Section III: Introduction Lesson Delivery that Enhances Learning

Section III:Introduction

Lesson Delivery that Enhances Learning

5%

10%

20%

30%

50%

75%

90%

Pretest-insertrank orderfrom list below:DiscussionAuditory/VisualDemonstrationReading to ThemTeaching OthersPractice by DoingLecture

Triangle of Learning

Retentionof Learning

Rates

What This All Means

The Most-Effective Teacher Teaches Well-Structured Tasks

Adequate Yearly Progress Occurs When

There is focus on improving, monitoring, and providing corrective feedback on instruction

“Build It and They Will Come”

Achievement will follow

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

Most-Effective Teachers

Present smaller amountsof material at any time

Guide student practice as students worked problems

Provide for student processing of the new material

Check the understanding of all students Attempt to prevent students from

developing misconceptions

Review First

Review homework and any relevant previous learning

Review prerequisite skills and knowledge for the lesson

What Does The Well-Structured Lesson Look Like?


Beginning: The Presentation

State lesson goals or provide outline Present new material in small steps Model procedures Provide examples and non-examples Use clear language Avoid digressions Check for student understanding

Teaching Well-Structured Tasks


Middle: Focus on Guided Practice

Spend more time on guided practice High frequency of questions All students respond (to you, to each other)

and receive feedback High success rate Continue practice until students are fluent




Middle: Corrections and Feedback

Provide process feedback when answers are correct but hesitant

Provide sustaining feedback, clues, or reteaching when answers are incorrect

Reteach material when necessary


End: Independent Practice

Students receive overview and/or help during initial steps

Practice continues until students are automatic (where relevant)

Teacher provides active supervision (where possible)

Routines are used to provide help for slower students

Daily, weekly and monthly reviews



More Time: preview, review, elaborate, another way, etc.

More Intensity: smaller group allows more focus, more student responding/engagement

More Feedback: teacher is able to target instruction, “dial in” specific needs, prompt elaboration, provide alternate examples, etc.

** this can only be done 1-1 or in small homogenous groups**

What works with struggling students?

Adapted from Dr. Kevin Feldman, 12/01 inservice

What We Thought:


Effective Reading Instruction for Struggling Kids

Student with reading difficulties require

qualitatively different reading instruction

(e.g. reading styles, perceptual training,

colored lens, etc.)

What We Now Know:

National Reading Council

Effective Reading Instruction for Struggling Kids

Struggling readers are far more successful when carefully taught the same fundamental reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction more coaching & practice more explicit/direct instruction more careful progress monitoring/program

adjustment

2002 Reading/Language Arts/

English Language Development Adoption*** [The State Board of Education adopted the Curriculum Commission’s recommendations on January 9, 2002.]

These Programs Are Adopted

Program Type

Grade Levels

Publisher

Program Name

Basic (w/ELD included)* K-6 Houghton Mifflin Company** Houghton Mifflin Reading: A Legacy of

Literacy Basic (w/ELD included)* K-6 SRA/McGraw-Hill** SRA/Open Court Reading Basic (w/ELD included)* 6-8 Glencoe/McGraw-Hill The Reader’s Choice Basic (w/ELD included)* 6-8 Holt, Rinehart and Winston Literature and Language Arts Basic (w/ELD included)* 6-8 McDougal Littell McDougal Littell Reading & Language Arts

Program Basic (w/ELD included)* 6-8 Prentice Hall Prentice Hall Literature: Timeless Voices,

Timeless Themes Reading Intervention (2 or more grade levels below grade)

4-8 Glencoe/McGraw-Hill (Sopris West)

Language! A Literacy Intervention Curriculum

Reading Intervention (2 or more grade levels below grade)

4-8 Hampton Brown High Point


4-8 Scholastic READ 180


4-8 SRA/McGraw-Hill SRA/Reach Program


4-8 Wright Group/McGraw-Hill Fast Track Reading Program

Reading Intervention for English Learners 4-8 Hampton Brown High Point *All basic programs are required to incorporate an English Language Development component. **It is anticipated that the publishers of the two K-6 Basic Programs will be submitting a Spanish Language alternative format of their State Board approved program(s). ***It is anticipated that a follow-up adoption will occur sometime between 2003-2005. Additional copies will become available at that time. If you need additional information, please contact Jean James at (916) 657-3445 or Kenneth McDonald at (916 ) 653-6595.

