Doing What Works... A Look Inside RtI !
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Doing What Works...A Look Inside RtI!
Recommendations or Practices
The Practice of Explicit Teaching and how it connects with the common core.
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What is Intentional Teaching?
What is Explicit
Teaching?
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What is explicit teaching?When should explicit teaching occur?
Explicit teaching is directing student attention toward specific learning in a highly structured environment.
Focusing on a goal using metacognitive processing.
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CRAConcrete – Representation- Abstract
Well-known and familiar – How do students make sense
of this schema?How do teacher’s lessons
reflect this notion?
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How does Explicit Teaching aid students who need intervention?
Focuses students on using techniques which aid them in making
connections using representational strategies.
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Looking at two types of representational/visualization techniques for connecting the
concrete to abstract…
Problem- Schemata Identification
Strip Diagrams
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Problem Schemata Identification and Representation
Facilitates conceptual understandingIdentifies the separate features of
each problem type (change, group, compare)
Organizes the relevant information in the story
Conceptually different than the part/part/whole organizer
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Change Story SituationJohn had 47 baseball cards in his collection. He lost
15 of them when his family moved to from Florida to New York. Now he has 32 baseball cards.
Change Set15 baseball cards
47 baseball
cards
32 baseball
cards
Beginning Set Ending Set
Notice the continuous
line and arrow
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Group Story SituationTimmy has 54 coins in his piggy bank. 34 are
pennies, and the remaining coins are nickels.
20 coins
34 coins
Pennies and Nickels
54
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Compare Story Situation
Martha has 46 cookies and Mabel has 71. Mabel has 25 more cookies than Martha.
71 Cookies46 cookies
25 cookies
Martha Mabel
Compared Set Difference Set Referent Set
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Problem Schemata Identification and Representation
Find the problem patternRead the problem carefullyAsk if whether the problem is a
change, group, or compare problem type.
Organize and represent the information using schemata diagrams
Map the known information into the diagrams
Flag the unknown with a question mark.
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Using strip diagrams to assist students in visualizing the problem.
Visualizing allows the student to begin to
connect the operation to the problem.
Strip diagrams also help the student
conceptualize magnitude of number.
“How big will this number
be?”
“What operation goes
with this problem?
”
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Jenna planted 43 flowers. Some of them started blooming. If 29 have blooms on them, how many do not?
43 Total Flowers
Flowers that do not have blooms
Flowers that bloomed.29 14
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Roberto saved $78. He saved $29 more than Mary. How much did Mary save?
$78
?$29
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A farmer has 7 ducks. He has 5 times as many chickens as ducks. How many more chickens than ducks does he have?
7
?
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Ernesto spent 2/5 of his money on a CD. The CD cost $20. How much money did Ernesto start with?
$20
?
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Which diagram goes with this problem?
Jerome has 75 more baseball cards than his friend, Elmo who has 189 baseball cards. How many baseball cards does Jerome have?
? 75
189
Elmo’s 189 baseball cards
75 baseball cards
Jerome’s ___ baseball
cards
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How might explicit instruction support students in conceptualizing word problems?
How does this technique differ than the type of procedurally explicit
teaching that often occurs in classrooms?
As a coach, how might this be best taught or shared?