Effect Teaching to Increase Intensity of Instruct

8/6/2019 Effect Teaching to Increase Intensity of Instruct

1/60

1

3rd Annual National Reading First ConferenceReno, Nevada - July 18-20, 2006

Using Effective Teaching Strategies

to Increase Intensity of Instruction

David Howe - WRRFTAC


2/60

2David Howe 2006

Sections of Presentation

1. Teaching Students with Reading Difficulties

2. Intensity of Instruction

3. Sufficient & Differentiated Intensity of

Instruction for All Students


3/60

3David Howe 2006

1. TEACHING STUDENTS WITH READING

DIFFICULTIES

A Simple Model of Learning

Characteristics of Studentswith Reading Difficulties

Learning/Instruction


4/60

4

skill unknown maintenancefluencyaccuracy

Stages in Skill Development


practice the skill correctly

David Howe 2006

practice it correctly a sufficient

number of times to develop fluency

review the skill enough to maintain it


5/60

5

How Much Repetition is Needed?

Number ofcorrect repetitions in a rowof a newword needed to automatize the word - NICHD

Type o f e a r n e r N u m e r o f

epe t i t ion

o t e o r

e ra e 4- 4

e a t e + ( )

(R. Lyon, 1997

David Howe 2006


6/60

6David Howe 2006

Practice Makes Perfect


7/60

7

If you practice a skill incorrectly,

you learn it incorrectly!

Practice Makes Permanent!

David Howe 2006


8/60

8

Vince Knows Learning

Students learn new skills by correctlypracticingthe skills repeatedly until the skills are mastered.

Practice does not make perfect. Onlyperfect

practice makes perfect. - Vince LombardiDavid Howe 2006


9/60

9

David Howe 2006





DIFFICULTIES


10/60

10

How Reading Difficulties Begin

Students who have failedto learn to read generally:

enter school lacking important skillsand knowledge

have difficulty practicing new skillscorrectly

often do not receive enough correctpractice to learn new skills fluently

David Howe 2006


11/60

11

Persistent Reading Failure

When students start behind and havedifficulty learning to read, they fall

further behind. This leads to:

a decrease in self-esteem and

motivation

an increase in off-task behaviors

and avoidance behaviors as earlyas kindergarten

David Howe 2006


12/60

12

K 1 2 3

Persistent Reading Failure & Catching Up

Students who have experienced persistent reading

failure through Grade 3 have a hard time catching up.

they have fallen far behind their peers

they have learned to read more slowly than theirpeers

if they are to catch up, they must learn to read ata faster rate than their peers!

David Howe 2006


13/60

13

David Howe 2006





DIFFICULTIES


14/60

14


Learning and instruction are two side of one coin.

David Howe 2006


15/60

15

Instructional Design

To learn to perform newskills fluently, students

must practice skills

correctly and repeatedly.

Thus, teachers must designinstruction for correct

practice and with many

opportunities to practice.

David Howe 2006


16/60

16

K 1 2 3

Helping Struggling Readers Catch Up

To catch up, struggling readers will haveto increase their rate of learning

Thus, teachers will have to increase theeffectiveness of their teaching

David Howe 2006


17/60

17

David Howe 2006

2. INTENSITY OF INSTRUCTION

Defining Intensity of Instruction Teaching Strategies for Increasing

Intensity of Instruction

3 Variables for Increasing Intensity ofInstruction


18/60


19/60

19

Positive Instructional Interaction (Pii

Instructional Interaction -

The teacher explicitly explains andmodels a skill while students are engaged

The teacher guides students while they

practice the skill and, if needed, providescorrective feedback

The teacher provides opportunities for

students to perform the skill themselves

and reinforces their correct responses

Positive -

The students perform the skill correctly

David Howe 2006


20/60

20

Positive Instructional Interaction

www.hasslefreeclipart.com

The atom of learning/instruction!

QuickTime and aTIFF (Uncompressed) decompressorare needed to see this picture.


21/60

21

Intensity of Instruction

10 minutes of instruction that includes 10

Piis is more intensive than 10 minutes of

instruction with only 5 Piis.