Section III.


Topic A: The Lesson Organizer Routine Topic B: Lessons that Work Topic C: Small Group Management Topic D: Simple Teaching and Structuring

Techniques Topic E: Co-Teaching and Collaborating

Section III:


Topic A: The Lesson Organizer Routine

The Lesson Organizer Routine

Part of:

The Content Enhancement Series

Presented with permission from:The University of Kansas

Center for Research on LearningLawrence, Kansas

For training in this process by California staff,

contact www.uk.crl.edu

http://www.uk.crl.edu/

Content Enhancement

A way of teaching an academically diverse group of students in which:

Both group and individual needs are valued and met;

The integrity of the content is maintained;

For training in this process by California staff, contact www.uk.crl.edu


Content Enhancement

A way of teaching an academically diverse group of students in which:

Critical features of the content are selected and transformed in a manner that promotes student learning; and

Instruction is carried out in a partnership with students.



Some Guidebooks in the Content Enhancement Series

Routines for planning and leading learning

Course Organizer Routine

Unit Organizer Routine

Lesson Organizer Routine



Other Guidebooks in the Content Enhancement Series

Routines for explaining text, topics, and details

Clarifying Routine

Framing Routine

Survey Routine




Routines for teaching concepts

Concept Anchoring Routine

Concept Comparison Routine

Concept Mastery Routine




Routines for increasing performance

Quality Assignment Routine

Question Exploration Routine

Recall Enhancement Routine

Vocabulary LINCing Routine



Purpose

The Lesson Organizer Routine helps students to:

Consolidate the main idea of the content into a paraphrase.

See how the various parts of the content fit together.

Relate the content to their background knowledge.



Purpose

The Lesson Organizer Routine helps students to: Focus attention on important

relationships in the content. Remember important strategies

needed for learning. Record a way to organize information

for later studying and use. Approach the lesson with a purpose.



Supporting Research

The Lesson Organizer Routine was studied in secondary content-area classes (grades 7-12) characterized by diversity.

In each study, teachers learned the Lesson Organizer Routine easily and student learning gains were observed by both teachers and researchers.



Supporting Research

In each study, students gained an average of at

least 10 to 20 percentage points on tests or

tasks that required students to demonstrate

learning. Teachers continued using the routine

after the studies were completed.



Supporting Research

These results were achieved when teachers: received 2-3 hours of instruction in the routine had opportunities to discuss the routine with

colleagues spent the necessary time to plan and use the

routine for more inclusive teaching taught students how to participate in and use

the routine used the routine regularly over time



Supporting Research

In general, the greatest gains were seen in

classes where teachers had the highest

expectations for student learning and were

consistent in their use of the routine over time.



Components of The Lesson Organizer Routine

The

Lesson OrganizerTeaching Device

The

CRADLELinking Steps

The

Cue-Do-ReviewSequence



The Lesson Organizer Teaching Device

Is a visual device that: is used under teacher guidance focuses attention on critical outcomes identifies critical content features prompts elaboration on critical points helps make relationships concrete



The Lesson Organizer Teaching Device

Is a visual device that: is designed to enhance student…

...organization ...understanding ...remembering ...responses ...belief in the value of the content



NAME: DATE:

Self-test Questions Tasks

Lesson Organizer UNIT or BACKGROUND

Relationships Task-Related StrategiesLESSON TOPIC

is about

The Teaching Device: The Lesson Organizer

Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

Ms. Mendez11/21

The Teaching Device: The Lesson OrganizerNAME: DATE:




is about

Areas of the U.S. Leaders across the U.S.

