Candace S. Bos Memorial Lecture Series University of Texas September 16, 2002.
-
Upload
cody-halliwill -
Category
Documents
-
view
213 -
download
0
Transcript of Candace S. Bos Memorial Lecture Series University of Texas September 16, 2002.
Candace S. Bos Memorial Lecture
SeriesUniversity of Texas
September 16, 2002
“A doctor can bury his mistakes, but an architect can only advise his client to plant vines.”
Frank Lloyd Wright
“What matters most in the work
that we do?”
CLOSING THE
PERFORMANC
E GAP
The Performance GapThe Performance GapDemands/Skills
Years in School
Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Inclusive Educationis about
Focus of Presentation
• Actions that lead to the biggest improvements in student outcomes> Validated practices implemented with fidelity> Coordinated programming across teachers and sites> Quality professional development> Strong administrative leadership
Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Inclusive Educationis about
What’s Should be at the Core?
• Vision
• Efficacy/Beliefs
• Validated instructional practices
• Administrative Leadership
VisioVisionn
Efficacy/Efficacy/BeliefsBeliefs
Validated Validated instructioinstructional nal practicespractices
Vaughn, Gersten, & Chard (2000)
• Interventions that benefit SLD also benefit average and high achievers
• Instruction that is visible & explicit
• Instruction that is interactive between students & teacher & between students
• Instruction that controls of task difficulty
• Strategies that guide student learning
Direct Instruction
• Small steps• Probes• Feedback• Diagrams/pictures• Independent
practice
• Clear Explanations• Teacher models• Reminders to use
strategies• Step-by-step
prompts• Review the
learning process
Strategy Instruction
Swanson (1999)
Responsive Instruction•Continuous Assessment•Instructional Accommodations
•Elaborated Feedback
Systematic Instruction•Structured •Connected •Scaffolded •Informative
Intensive Instruction•Sufficient Time•High Engagement
My, how time can slip away!!
• 10 minutes lost/block (4 blocks/day)– 40 minutes lost/day– 200 minutes (3.3 hours) of lost/week– 105 hours/year or about
17 days!!!
Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Inclusive Educationis about
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
.
Component 1: Ensure mastery of critical content.
All students learn critical content required in the core curriculumregardless of literacy levels.
Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery.
all most some
For example: The Unit Organizer Routine
Content Enhancement Teaching Routines
Planning and Leading LearningCourse Organizer
Unit Organizerlesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
A mammal is a warm-blooded vertebrate that has hair and nurses its young.
CONCEPT DIAGRAM CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS:
21
Always Present Sometimes Present Never Present
Examples: Nonexamples:
PRACTICE WITH NEW EXAMPLE
TIE DOWNA DEFINITION
EXPLORE EXAMPLES
1
3
2
4
5
6
7
33 Key Words Mammal Vertebrate
warm-blooded
nurse their young
has hair
walks on 2 legs walks on 4 legs
cold-blooded
human snake
elephant
whale
+
+
+
duckbillplatypus
swims in water
alligator
shark
bird
elephant
human
warm-blooded
nurse their young
whale
bird
shark
walks on 4 legs
can fly
cold-blooded
bat
can flymoves on the ground
O
Concept Diagram
Concept Mastery Results
54%
78%
0
10
20
30
40
50
60
70
80
PrePost
Test scores of students with disabilities on unit tests
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
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
.
Component 2: Weave shared strategies across classes.
Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments.
For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”
““It’s strange that It’s strange that we expect students we expect students to learn, yet spend to learn, yet spend so little time so little time teaching them teaching them about learning!”about learning!”
Norman, 1980Norman, 1980
““In times of change In times of change learners inherit the learners inherit the earth, while the learned earth, while the learned find themselves find themselves beautifully equipped to beautifully equipped to deal with a world that deal with a world that no longer exists!”no longer exists!”
Eric HofferEric Hoffer
Embedded Strategy Instruction
Large Group InstructionI Do It!• Review the steps of the strategy• Explain how it will help them learn• Specify what they need to do• Think out loud• Problem solve• Attack the challenge in different ways• Address errors from previous day’s work
Large Group InstructionWe Do It!
• Ask for strategy steps• Ask students to explain how they’re
thinking• Shape student responses• Encourage students with authentic
praise• Evaluate student understanding• Re-instruct if necessary
Large Group InstructionYou Do it!