Joe Torgesen defines Intensity of instructionas the number of Positive Instructional

Interactions (Piis per minute. For example:

David Howe 2006


22/60

22

Intensity of Instruction vs. Unit of Time

MICROlevel MACROlevel

David Howe 2006

Per Hour:number of

Piis

PerDay:number of

Piis

Per Year:

number of

new skills

mastered

2005-2006

Per Minute:number of

Piis


23/60

23

Increasing Intensity of Instruction

David Howe 2006

Per Year:

MORE

skills

learned

2005-2006

Per Hour:MORE Piis PerDay:MORE PiisPer Minute:MORE Piis


24/60

24

Increasing Intensity of Instruction

We can increase instructional intensity by designingand delivering instruction that provides:

extra support to initially practice newskills correctly

extra opportunities to practice newskills to a fluent level.

David Howe 2006


25/60

25

David Howe 2006

Defining Intensity of Instruction

Teaching Strategies for IncreasingIntensity of Instruction




26/60

26

Effective Teaching Strategies

1. Big Ideas

2. Teaching at instructional level

3. Explicit instruction

. Systematic instruction

5. Many opportunities to respond

6. Immediate error correctionPractice skills to

fluent level

Practice skillscorrectly

X

X

X

David Howe 2006


27/60

27

1. Big Ideas

Highly selected concepts . . . that facilitate the most

effective and broad acquisition of knowledge.

Phonemic Awareness

Phonics

Reading Fluency Vocabulary

Text Comprehension

5 Essential Components of Beginning Reading

Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 8.

David Howe 2006


28/60

28

2. Teaching at Instructional Level

Students achieve optimally when they are

responding correctly at roughly 70% of the time

in newmaterial.

100% correct responding indicates students

are not being challenged enough, that is,perhaps too much of the material is not new.

Roughly 70% overall correct responding is

optimal for student achievement.

50% correct responding, for example, would

indicate the instruction is too difficult for

students.

David Howe 2006


29/60

29

2.a. Instructional Reading Level

Because so many of the words in readingmaterials are words students recognize

automatically (not new , the percentage of

words correct for instructional level

reading material is a higher.

independent reading level is 95-97%

correct

instructional level is 90% correct frustration level is below 90%

Armbruster, Lehr, and Osborn, 2001, p. 27.

David Howe 2006


30/60

30

3. Explicit Instruction

Explaining and demonstrating allnecessary steps in a task simply,

clearly, and thoroughly.

All steps are made apparent so

that nothing has to be inferred bythe students.

I guess this aintdiscovery learnin.

David Howe 2006


31/60

31

3.a. Modeling

Teacher performs all steps in the task

Teacher performs the steps in theproper order

Teacher performs the steps at theproper pace

Teacher demonstrates how to perform the task:

David Howe 2006


32/60

32

4. Systematic Instruction

The direct teaching of a set of letter-sound

relationships in a clearly defined sequence.

Systematic instruction is: presenting all important skills within a subject

presenting them in a logical order

presenting easiest skills first and then more

difficult skills

Armbruster, Lehr, and Osborn, 2001, p. 13.

Systematic Phonics Instruction

David Howe 2006


33/60

33

5. Many Opportunities to Respond

Students rates of learning are proportional tothe 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 for by:

David Howe 2006


34/60

34

5.a. Judicious Review

Successful reading instruction must be reviewed

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 wideapplication of a students understanding of

the information.

Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 14-15.


35/60

35

Massed Practice vs. Distributed Practice

Minutes of Instruction PerDay on New Skills

Mon. Tues. Wed. Thurs. Fri.

20 20101010

vs.

1030

0 030

David Howe 2006


36/60

36

5.b. Choral Responses

Choral responses are unison responses of allstudents when prompted by the teacher.

The teacher explains the task

The teacher models the task

The teacher signals for all students to respond The students respond in unison

The little car is red.

David Howe 2006


37/60

37

5.c. Individual Responses

A teacher can maximize student engagement by:

not calling on students with their

hands raised

asking a question and then calling ona students

calling on low performers more often

David Howe 2006


38/60

38

5.d. Brisk Pacing

Teacher presents at a brisk pace to keep

students engaged:

Teacher uses short, simpleexplanations

Teacher minimizes teacher talk

Teacher maximizes studentresponding

Teacher uses signaling to keepup the pace

David Howe 2006


39/60

39

6. Immediate Error Correction

model (demonstrate task to students)

lead (perform tasks with students)

group test (have students perform task)

individual test

delayed test

When students respond incorrectly, they mustbe corrected immediately and effectively.

Continued incorrect practicing of a task

results in learning the task incorrectly.