PoliticalDifferences

SocialDifferences

and included and included and included

Economic Differences

conflicting interests in the way people made a living. . . . .

between....

the

the

and the

North

South

West

What are the types of economic differences that appear between groups of people in a community? Can tension exist?

1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?

1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.

compare / contrast self-questioning

EconomicDifferences

Challenge Question

was influenced byemerged because of

Differences between the areas Events in the U.S.

was based on became greater with

31

4

2

5 Lesson Map

6

7 8

Causes of the Civil War(sectionalism)

Ms. Mendez11/21





is about



SocialDifferences



conflicting interests in the way people made a living. . . . . between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


The Lesson Topic

This information helps students focus on the main idea of the lesson. It is usually one or two words long.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


Relationships

This information identifies the most important relationships to look for in the content of the lesson.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


Task-Related Strategies

This information identifies the strategies that students might use to gain, store, or express information and work efficiently to achieve the goals of the lesson.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


The Unit or Background

This information shows graphically how the lesson is related to the unit in which it is embedded.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


The Lesson Map includes a paraphrase of the topic and shows the lesson content is to be organized. Key words and relationships are included.

The Lesson Map

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


The Challenge Question

This area presents a question to spark discussion and help students relate to the lesson's content.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


Self-Test Questions

This information provides students with questions they can ask themselves to review the content of the lesson. The questions require the student to think about important relationships in the content.

Ms. Mendez11/21





is about



SocialDifferences




between....

the

the

and the

North

South

West





EconomicDifferences

Challenge Question




31

4

2

5 Lesson Map

6

7 8


Tasks

This information summarizes the required tasks, expectations, or assignments associated with the lessons.

The Cue-Do-Review SequenceThe overall instructional process that guides use of the

Lesson Organizer and CRADLE Linking Steps.

This instructional process involves:

CUE The teacher announces the Lesson

Organizer and explains its use.



The Cue-Do-Review Sequence

The overall instructional process that guides use of the Lesson Organizer and CRADLE Linking Steps.


DO The teacher and class collaboratively

construct the device using the CRADLE Linking Steps that “connect” the content to the needs and goals of students.



The Cue-Do-Review Sequence

The overall instructional process that guides use of the

Lesson Organizer and CRADLE Linking Steps.


REVIEW Information presented in the Lesson

Organizer is reviewed and confirmed.



"Get Ready?"

Decide when to use the routine.

Collect needed materials.

Construct a draft.

A. Specify and name the lesson topic.

B. Identify and map unit or background

knowledge.



"Get Ready?"C. Identify and map critical lesson content and

relationships. keep it simple place line labels place relationship labels

D. Specify important relationships.

E. Generate critical self-test questions.

F. Generate learning tasks and assignments.

G. Specify task-related strategies.



"Get Ready?"

Decide when to use the routine.

Collect needed materials.

Construct a draft.

Construct verbal components

Select implementation option



Lesson Organizer Implementation Options

Option 1 Blank forms displayed on an overhead or

chalkboard Lesson framework is built from scratch Students construct their own organizer on

blank paper

Option 2 Blank forms distributed to students Teacher guides the class using a Lesson

Organizer form on an overhead or chalkboard



Lesson Organizer Implementation Options

Option 3 Partially completed forms distributed to

students Teacher and students add information

Option 4

For a larger amount or complex information: Fully constructed form distributed to students Notes added Questions discussed



"Get Set!"

Choose lesson material.

Introduce the Lesson Organizers.

Describe how you will Cue the Lesson

Organizer.

Describe how you will Do the routine.

Explain how you will Review the information.

Debrief.



NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

Cooperative Learning Group Work

Share Ideas Exercise Self-Control

Exercise Self-Control

keeping your cool when you are told that you have done something wrong

There are

Rules for

Do you ever get angry with others when you are working in your cooperative learning group?

1.How do your nonverbal signals affect how others react toyou?

2.What are the rules to remember when exercising self-control3. What are the steps to the Exercise Self-Control Skill??

1.Demonstrate how to exercise self-control as you work in Cooperative Learning Groups..2.Audiotape your group work and turn it in before you

leave.

sequencing/cause and effect visual imagery

Mr. Darters3/10/93

Offer HelpRecommend Changes

requires that you . . .

Compliment Others

There are There are

There are

Conditions for when to Nonverbal skills for Exercising Self-Control

Skill Steps for Exercising Self-Control

Exercising Self-Control

Exercising Self-Control

"Go!"

Use the routine explicitly.

Build lessons around organizers.

Close lessons with organizers

Evaluate your use of the routine.

Be creative.

Beware of the “pitfalls.”

NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

Indirect democracy - USA

National government

Legislative Branch

Congress - the part of government that makes the laws andincludes

The House of Representatives

Getting laws passed in Congress is like having to ask both your science teacher and the history teacher if you can go on the pep club field trip.

1.How are the House and the Senate alike and how are they different?

1.Take notes on the characteristics and responsibilities.2.Read pages 45-48 in the textbook.3. Turn in Lesson Organizer for grading.

compare and contrast self-questioning

Mr. Stamp9/29

The Senate

Characteristics Responsibilities Characteristics

includes

Responsibilities

State government

an Executive Branch

a Judicial Branch

a Legislative Branch

where political power is entrusted to representatives and responsibility is shared (called FEDERALISM) by the

made of

NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

birds

the vertebrate that is built for flight and

how it

In what ways are birds like airplanes?

1.How have birds adapted for flight?2. How are birds important to the environment?

1.Read pages 520-526 for tomorrow.2. Complete model of a fertilized bird's egg.3. Each person needs to turn in the answer to questions number 5 on page 218 after Cooperative Study Group work.

analogical self-questioning

Ms. Chavez3/10

evolved flight structures life activities

its

importance

VertebratesInclude

fishes amphibians reptiles birds mammals

orders and origins

itsits

its

NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

decimals and Percents

how to describe parts of something in different ways

by

How can a father, a brother, an uncle, and a grandfather be described as one person?

1.How do you change a percent to a decimal?2. How do you change a decimal to a percent?3. How do you change a fraction to a percent?4. How do you change a decimal to a fraction?5. How do you change a a percent to a fraction?

1. Complete the problems on page 169 in the text.

2. In your math notebook, explain each step of the process that you used in order to complete problem 8 on page 169.

sequence dividing and paraphrasing

Mr. Washington11/15

Working with Decimals

and

and

word names rounding fractions percents

changing percents to decimals

changing decimals to percents

changing percents to fractions to decimals

and visa versa

NAME: DATE:




is about


Challenge Question

Lesson Map

4

2 1 3

5

6

7 8

plot

the major set of actions in a story

such as

How are events in your life like a short story?

1. What types of events in a story can lead to conflict?

2. How are rising action and falling action relatedto the climax of a story?

1. List the components of the plot for the short story on pages 167-174.

2. Read the story on pages 176-185 for tomorrow.

sequencing/cause and effect paraphrasing

Ms. Gaston11/15

short story

setting character point of view plot theme

such as such as such as

exposition(set up) conflict climax resolution

Bloom’s TaxonomyBloom’s Taxonomy

The Feds have authorized me to leave your child behind.

Individual Learning PlanIndividual Learning Plan

Section III:


Topic B: Lessons that Work

What Does Explicit EngagingInstruction Look Like?

