Instructional Intervention Teams Level 1 Training

Instructional Intervention

Teams Level 1 Training

Beliefs, Behaviors and the Basic Skills

of Collaborative problem-solving Part 2

July 2011

2

Level of Impact Evidence Training Method

Awareness Articulate a general concept Stand and deliver

Conceptual understanding Clearly articulate a concept Modeling/Demonstration

Skill acquisition Use skills in structured setting

Practice in simulated situation with feedback

Application of skills Flexibly use skills Real cases with coaching

Model For Adult LearningJoyce & Showers, 1980,1992Rosenfield & Gravois,1996

Participants will:Participants will:gain an understanding of the problem-gain an understanding of the problem-

solving process and how teams function,solving process and how teams function,increase awareness about the influence of increase awareness about the influence of

culture, culture, be introduced to the stages of problem-be introduced to the stages of problem-

solving, andsolving, andexplore and practice communication skills.explore and practice communication skills.

Objectives

Review of Day One

- History and Goals

- Influence of Culture

- IIT Beliefs and Process

- Instructional Triangle

- Communication Skills

Questions and Feedback

Key Communication Skills

» ParaphrasingParaphrasing» Perception CheckingPerception Checking» Clarifying QuestionsClarifying Questions» Requesting ClarificationRequesting Clarification» SummarizingSummarizing» Relevant QuestionsRelevant Questions» Offering InformationOffering Information» Active and Attentive ListeningActive and Attentive Listening

Collaborative SkillsUse these the most

Not as collaborativeUse sparingly

Paraphrase, perception check,

clarify… NO Questions

Communication Skills

Practice

CONTRACTING» Introduction, describes Introduction, describes

processprocess

» Shared understanding and Shared understanding and agreement about how to agreement about how to proceedproceed

PROBLEM IDENTIFICATION & ANALYSIS

» Most important and likely Most important and likely longest stagelongest stage

» All aspects of the triangle All aspects of the triangle consideredconsidered

» Critical questionsCritical questions

Critical Questions» What does the student know?What does the student know?» What can the student do?What can the student do?» Are there patterns to the student’s Are there patterns to the student’s

work?work?» How does the student approach How does the student approach

unknowns?unknowns?» Now, what do I do, as the Now, what do I do, as the

teacher?teacher?

Gickling; IC Teams Manual 2002

Observable and Measurable

» What we can see» What we can measure» Selected information, NOT the only

information

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Impact of Instructional Match on Emotions and Learning

Match

Working Memory Functioning Optimally

Student Looks Happy, Attentive

Student Learning

Mismatch

Working MemoryOverloaded

Student Looks Frustrated, Unhappy, Inattentive

Student not Learning

The problem is the mismatchThe problem is the mismatchWhen a gap exists between what the student knows and is able to

do and what the learning environment demands, we have an instructional mismatch and need to intervene to make a

match.

Prior Knowledge!*

» Sight word knowledgeSight word knowledge» Vocabulary knowledgeVocabulary knowledge» Math factsMath facts» Experiences with particular contentExperiences with particular content» CultureCulture» Comprehension strategies/skillsComprehension strategies/skills

* Dorchy, Segers, & Buehl, 1999

»What percentage of What percentage of words does an adult words does an adult

need to read and need to read and understand in order to understand in order to comprehend 5th grade comprehend 5th grade

text?text?

The Houssin VerkerThe Houssin Verker

Once when I was a tomble, my blubs and I Once when I was a tomble, my blubs and I were waiting in mok to get tink a big were waiting in mok to get tink a big

houssin verker. Finally, there was only one houssin verker. Finally, there was only one botzo in front of us at the winckle oont. botzo in front of us at the winckle oont.

This botzo made a big serton on me. There This botzo made a big serton on me. There were fluntee or tonty suppa krot, including were fluntee or tonty suppa krot, including

the qaster set of zefs I had ever snety. I the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. guess they were from a snoho or a wump. Joppel by their verox, many of the frugs Joppel by their verox, many of the frugs seemed very poor. We thought it would seemed very poor. We thought it would

probably be the first houssin verker they probably be the first houssin verker they had ever snetyhad ever snety. The krot were very well . The krot were very well

grawed and yort to vertinot, but you could grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the tell that they couldn’t wait to snet the

preery. As the krot and their learsels waited preery. As the krot and their learsels waited in mok, they were frakle shump about the in mok, they were frakle shump about the horace, his yoders, and all of the zearing horace, his yoders, and all of the zearing

quinks they would snet at the verker.quinks they would snet at the verker.

Underlying Principles for Instructional Match

Gravois & Gickling (2005)

Comprehension93%-97% Knowns

Drill & Practice70% to 85% Knowns

Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000

IQ 120= 25X IQ 100= 35X IQ 80= 55X

Repetition

Working Memory Activity

» Divide your table in half.Divide your table in half.

» Half the table reads the NYTimes Half the table reads the NYTimes article.article.

» Half the table reads the Marzano Half the table reads the Marzano article.article.

Problem Identification Scripts

» Look for Communication SkillsLook for Communication Skills» Look for comments that could Look for comments that could

contribute to “Upward or contribute to “Upward or Downward Spirals”Downward Spirals”

» Look for tasks of stage that have Look for tasks of stage that have been addressedbeen addressed

» Are all aspects of the triangle Are all aspects of the triangle explored?explored?

LUNCH BREAK

STRATEGY/INTERVENTION DESIGN

» Strategy/activity to help student Strategy/activity to help student reach goalreach goal

» Details Details » At least part classroom based, even At least part classroom based, even

if more is neededif more is needed

INTERVENTION IMPLEMENTATION &

EVALUATION

» Putting the plan into actionPutting the plan into action

» Determining the effectiveness Determining the effectiveness of the implemented planof the implemented plan

Resources for Intervention Design

» IIT Wiki: http://hcpss-iit.hcpss.wikispaces.netIIT Wiki: http://hcpss-iit.hcpss.wikispaces.net

» Interventioncentral.orgInterventioncentral.org» IntranetIntranet» Document RepositoryDocument Repository» Staff Staff » OtherOther

Accessing Resources

ReadingWritingMath

Behavior

Where have we gone?!Questions