David Howe 2006


40/60

40

David Howe 2006

Defining Intensity of Instruction

Teaching Strategies for IncreasingIntensity of Instruction




41/60

41

3 Ways to Increase Instructional Intensity

1. Add more effective teachingstrategies into the instruction.

2. Provide more instructional time.

3. Reduce instructional group size.

David Howe 2006


42/60

42

ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION

AlterableVariable

Level of Specific Enhancement

Options 1. 2. 3. 4.

Program/

Instruction

Use comprehensivereading program tosystematically &

expli-citly teach priority

skills

Use intervention core

with students well-below grade level

Add extensions of thecore program

Pre-teach & reteachskills

Add instructionaltemplates - increaseexplicitness,

corrections

Use supplemental

program with the

comprehensive

reading program

Place students notmaking adequateprogress in compre-hensive readingprogram into anintervention coreprogram

Time

(Opportunities

to Respond)

Schedule & deliver 90

minutes of daily

reading instruction

during protected

reading block

Increase OTR during 90minute reading block

choral responding

increase pace

call more often on lowperformers

Increase reading

block to 120 minutes

and/or add

supplemental period

daily (90 min. + 30min.

or 90 min. + 45 min.)

Schedule two

intervention sessions

daily (a double dose

of 90 min. + 90 min.)

Grouping

for

Instruction

Within comprehensivereading program,check groupplacement & providecombination of whole& small groupinstruction

Walk to read

Schedule additionalsmall group

instruction(9-10 students) forspecific skill practice

Reduce group size to

6-8 or to 3-5.

Provide individual

instruction if needed

INCREASING INTENSITY

Modification of Kameenui, Simmons, Coyne & Harn 2003


43/60

43

1. Big Ideas



4. Systematic instruction


6. Immediate error correction

Facilitating Effective Teaching Strategies

David Howe 2006

What

How

Smaller

groups

facilitate

More

time

facilitates


44/60

44

David Howe 2006

3. SUFFICIENT & DIFFERENTIATED INTENSITY

OF INSTRUCTION FOR ALL STUDENTS

Planning

Monitoring

Observing in the Classroom


45/60

45

Planning Appropriate Groups & Programs

Instructional

Level

Group Program ContentCoverage

At GradeLevel

(Grade 2)

Students who can stay

at grade level using the

Comprehensive ReadingProgram (CRP)

1. Grade Level

CRP

1. All lessons in

CRP

SomewhatBelow Grade

Level

1. Students who canreach grade level usingthe CRP plus:

2. Small groups for pre-teaching & reteaching

3. Small groups for

targeted skills

1. Grade LevelCRP

2. CRP or sup-plemental matls

3. Supplemental

materials

1. All lessonsin CRP plus:

2. Pre-teaching& reteaching

3. Supplemental

materials

Significantly

Below Grade

Level

Small group - Students

who need an Interven-

tion Core Program (ICP)

to reach grade level

1. Instructional

Level ICP

1. Up to two

levels of the ICP

in one year


46/60

46

Intervention Core Program

Intervention core programs generally aredesigned to:

focus more on the 5 essential elements ofreading

include more effective teaching strategiesthan comprehensive reading programs

David Howe 2006

provide teachers guidance on whichactivities students need

teach less more thoroughly!

provide teachers scripted instructions forstudents


47/60

47

Intervention Core Program Caveats

Intervention core programs generally are

powerful enough to bring students withsevere reading difficulties to grade level

only if:

substantial amounts of extra instructionaltime is provided to the students

the teacher is well-trained in and fluentwith the program

David Howe 2006

students are grouped homogeneously forinstruction

groups are not too large


48/60

48

Content Coverage

Make differentiated instructional plans that are

sufficient to: keep grade level students at least at grade level

bring students below grade level up to grade level

The teacher teaches all the above lessons

The teacher plans to teach sufficientlessons in all the materials appropriatefor each group

David Howe 2006

The students pass all the in-programassessments


49/60

49

Pacing Calendar

Teachers can create a schedule of the specific

lessons they plan to cover on each day ofinstruction for the school year. This pacing

calendar provides:

coaches and teachers a way to judgeif the lesson completed on a particular

day puts the teacher on schedule tocomplete all planned lessons by theend of the year

teachers a schedule that will allow

them to complete the desired numberof lessons by the end of the year

David Howe 2006


50/60

50

Planning Sufficient Amounts of Time

Group ContentCoverage

Time

Students who can stay at

grade level using the

Comprehensive ReadingProgram (CRP)

1. All lessons

in CRP

1. 90-120 min. reading block

1. Students who canreach grade level using

the CRP plus:

2. Small groups for pre-teaching & reteaching

3. Small groups for

targeted skills

1. All lessons

in CRP plus:

2. Pre-teaching& reteaching

3. Targeted

skill matls

1. 2. 90-120 min. reading block

including pre-teaching and

reteaching or 90 min. reading

block plus 15-30 min. extra for

preteaching & reteaching

3. 30-45 min. daily until skills

are mastered

Small group - Students

who need an Intervention

Core Program (ICP) to

reach grade level

1. Two levels

of the ICP in

one year

1. 90 min. plus 60-90 min.


