Chapter 5 Getting Closer Initiating and Intensifying Relationships.
1 Intensifying Instruction “The teacher’s influence on student achievement scores is twenty...
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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
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Explicit:Explicit:How instruction is How instruction is
delivereddeliveredNew skills/concepts introduced in direct manner: “I do, we do, you do”Teacher carefully controls use of languageCorrective feedback procedures
Systematic:
A feature of timeConnected series of lesson plans over time
Moves from explicit to implicit over time
Set of instructional routines from simple to complex
Cumulative review
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Elements of Explicit Instruction
• Clear presentation of strategies
• Scaffolding student learning
• Provide immediate error correction
• Providing sufficient examples for instruction and practice
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Scaffold Learning
Definition:
Temporary devices and procedures used by teachers to support students as they learn strategies.
Explicit Instruction
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Scaffolding: Gradual Release Model
“I do, We do, You do” 1. Teacher Modeling2. Guided Practice3. Independent Practice 4. Application.
1. 2. 3. 4.
Teacher Responsibility
Student Mastery
Explicit Instruction
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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
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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.
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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.)
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The Feedback LinkCorrection can’t happen without feedbackFeedback can’t happen without monitoringMonitoring can’t happen without student responses through active engagement
Explicit Instruction
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Error Correction
Immediate correction Clear and concise Model when appropriate Scaffold when appropriate
Explicit Instruction
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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
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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
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skill unknown maintenancefluencyaccuracy
Stages in Skill Development
A Simple Model of Learning • practice the skill correctly
• practice it correctly a sufficient number of times to develop fluency
• review the skill enough to maintain it
Systematic Instruction
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Judicious ReviewReview must follow initial instruction to ensure retention and extended understanding
(1) “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.”
Systematic Instruction
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Massed Practice vs. Distributed PracticeMinutes of Instruction Per Day on New Skills
Mon. Tues. Wed. Thurs. Fri.
20 20 101010
vs.
1030
0 030
Systematic Instruction
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How much repetition is needed?
Type of Learner Number of Repetitions
Most Able Less
Average 3-8
Least Able More
Reitsma, P. 1983
Number of correct repetitions in a row of a new word needed to “automatize” the word
Systematic Instruction
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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.
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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.
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Elements of Interactive Instruction
1. Teacher - directed learning
2. High levels of teacher-student interaction• Quick pacing
• High number of responses per minute where appropriate
• Types of responses
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Pacing
Instructional time variance Transitions Momentum
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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.
more rapid pacing of instruction choral responding facilitated by signals calling on low performers more often
We can increase opportunities to respond by:
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Types of Student Responses
Oral Group responses (choral)
Oral Partner responses
Oral Individual responses
Archer, A., & Torgesen, J. (2007). National Reading First Comprehension Conferences
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23A. Archer 23
Types of Responses (cont.)
Individual responses (written)
Physical responses
A. Archer (2007)
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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION
Alterable Variable Level of Specific Enhancement
Options 1. 2. 3. 4.
Instructional Delivery
Observe to see if teacher is implementing all parts of the Comprehensive Learning System
Professional develop-ment to improve teacher’s skills at explicit instruction, error correction, and opportunities to respond
Coaching to Improve teacher’s skills at explicit instruction, error correction, and opportunities to respond
Change person teaching
Time
Schedule & deliver 90 minutes of daily reading instruction during protected reading block
Increase reading block time, e.g., to 120 min., and/or add intervention period daily
Schedule two intervention sessions daily (a double dose of 90 min. + 90 min.)
Schedule before school, after school, and summer school instruction sessions
Grouping for
Instruction
Check group placement & provide whole & small group instruction
Check for group homogeneity and reduce size of small group
Check further for group homogeneity and further reduce size of small group
Provide individual instruction if needed
Instructional Materials
Change placement in program
Add scaffolding to program
Add additional intervention program(s)
Change program(s)
INCREASING INTENSITY
Modification of Kame’enui, Simmons, Coyne, & Harn (2003)
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Anticipating Instructional Difficulties for Struggling Readers
Prevention vs. 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?
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Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping
Grade Level Some Risk High Risk
ObjectivesPhoneme segmentation-multi-syllabic words
Phoneme segmentation Phoneme segmentation
Resources Plastic chips Elkonin box
MethodsTeacher modelingPartner practiceIndependent practice
Group Members 7 or more students
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Phonemic Awareness: A Lesson Segment Example: Objectives, Resources, Methods, and Grouping
Grade Level Some Risk High Risk
ObjectivesPhoneme segmentation-multi-syllabic words
Phoneme segmentation-closed two syllable words
Phoneme segmentation-CVC, CCVC, CVCe words
Resources Plastic chips Elkonin box
Plastic chips Elkonin box
Plastic chips Elkonin box with pictures
MethodsTeacher modelingPartner practiceIndependent practice
Teacher modelingTeacher guided practiceFinger tappingIndependent practice
Teacher modelingTeacher guided practiceFinger tappingDiscussing mouth & tongue formation
Group Members 7 or more students 5-7 students 3-5 students
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Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping
Grade Level Some Risk High Risk
Objectives r-controlled vowel (ar) r-controlled vowel (ar)
review 5 syllable patterns
r-controlled vowel (ar)
Resources Word pattern board Word cards Magnetic letters Compare/Contrast syllables with & without r-controlled vowel Decodable book
Methods Pre-teach with manipulatives Spell word pattern Write words with word pattern Game format review Partner reading
Group Members 5-7 students
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Phonics: A Lesson Segment Example Objectives, Resources, Methods, and Grouping
Grade Level Some Risk High Risk
Objectives r-controlled vowel (ar) r-controlled vowel (ar)
review 5 syllable patterns
r-controlled vowel (ar) review 4 syllable patterns
Resources Word pattern board Word cards Decodable book
Word pattern board Word cards Magnetic letters Word sort cards Decodable book
Word pattern board Word cards Magnetic letters Mirrors Word sort cards “Sand box” Decodable book
Methods Spell word pattern Write words with word pattern Independent reading
Pre-teach with manipulatives Spell word pattern Write words with word pattern Game format review Partner reading
Pre-teach with manipulatives Multi-sensory articulation Spell word pattern Write words with word pattern Game format review Teacher-supported reading
Group Members 7 or more students 5-7 students 3-5 students
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Reflection
Five key points? Three goals for instructional delivery? Implement tomorrow?