USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

InTASC Standard 8: Instructional Strategies

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(a) The teacher uses appropriate strategies and resources to adapt instruction to the needs of individuals and groups of learners.

2. Design and Develop Digital Age Learning Experiences and Assessments

Use of students’ IEP, 504, ESL program goals, modifications, or accommodations

Use of student profile data to inform lesson development and implementation

Use of universal screening data

Use of flexible grouping strategies

Collaboration with special educators, ESL teachers, and other related service providers

Strategies to improve access to the general education curriculum (The Access Center)

Adapting the curriculum to meet the needs of diverse learners (Bashinski, 2002)

How to adapt your teaching strategies to student needs (Bulloch - Reading Rockets)

Differentiated instruction and implications for UDL implementation (Hall et al., 2011)

Accessing the General Education Curriculum : Inclusion Considerations for Students with Disabilities (IRIS Center module)

Accommodations :

Intensive interventions for students struggling in reading and mathematics (Center on Instruction)

IRIS Center Module: CSR: A Reading Comprehension Strategy

IRIS Center Module: PALS A Reading Strategy for High School

IRIS Center Module: PALS A Reading Strategy for Grades 2-6

IRIS Center Module: PALS A Reading Strategy for Grades K-1

WWC Review of the report” Mastery Learning and Student Teams: A Factorial Experiment in Urban General Mathematics Classes” (What Works Clearinghouse, 2012)

Educator’s Guide: What Works in Teaching Math? (Slavin et al., 2010)

Collaborative Learning in the Classroom (The Math Forum)

Effective Strategies for Teaching Students with Difficulties in Mathematics

Universal design in science learning (Curry, Cohen, and Lightbody (2006))

Improving reading skills in the science classroom (Teaching Today, 2005)

Teaching history to support diverse learners (LD Online)

1

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Instructional and Testing Supports for Students with Disabilities (IRIS Center module)

Teaching English Language Learners : Effective Instructional Practices (IRIS Center module)

Garcia, S.B., and Tyler, B. (2010). Meeting the needs of English language learners with learning disabilities in the general curriculum. Theory into Practice, 49(2), 113-120.

Universal design for all learners (Curry, 2003)

Using instructional routines to differentiate instruction (Center on Instruction)

IRIS Center Module: RTI Reading Instruction

IRIS Center Case Study: Fluency and Word Identification Grades 3-5

IRIS Center Case Study: Written Expression Grades 2-5

Effective literacy and English language instruction for English learners in the elementary grades (Gersten et al., 2007)

Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)

(NCTM, 2007)

Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers (Center on Instruction, 2008)

Mathematics instruction for students with learning disabilities: A meta-analysis of instructional components (NICHCY, 2013)

A meta-analysis on teaching mathematics to students with significant cognitive disabilities (NICHCY, 2008)

2

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Culturally responsive literacy instruction (Callins, 2006)

Reading comprehension strategies for English language learners (Breiseth, ASCD)

Standards-based writing for ELLs (Colorín Colorado, 2007)

Collaborative strategic reading: Improving secondary students’ reading comprehension skills (Bremer et al., 2002)

Grouping students who struggle with reading (Vaughn et al., 2001)

Intensive interventions for students struggling in reading and mathematics (Center on Instruction)

3

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Improving word identification skills using strategic instruction model (SIM) strategies (Bremer et al., 2002)

Adaptations for writing (University of Kansas)

Differentiated instruction for writing (The Access Center)

(b) The teacher continuously monitors student learning, engages learners in assessing their progress, and adjusts instruction in response to student learning needs.

2. Design and Develop Digital Age Learning Experiences and Assessments

Apply curriculum-based measures and probes in progress monitoring

Student journals of self-reflection and self-assessment of progress toward goals

Classroom Assessment : An Introduction to Monitoring Academic Achievement in the Classroom (IRIS Center module)

Promoting student self - assessment (ReadWriteThink)

McMillan, J.H., Hearn, J. (2008). Student self - assessment : The key to

IRIS Center Module: RTI Reading Instruction

WWC Evidence Review of Protocol for K-12 Students with Learning Disabilities (What Works Clearinghouse, 2012)

Assisting Students Struggling with Mathematics: RtI for Elementary and Middle Schools

4

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

stronger student motivation and higher achievement. Educational Horizons, 87(1), 40-49.

What is curriculum - based measurement and how does it help my child ? (National Center on Student Progress Monitoring)

What Works Clearinghouse Practice Guide (see Recommendation 5b -Use quizzes to re-expose students to key content): Organizing instruction and study to improve student learning

(Gersten et al., 2009)

5

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(c) The teacher collaborates with learners to design and implement relevant learning experiences, identify their strengths, and access family and community resources to develop their areas of interest.