51/60

51

Grade 2 - 1st Semester 2006-2007

Differentiated Instruction Plan for ReadingInstructional Group

Level & Number

Programs &Materials

Content coverage

(Complete)

Times Instructor & Room

(Walk to Read)

Assessments

At Grade Level

(22)

ComprehensiveReading Program

CRP Enrichment& Challenge

Matls

Themes 1-4

Matls for Themes 1-4

M-F 9:00-10:45(Reading Block)

15 minutesduring Reading

Block

Ms. Vegas - Rm. 23 Theme Tests

Enrichment &Challenge Tests

Standardized PM -3 times/year

Somewhat BelowGrade level

(24)

Small Groups

A (13) & B (11)

ComprehensiveReading Program

CRP for pre-

teaching andreteaching

Phonics Program

for targeted skills

Fluency Program

Themes 1-4

Selected decoding,

vocab, and compskills in Themes 1-4

Gr. A - Level 1AGr. B - Level 1B

Gr. A - Level 1.2-2.2

Gr. B - Level 1.5-2.5

M-F 9:00-10:45(Reading Block)

15 minutes

during ReadingBlock

M-F 1:30-2:00

M-F 1:30-2:00

Mr. Jensen - Rm. 24

Group A - Ms. Sanchez- Title I Rm.

Group B - Mr. Jensen -

Rm. 24

Theme Tests

Theme Tests

Phonics Prog. Tests

Fluency Prog. Tests

Standardized PM -1 times/month

Well Below Grade

Level(19)

Group C - (10)

GroupD - (9)

Intervention Core

Program - Level K

Intervention CoreProgram - Levels

K & 1

Level K - Lessons 1-

120

Level K - Lessons 61-

120

Level 1 - Lessons 1-60

M-F 9:00-10:45

(Reading Block)

+ M-F 1:00-2:00

M-F 9:00-10:45

(Reading Block)

+ M-F 1:00-2:00

Group C - Ms. Wentz -

SpEd Rm.

GroupD - Ms. King -

Rm. 25

ICP Weekly tests

ICP Weekly tests

Standardized PM -1 times/week


52/60

52

David Howe 2006

Planning

Monitoring





53/60

53

Intensity of Instruction vs. Unit of Time

MICROlevel MACROlevel

David Howe 2006

Per Hour:

number of

Piis

PerDay:

number of

Piis

Per Year:

number ofnew skills

mastered

2005-2006

Per Minute:

number of

Piis


54/60

54

1. Content coverage

2. In-program assessments

3. Standardized progress monitoring

4. State grade level outcome test

5. Classroom observations

Monitoring for Sufficient Intensity of Instruction

David Howe 2006


55/60

55

David Howe 2006

Planning

Monitoring





56/60

56

1. Big Ideas



4. Systematic instruction


6. Immediate error correction

How Effective Instruction Looks & Sounds

David Howe 2006

Intensity of Instruction Observation Form


57/60

57

A. B. C. D. E. F. (C x E) G. H.

Activity Time

(min.)

Group

correct

responses

Group

Errors

No. of

students

in group

Piis of

group

members

Individual

correct

responses

(Piis)

Individual

errors

Total >

Intensity of Instruction Observation Form

+ = Correct response - = Incorrect response C = Correction

Teacher _____________________ Date ________________

T t l Piis = T t l + T t l G = _____ Piis P r Mi t = T t l Piis / T t l i t s = _____

Gr # OTRs = T t l C + T t l D = _____ Gr % Acc r cy = T t l C / Gr # OTRs = _____

I iv. # OTRs = T t l G + T t l H = _____ I iv. % Acc r cy = T t l G / I iv. # OTRs = _____


58/60

58

Kindergarten Instruction


59/60

59

1st Grade Instruction


60/60

60

Thank you!

Dave Howe - [email protected]

(541) 346-6216

Effect Teaching to Increase Intensity of Instruct

Documents

Transcript of Effect Teaching to Increase Intensity of Instruct