I DO IT

[ gain attention & clearly model

[ cue students to notice critical aspects of

the model

[ model your thinking step by step as you

solve problems - “mental

modeling/direct explanation”

Struggling learners need:


I DO IT

Exposing the non-example

Exposing minimal difference

Interspersed VS massed practice




Provide Thinking Time; Think Pair (Write) ShareStructure/prompt engagement: choral responses if

answer/response is short/same partner responses if

answer/response is long/different correction/feedback - remodeling,

more examples, etc.

WE DO IT



YOU DO IT

individual responses; oral, written,

point/touch/demo

coaching students to apply the

strategy previously taught




“Most-Effective Teachers”

Know Each Learner’s Need

for Differentiated Instruction Who Knows the Material ? Who Needs More Input ? Who Needs More Background ? Who Needs Elaborated Scaffolds ?

Throughout Instruction:Monitor and Assess


“Least-Effective Teachers”

Test mastery after initial instruction--- in lieu of guided practice

Test learning outcomes--- in lieu of independent practice

Allow practice of errors through these practices

Assessment is Not Instruction

Evaluation vs. Grading

Comparison to grade level standards (norm referenced; criterion referenced)

Comparison to student’s personal needs,

(often criterion referenced or standards from other grade levels)

Comparison to teacher expectations for this child, rating attitude, progress, work completion, motivation, etc.

But that’s not FAIR !

All are entitled to differentiated instruction

Never tolerate the teasing of a student who is receiving differentiated instruction or accommodations

Fair isn’t everyone getting the same thing

Fair is everyone getting what they need!

Everyone is entitled to a special program for an area in need of improvement, to

help improve a skill.

Section III:


Topic C: Small Group Management

Homogeneous Grouping:Skills-Based Lessons - usually best to

group by neede.g. - Word study/Spelling by level

- Decoding/guided reading instruction & practice

** Groups need to be flexible/change in a day – fluid as student needs change

Grouping: Issues & Options


Heterogeneous Grouping:Conceptual/Content-based lessons

usually best taught in heterogeneous groups: diverse experience/views etc.

enrich the activitye.g. - Science, Social Studies, Core

LiteratureWITH plenty of scaffolded instruction (e.g. Graphics, partners)



We need BOTH homogeneous AND heterogeneous options- depends on:- the purpose- the subject- the range of prior knowledge



LakersBluebirds

Cowboys WNBA

1 2

4 3

Elementary Center Management

Example:Elementary Center Management

1 - Center Activity: Phonics Game

Back-up: fact card review 2 - Center Activity: Finish Art Activity

Back-up: Tangrams or List A 3 - Center Activity: Science Projects

Back-up: Card Game or Building or Blocks 4 - Seatwork

Back-up: Independent Work file or Independent Reading

Work Groups

DiamondsEmeralds

Pearls Rubies

1 2

4 3

Example:Secondary Student Work Groups

1 – Team Activity: Finish Civil War Charts with PartnerBack-up: Quiz each other

2 – Individual Activity: Finish President Reports – IndividuallyBack-up: Illustrations

3 – Instruction Activity: Direct Instruction with Teacher Back-up: none

4 – Individual Activity: Do assignment from Direct InstructionBackup: Independent Reading

Section III:


Topic D: Simple Teaching and Structuring Techniques

Use Cues to Establish

Instructional Control

I give an instruction, they do it.

Maintain Behavioral Momentum

They comply, comply, comply in

sequence.

Simple Teacher Techniques for Students

Participation in Large & Small Groups

Choral Responding

Every Pupil Active Responding

Cross Your Finger Technique

Example of Choral Responding: Give Me 5

Eyes – Response: on speaker

Ears – Response: listening

Body – Response: quiet

Hands – Response: still

Mind – Response: thinking

Example of Group Re-Orienting without Verbal Cues

3 Claps – 3 Snaps

5 – 4 – 3 – 2 – 1

Every Pupil Active Responding

YES NO

Cross your finger

PALS Teams for Reading

Comprehension instruction: PALS

http://kc.vanderbilt.edu/kennedy/pals/

- Stronger reader reads a paragraph.