1. Facilitate and Inspire Student Learning and Creativity

2. Design and Develop Digital Age Learning Experiences and Assessments

3. Model Digital Age Work and Learning

4. Promote and Model Digital Citizenship and Responsibility

4. Critical Thinking, Problem Solving, and Decision Making

Collaboration with community organizations (Project Learning Tree, Learningworks, Telling Room, Gulf of Maine Research Institute, DeLorme, Maine Memory Network)

Use of student interest surveys

Family outreach for participation in class projects (e.g, study of diverse cultures, projects that relate to disciplines associated with various careers)

McCarthy, P.J., Brennan, L., and Vecchiarello, K. (2011). Parent - school communication in the inclusive classroom : A comprehensive model of collaboration in education . International Journal of Humanities and Social Science, 1(15), 55-60.

IRIS Center Module: Collaborating with Families

Culturally responsive literacy instruction (Callins, 2006)

6

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(d) The teacher varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience) in relation to the content and purpose of instruction and the needs of the learners.

2. Design and Develop Digital Age Learning Experiences and Assessments

Model mix of teacher-led and student-led instruction

Use of Socratic seminars with instructor modeling followed by students’ leading

Tomlinson, C.A. (2011). Every teacher a coach . Educational Leadership, 69(2), 92-93.

Direct instruction (National Dissemination Center for Children with Disabilities)

Introducing academic strategies to students : A direct - instruction approach (Intervention Central)

Teaching with discussions (Washington University in St. Louis)

Ten tips for facilitating classroom discussions on sensitive topics (Moore & Deshaies, 2012)

Strategy guide for Socratic seminars (ReadWriteThink)

7

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(e) The teacher provides multiple models and representations of concepts and skills with opportunities for learners to demonstrate their knowledge through a variety of products and performances.

2. Design and Develop Digital Age Learning Experiences and Assessments

2. Communication and Collaboration

Study and application of UDL principles and associated guidelines, particularly principles 1 (representations of information) and 2 (student action and expression)

CAST (2011). Universal Design for Learning Guidelines version 2.0 . Wakefield, MA: Author. [See guidelines under principles I (Provide multiple means of representation) and II (Provide multiple means of action and expression)]

What Works Clearinghouse Practice Guide (see Recommendation 3 - Combine graphics with verbal descriptions and Recommendation 4 - Connect and integrate abstract and concrete representations of concepts): Organizing instruction and study to improve student learning

Multimodal learning through media : What the research says (Metiri Group, 2009)

CCSS for Mathematics (Maine DOE)

UDL Principles and Practice: Grade 1 Mathematics (video with commentary)

UDL Curriculum Self - Check Content Resources : Mathematics (Center for Applied Special Technology)

Concrete-Representational-Abstract-Instructional Approach (The Access Center)

NCTM Illuminations

Learning Mathematics with Virtual Manipulatives (CITEd Research

Honey, M.A., & Hilton, M. (2011). Learning Science Through Computer Games and Simulations . National Research Council.

8

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Center)

NCTM Reasoning and Sense Making Task Library

Making It Happen: A Guide to Interpreting and Implementing the Common Core State Standards for Mathematics (NCTM, 2010)

Doing What Works – CCSS Mathematics Transition Project

Math Labs Program: Explore Differentiated Lessons Online (Montgomery County Public Schools)

9

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(f) The teacher engages all learners in developing higher order questioning skills and metacognitive processes.

1. Facilitate and Inspire Student Learning and Creativity

4. Critical Thinking, Problem Solving, and Decision Making

Practice with uses of strategies for developing higher order questioning skills and metacognition

Application of upper levels of Bloom’s Taxonomy

Direct observations and conversations with students re: their own probing questions

Students’ reflections

Evidence within unit of instruction (perhaps video of a lesson in which student uses related instructional strategies)

Chamot, A.U., Meloni, C.F., Gonglewski, M., Bartoshesky, A., & Keatley, C. (2008). Developing Autonomy in Language Learners. Chapter 3: Empowering Your Students with Learning Strategies

Thomas, A., & Thorne, G. (2012). How to increase higher order thinking.

Council for Exceptional Children. (2011). Teaching higher order thinking skills using real world problem solving

What Works Clearinghouse Practice Guide (see Recommendation 7 - Help students build explanations by asking and answering deep questions): Organizing instruction and study to improve student learning

Metacognitive strategies (MathVIDS)

What’s all the fuss about metacognition? (The Math Forum)

Towards the modeling of mathematical metacognition (Wilson & Clarke, 2004)

Math problem-solving: Combining cognitive and metacognitive strategies (Intervention Central)

Science Education Resource Center at Carleton College. (2012). Teaching Metacognition.

Kraci. C.L. (2012). Review or true? Using higher-level thinking questions in social studies instruction. Social Studies, 103(2), 57-60.

10

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(g) The teacher engages learners in using a range of learning skills and technology tools to access, interpret, evaluate, and apply information.

3. Model Digital Age Work and Learning

4. Promote and Model Digital Citizenship and Responsibility

3. Research and Information Fluency

4. Digital Citizenship

Use of applications and tools, such as spreadsheets and databases, organizers (e.g., concept mapping software, advanced study organizers created in word processors)

Practice with and instruction of digital and information literacy strategies

Introduction to information literacy (American Library Association)

Information literacy skills (National Forum on Information Literacy)

Common Sense Media digital literacy curriculum for grades K -5

Common Sense Media digital literacy curriculum for grades 6-8

Common Sense Media digital literacy curriculum for grades 9-12

CAST Strategy Tutor

Conderman, G., Hedin, L. (2011). Cue cards: a self-regulatory strategy for students with learning disabilities. Intervention in School and Clinic, 46(3), 165-173.

Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)

Adolescent literacy: What’s technology got to do with it? (CITEd, 2010)

Learning to read with multimedia materials (CITEd)

The digital whiteboard: A tool in early literacy instruction (Solvie, 2004)

Technology in Math Education (The Math Forum)

What Works Clearinghouse Practice Guide (see Recommendation 2 - Interleave worked example solutions and problem-solving exercises): Organizing instruction and study to improve student learning

Use of probeware

Access to the undergraduate research lab

What Works Clearinghouse Practice Guide (see Recommendation 2 - Interleave worked example solutions and problem-solving exercises): Organizing instruction and study to improve student learning

Using Mnemonic Instruction to Teach Science (Access Center)

Manfra, M.M., & Coven, R.M. (2011). A digital view of history: Drawing and discussing models of historical concepts. Social Education, 75(2), 102-106

11

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

(h) The teacher uses a variety of instructional strategies to support and expand learners’ communication through speaking, listening, reading, writing, and other modes.

3. Model Digital Age Work and Learning

2. Communication and Collaboration

Study of literacy across content areas

Use of the writing process across content areas

Providing feedback in multiple modes

Teaching of content- and purpose-specific speaking, listening, reading, writing, drawing, and study strategies

McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. Reading Teacher, 65(7), 432-440.

Karchmer-Klein, R., & Shinas, V.H. (2012). Guiding principles for supporting new literacies in your classroom. Reading Teacher, 65(5), 288-293.

Thoermer, A., & Williams, L. (2012). Using digital texts to promote fluent reading. Reading Teacher, 65(7), 441-445.

Classroom strategies (Adolescent Literacy)

Classroom strategies (Reading Rockets)

Literacy and learning in the content areas (LA Public Broadcasting)

IRIS Center Module: Improving Writing Performance: A Strategy for Writing Persuasive Essays

IRIS Center Case Study: Comprehension & Vocabulary Grades 3-5

IRIS Center Module: Secondary Reading Instruction Teaching Vocabulary and Comprehension in the Content Areas

IRIS Center Module: PALS A Reading Strategy for High School

IRIS Center Module: PALS A Reading Strategy for Grades 2-6

Literacy strategies for improving mathematics instruction (Kenney, Hancewicz, Heuer, Metsisto, Tuttle (2005)

Direct or explicit instruction and mathematics (Access Center)

Using mnemonic instruction to teach math (The Access Center, 2006)

Allow students to facilitate labs

Improving reading skills in the science classroom (Teaching Today, 2005)

12

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Reading comprehension (Literacy Web at UConn)

Secondary vocabulary lessons (Archer, 2010 ADE Best Practices

IRIS Center Module: PALS A Reading Strategy for Grades K-1

IRIS Center Case Study: Fluency and Word Identification Grades 3-5

IRIS Center Case Study: Written Expression Grades 2-5

Effective literacy and English language instruction for English learners in the elementary grades (Gersten et al., 2007)

Captioned media: Literacy support for diverse learners (NCTI & CITEd, 2010)

13

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Culturally responsive literacy instruction (Callins, 2006)

Reading comprehension strategies for English language learners (Breiseth, ASCD)

Standards-based writing for ELLs (Colorín Colorado, 2007)

Collaborative strategic reading: Improving secondary students’ reading comprehension skills (Bremer et al., 2002)

Readers’ theater for reading improvement (McPhail, 2008)

14

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Teaching reading comprehension (Zygouris-Coe, 2009)

The growing value of graphic novels: Other possibilities for Web 2.0 (Schwarz, ASCD)

(i) The teacher asks questions to stimulate discussion that serves different purposes (e.g, probing for learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and helping learners to question).

1. Facilitate and Inspire Student Learning and Creativity

Students lead a small group discussion based upon their own questions

Use of multiple and diverse discussion formats

Sliding groups (Teaching Effectiveness Program - University of Oregon)

Feedback discussions (Teaching Effectiveness Program - University of Oregon)

Leading a discussion using the nominal group technique (Teaching Effectiveness Program - University of Oregon)

Engaging Text Discussion (Adolescents) (Doing What Works)

The Good Questions Project at Cornell University

Using questioning to stimulate mathematical thinking (NRICH Project)

Developing mathematical thinking with effective questions (PBS Teacherline)

The art of asking thought provoking

Students develop discussion questions related to a primary source

Facilitating discussion in humanities and social science classes (McGraw Center for Teaching and Learning)

15

USM Content Methods Workgroup2012-2013Cynthia Curry, clcurry@usm.maine.edu, University of Southern Maine

Performance Indicator

NETS-T/NETS-S

Implementation Examples for All Content Areas

Resources & Materials for All Content Areas Literacy-Specific Mathematics-

Specific Science-Specific Social Studies-Specific

Using instructional design strategies to foster curiosity (Arnone, 2003)

questions in a problem solving mathematics classroom (Bedford & Mooney, 2007)

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