forceProfit from growing cottonPoor land transportation

Primary source of laborSource of profitsQuality of land transportation

Economic conditions in the North and South in 1860 were alike because both had good natural resources, ports, and credit. Their primary sources of labor and profits were different, as was the quality of their land transportation.

CATEGORIZATIONStrategic thinking prompts

FACTS

3 CollectKnown Information

4 HighlightCharacteristics ofKnown Concept

5 ObserveCharacteristics

of New Concept

6 RevealCharacteristics

Shared

7 StateUnderstanding of

New Concept

KnownInformation

Name: Date:Anchoring Table

2 NameKnown Concept

6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared

Known Concept New Concept

1 Announcethe New Concept

ANCHORSLinkingSteps:

Understanding of the New Concept:

Unit:

12

4 5

3

7

ANALYSIS of similar characteristics to

create an analogy

exploration

of PRIOR KNOWLEDGESYNTHESIS

Name:_____________________ Lesson/Topic:_____________________ Date:_____________ Unit:___________________

Cause and Effect Table

Question:

4 5

7

Describe Beginning Situation:

Conclusion:

Key Words:

Cause(s) Effect(s)

21

© 2004 Bulgren KU-CRL/IEI

6 End Result(s)

Sequence3

Why did the Civil War in America happen?

Secede - to withdraw Civil - related to citizens

1776 1861 1864

The U. S. Constitution gave rights to both the states and the federal government. Some Southerners believed that any state could refuse to obey an act of Congress it considered unconstitutional.

Different interpretations of the Constitution led to disagreements between North and South. Disagreements were:

1.) Social (slavery)

2.) Economic (tariffs to protect industries )

3.) Political (extent of states’ rights versus federal rights)

Eleven Southern states decided to secede from the Union and form the Confederate States of America.

However, the federal government believed the South could not leave the Union.

Both sides were willing to fight for their beliefs.

The American Civil War wasfought between

the North and

South.

Complex issues and interpretations led to the American Civil War.

Federal - government in which most power belongs to a central authority but states have some powers.

Explanation ofCAUSATIONSEQUENCE VOCABULARY

Question Exploration Guide

Bulgren KU-CRL 2/01

Date:

TitleCriticalQuestion #:

Name: Text Reference Course

LessonUnit

How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6

1 What is the Critical Question?

What is the main Idea answer?4

2 What are the Key Terms and explanations?

3 What are the Supporting Questions and answers?

1

How did differences in the geographical sections of the U.S. in 1860 set the stage for the American Civil War?

Geography?Civil War ?Sections of the U.S. in 1860s?

The study of the earth, its features and distribution of lifeA war between people of the same countryNorth, South and West

Different land features: The North had hills and shores; the South had rich soil for growing cotton; and the West had large expanses of land.

Different products & workers: North used low-paid workers in factories. South used slaves to produce cotton & tobacco on plantations. West used families on farms & ranches to produce crops & meat.

Different ideas: People had different ideas about taxation of products & right of workers.

What were the geographical differences of the sections?

What differences did land features cause?

What resulted from different products & workers?

Geographic differences can lead to different ways of living. This can lead to ideas so different that groups will go to war. Compare the differences

caused by geography in the U.S. in 1860 to today.

Describe a conflict in your community or state related to geography.

APPLICATIONand

GENERALIZATION

VOCABULARY

QUESTIONGENERATION

main ideaSUMMARIZATION

Question Exploration Guide: Generalization Results

67

50

6360

56

6460

63

7881

83

88

69

85

9397

0

10

20

30

40

50

60

70

80

90

100

LD LA NA HA LD LA NA HA

Percentage Correct

Comparison group Experimental group

Prejudice Lesson Impetuous Behavior Lesson

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What is the Framing Routine?

•A way to help students understand and learn key information and to consider its significance.

•A way to help students focus on the relationships between main ideas and details.

WHEN DO YOU USE THE ROUTINE?

Within the context of regular instructionto help students remember the meaningof or relationships among:

•Vocabulary words•People•Events•Places•Other important terms and ideas

COMPONENTS OF THE ROUTINE

•The Frame

•The Linking Steps

•The Cue-Do-Review Sequence

The Frame is a visual device that:Promotes understanding and recall of a

key topic and associated essential details.

