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1 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

Intensifying Instruction

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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. Explicit: How instruction is delivered - PowerPoint PPT Presentation

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Page 1: Intensifying Instruction

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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?