• Let students perform independently• Give brief, specific, constructive
feedback• Identify categories of error to identify the
focus for the next day’s session• Have students record their grade on a
progress chart
Learning Strategies Curriculum
Acquisition Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visuals
Multipass
Storage First-Letter Mnemonic
Paired Associates
Listening/Notetaking
LINCS Vocabulary
Expression of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test-Taking
Self-Questioning Strategy
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
Self-Questioning-2001 n= 133
0
10
20
30
40
50
60
comparison experimental
Textbook quiz
7th Grade Science Class: Growth Scores
State Writing Assessment
94
74.585
0102030405060708090
100
Percentage of Students Passing the Michigan
State Writing Assessment
Strategies School Mean of OtherSame-Sized
School
State Average
State Writing Assessment
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
.
Component 3: Support mastery of shared strategies for targeted strategies.
Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel.
For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.
Intensive Strategy Instruction
Eight Stage Instructional Process
1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
Small-Group Instruction
• Pre-test• Describe• Model• Verbal Elaboration
• Controlled Practice• Grade-appropriate
practice• Post-test• Generalization
Word Identification
• Discover the context
• Isolate the prefix
• Separate the suffix
• Say the stem
• Examine the stem
• Check with someone
• Try the dictionary
High School Reading (Decoding)
5.3
5.8 5.7
6.5
5.4
6.4
9.1
6.2
8.5
5.8
9.1
6.8
0
1
2
3
4
5
6
7
8
9
10
Grade Level
Comparison group Experimental group
Male African Americans Male Hispanics Male Caucasians
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
Component 4: Develop more intensive course options for those who need it.
Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses.
For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.
.
A Continuum of ActionKey Components for Content Literacy
Component 1: Ensure mastery of critical content.
Component 2: Weave shared strategies across classes.
Component 3: Support mastery of shared strategies for targeted strategies.
Component 4: Develop more intensive course options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
Component 5: Develop more intensive clinical options for those who need it.
Students with underlying language disorders learn the linguistic, metalinguistic, and metacognitive underpinnings they need to acquire content literacy skills and strategies.
For example: Speech and language pathologists work with students whose language disorders to teach the language skills needed to acquire critical literacy skills and strategies.
Curriculum-relevant therapyCurriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success.
The Speech-Language Pathologist Provides Curriculum-Relevant Therapy
Practice Principles:Practice Principles: 1. Intervention provided by the
SLP should be therapeutic, or clinical, in nature.
2. Intervention should relate directly to what students have to learn in school.
What is Strategic Tutoring?
• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,
and plans for transfer using• Strategies for learning how to learn• While helping youth complete class
assignments
Student Strategy Knowledge “Tell me everything you do when you......”
Pre Strategic Tutoring Post Strategic Tutoring
Andre’: Math StrategyOct. 13, 1998
• I take notes from the• overhead.• I use the notes if I don’t • remember.
Andre’: Math StrategyDec. 7, 1998
First, I have a separate folder for math assignments.• I read the problem aloud.• I underline information• Compare to other • problems(look at example • in the book).• Make up a guess• Solve parts of the problem.• Check my work
Pre Strategic Tutoring Post Strategic Tutoring
Andre’: Organizational StrategyNov 2, 1998Put my papers for class in each• textbook(science assignment in• science text).• overhead.• Also put papers in bottom of • backpack.
Andre’: Organizational Strategy Dec. 7, 1998Use a notebook and • separate folder for each• subject.• The tutor checks my weekly/ • daily planner. • Use a grid for the planner • and put sports stickers for • each daily schedule that was • complete.• I look at the board each • class for notes written by the • teacher.• Copy the dates and • assignments from the board • and due dates.
Student Strategy Knowledge
Summary of Key Ideas Related to Content literacy
1. The purpose of literacy is to increase the learning of critical information.
2. Content literacy requires fluent decoding. 3. Common strategies are taught and reinforced by all
teachers. 4. Responsive and systematic instruction is provided
on a continuum of intensity. 5. Students must master critical content regardless of
literacy competence.
What Can the Content Literacy Continuum Do for Schools?
The Performance GapThe Performance GapDemands/Skills
Years in School
ContentContent::Rigorous academic
standards
Helps professionals differentiate complementary roles.
Focuses on change at the school level.
Addresses, national, state, and district priorities in literacy.
You want me to do what?
Closing the Performance Gap
The “Core”
Continuum of Content
Literacy
Strong Administrative
Leadership
results from attending to
is promoted by the
only happens through
Inclusive Educationis about
AdministratAdministrative ive LeadershipLeadership
Administrative Leadership
•Ensure right conditions are in place for student success
•Create a professional culture of “calling,” high expectation, and success
Student Success
Validated practices
Fidelity implementation
Coordinated implementation
Quality Professional Development
Strong Administrative Leadership
++++
=
“What matters most in the work
that we do?”
The answer to that The answer to that question will question will impact the degree impact the degree to which the to which the “performance gap” “performance gap” is closed.is closed.