Can be used to take notes about a key topic.

Focuses attention on the importance behind the key topic.

Identifies the main ideas related to the key topic, essential details behind each main idea, and a summary of what’s important to remember about the key topic.

The LINKING STEPS

F ocus on the topicR eveal main ideasA nalyze detailsM ake a Big Idea Statement

E xtend understanding

The LINKING STEPS

F ocus on the topic

The LINKING STEPS

F ocus on the topicR eveal main ideas

The LINKING STEPS

F ocus on the topicR eveal main ideasA nalyze details

Determining if Details are EssentialsImportance

Which details are so important that all students must understand them if they are to understand the main idea?

FrequencyWhich details will be referred to frequently in class?

InterestWhich details are important to know, but may not seem very

Interesting to students and, therefore, require special attention?

PreparationWhich details are foundations for information that will be covered

later in the course and encountered later in life?

ComplexityWhich details are difficult to understand because of their complexity?

The LINKING STEPS

F ocus on the topic

R eveal main ideas

A nalyze details

M ake a Big Idea Statement

Determine the “SO WHAT?” importance statement

May be...

*Basic summary

*Topical applications or implications

*Generative, or basic ‘life truth’

The LINKING STEPS

F ocus on the topic

R eveal main ideas

A nalyze details

M ake a Big Idea Statement

E xtend understanding

OPTIONS FOR EXTENDING UNDERSTANDING

Prioritize main ideas and essential details according to importance

Prioritize main ideas according to other criteria (e.g., greatest impact on their lives? most controversial? most misunderstood?)

Speculate - What might have happened under a different set of circumstances?

Forecast what happened next.Connect how main ideas relate to:

each otherpreviously learning

past experiencesthe real world

Brainstorm Activity

The KEW Routine (Know?Expect?Want?)

Fill-in-the-BlanksPerspective

TakingFraming ThemesFraming

SpeechesIn Class Debates

Linear Relationships

Cause & EffectPost-instruction

constructionReading FramesAnticipation GuideOpinion

FormationDecision Making

Vary Your Use of the Routine

The FRAME Routine Key Topic

What hurts me?

Example:

So What? (What does this tell me about my values?)

Costs

What helps me?

Benefits

Cost – Benefit AnalysisGoing to Burger King at lunch time

There are three types of resources, and all resources are limited, so choices must be made.

Key Idea

are …

So What? (What’s important to understand about this?)

Examples Examples Examples

Resources

Category 1 Category 2 Category 3

the are 3 main imaginary lines which circle the earth.

xx

The FrameKey Topic

Geographic Terms is about...

So what? (What’s important to understand about this?)

Main Idea:

equator Main Idea:

Tropic of Cancer Main Idea:

Tropic of Capricorn

Essential detailsEssential details Essential detailsxx xx xx

xx xx xx

xx xx xx

xx xx xx

Intense-Explicit InstructionLEVEL 1

• Cue

• Do

• Review

LEVEL 2• “I do it!” (Learn by watching)• “We do it!” (Learn by sharing)• “Ya’ll do it!” (Learn by

sharing)• “You do it! (Learn by

practicing)

LEVEL 3/4/5• PretestPretest• Describe Describe

– Commitment (student & Commitment (student & teacher)teacher)

– GoalsGoals– High expectationsHigh expectations

• ModelModel• Practice and quality Practice and quality

feedbackfeedback– Controlled and advancedControlled and advanced

• Posttest & reflectPosttest & reflect• Generalize, transfer, applyGeneralize, transfer, apply

Content Literacy “Synergy”

Improved Literacy

CONTENT CLASSES

Level 1. Enhanced Content Instruction

CONTENT CLASSES

Level 2. Embedded Strategy

InstructionLevel 3. Intensive

Strategy Instruction

• strategy classes

• strategic tutoring

Level 4. Intensive Basic Skill Instruction

KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

Level 5. Therapeutic Intervention

Foundational language competencies

Contact

Don Deshler785.864.4780ddeshler@ku.edu

Patty Graner785.864.4780pgraner@ku.edu