- Weaker reader prompts.

http://kc.vanderbilt.edu/kennedy/pals/

PALS Teams for Reading

Weaker reader prompts stronger reader to:1. Name the Who or What.

* identification2. Tell the most important thing(s)

about the Who or What.* elaboration

3. Paraphrase in 10 words or less (paraphrasing “straight jacket”)

* consolidation

* continues for 5 minutes — then switch roles (new text)

Refocusing Off-task Behavior with Positive Verbal Cueing

Turtle Technique (for younger students)

Radio Station Tuning (for older students)


Refocus with Verbal Cueing and Icons/Symbols Point to the Rules You Are Following Seatwork Time: Self-Recorded Surprise

Points

Green/Yellow/Red Behavior


Work Completed Hands and Feet to Self Friendly Talking Good Listening

Point to rules you are following

Safe?

Respectful?

Responsible?

Green

Talk about anything with anybody Use comfortable voice level Work on anything Choose any activity Sit anywhere

Yellow

Be productive Talk only with person(s) next to

you Talk only about assignment Your talk should help you Your talk should not interfere with

your classmate’s work

Red

No talking at all

Raise your hand, and wait for permission to speak

Be patient

Yellow and green are coming!

The 20-Minute Rule Stand Stretch Move (Teacher specific

instruction given)


Refocusing Physically Active Learners Having Difficulty With Body Motions Occasionally Allow Full-Body or Partial Body

Support Recognize that body movement may actually

HELP the student maintain focus.


Section III:


Topic E: Co-Teaching and Collaborating

Co-teaching/CollaborationWhen it Works

Finding: Outstanding working relationships

UpbeatEnjoy each other’s companyRespectEase Trust

Carl and Fred!

Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005

Co-teaching/CollaborationRequirements for Success

Finding: Both have strengths as motivators

Ownership of all claimed by both Enthusiastic Teaching


Co-teaching/Collaboration When it Works

Finding: Time Allocated for Co-Planning before or after school at lunch formal prep period

“The lack of scheduled co-planning time did not appear to be a barrier to effective instruction”



Finding: Appropriate Curriculum selected

Hands-on & Activity based=content becomes

more concrete for students Language and literacy demands of tasks thus reduced



Finding: Effective Instructional Skills Lesson framework within lessons

Daily reviewPresentation of new informationGuided and independent practice activitiesFormative review

Finding: Effective Behavior Support in place Reinforcement for good behavior and class performance


Finding: For students with Disability-Specific Teaching Adaptations Used

Continued collaboration to plan success for students with disabilities in upcoming lessons—evaluation, evaluation

e.g., Power-point supplementary reviews Provides oral and pictorial

e.g., Reduced written language in test questions


Finding: Expertise in the Content Area general ed= content expert special ed= adaptation expert

Teachers deferred to each other during instruction Teachers exchanged roles as presenters of content

Co-teaching/Collaboration

When it Works---The AHAA! Finding: “Co-teaching appeared to be most successful where both co-teachers practiced effective teaching behaviors”, e.g.,

StructureClarityEnthusiasmMaximizing student engagementMotivational strategies

“ Effective teaching behaviors lead to increased academic achievement AND a greater degree of effective collaboration between the two co teachers”


Co-teaching/Collaboration When it DOESN’T Work

Finding: Weak collaboration

Finding: Weak working relationships

Finding: Teaching styles at opposite ends of a continuum, e.g., structured vs. loose;

students adapted, but contributed to deterioration of a working relationship

Co-teaching/Collaboration When it DOESN’T Work

Finding: Belief system differences: disagreements on how to interact with students, deal with behavior

Finding: Over emphasis on high stakes testing to the detriment of effective pedagogy

i.e., moving on without effective pacing, extra practice, review, hands on practice, etc.

Documents

Section III: Introduction Lesson Delivery that Enhances Learning