Core Instruction: School-wide StrategiesCore Instruction: School-wide Strategies Lisa Coons,Lisa...
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Core Instruction: School-wide StrategiesCore Instruction: School-wide Strategies Lisa Coons,Lisa Coons, Deputy Director of Instructional LeadershipDeputy
Core Instruction: School-wide StrategiesCore Instruction:
School-wide Strategies Lisa Coons,Lisa Coons, Deputy Director of
Instructional LeadershipDeputy Director of Instructional Leadership
Curriculum and Instruction DivisionCurriculum and Instruction
Division Tennessee Department of EducationTennessee Department of
Education
Slide 2
Key Questions How does core instruction (Tier I) fit into
skills-based instruction? What key school-wide strategies reinforce
Tier I/core instruction? Differentiation Scaffolding vs. Productive
Struggle School-wide vocabulary framework Building Stamina (if
time) How do recommended school-wide strategies compare to TEAM
instructional rubric? How can the optional PLC guides around
school-wide core instruction strategies be used? 2
Slide 3
Tier One Instruction: What it is and what it isnt
Standards-based Instruction Instruction focused on the Tennessee
State Standards Differentiated standards focus Re-teaching of
standards for remediation Goal is to ensure mastery of standards
for ALL students who are struggling with core concepts that build
into a standard. Standards Based Assessment: Benchmark Assessment
Summative Assessment Formative Assessment Skill-based Intervention
Focus on fluency and reading comprehension Focus on numeracy skills
Focus on computation and problem solving Skills are the foundation
for secondary standards, but are not measured in isolation during
standards instruction Skills Based Assessment: Universal Screening
Tools Progress Monitoring Tools Survey Level Assessments 3
Slide 4
Differences in Supports Standards Support: Re-teaching Goal is
to reteach standards to ANY and ALL students who are struggling
with core concepts rather than specific skill deficits. Mastery can
be measured by: Standards benchmark assessment Summative classroom
assessment Summative state assessment Formative assessment Goal is
to provide research based interventions aligned to skill deficit(s)
as identified by a universal screener. Growth of can be measured
by: Skills based universal screener aligned to area(s) of deficit
Progress monitoring specific to area(s) of deficit Ongoing survey
level assessments Skills Support: Intervention versus 4
Slide 5
Continuum of Instructional Support ALL students Core
Instruction Differentiated to meet diverse needs Tier I Instruction
In addition to Tier I Skills focused Targeted to student deficits v
Tier II Intervention In addition to Tier I Skills focused Intensive
to meet specific student needs Tier III Intervention In addition to
Tier I Most Intensive support to meet individualized student needs
Highest frequency of monitoring Special Education Intervention
Becomes more specific and intense 5
Slide 6
School-wide Strategies 1. Differentiation 2. Scaffolding vs.
Productive Struggle 3. School-wide vocabulary framework 4. Building
Stamina (if time) 6
Slide 7
Differentiating Instruction Differentiation means tailoring
instruction to meet individual needs. Whether teachers
differentiate content, process, products, or the learning
environment, the use of ongoing assessment and flexible grouping
makes this a successful approach to instruction. Tomlinson, C.A.
(n.d.). What is differentiated instruction? Reading Rockets 7
Slide 8
Turn and Talk How would differentiation support varied student
levels? What does differentiation look like? Where are these
strategies occurring in your building? How could you help more
teachers engage in differentiated learning? 8
Slide 9
Differentiating Content Examples: Use curriculum maps to
identify essential content and facilitate effective content
planning Change the amount of print on layout Change the number of
problems (reduce repetition) Change the scaffolding and productive
struggle levels
Slide 10
Differentiating Product Changing the way students demonstrate
what theyve learned Examples: Student responds to a set of
questions Create a visual response with key details outlined Orally
produce responses Record their responses Use class responders to
input understanding
Slide 11
Six Methods for Differentiation by Process Strategic
questioning Consistent use of assessing questions to find out what
students know and then advancing questions to advance student
learning of content, strategies or the use of representations is a
means of tailoring instruction to individual student needs. Ie.
asessing and advancing questions, scripted questions, open-ended
questions Using a Model Challenging students to use the model to
help students to make sense of the concept. The models may help
students see relationships or patterns that they may not have been
able to see previously. Ie. exemplar essay or components, Math
manipulatives, tables, graphs, or even equations 11
Slide 12
Six Methods for Differentiation Bridging Explicit moves by the
teacher to help students make a connection, see patterns, or
discover relationship between prior knowledge and new knowledge.
Ie. chunking content Contextualizing Consistently referencing the
context of the concept or task. Student learning is scaffolded
because students are not dealing with abstract concepts; instead,
they are working to determine how the concept fits into a broader
understanding and existing schema. 12
Slide 13
Six Methods for Differentiation Developing Metacognition Skills
Supporting stopping and planning Ie. Solving a task in a more
methodical way or to consider how one task is similar to or
different from another following a lesson, students develop
reflective skills. Ie. Planning an essay to increase coherence and
development Building Schema Activities focus on relationships
between concepts and within a concept Ie. Using concept mapping,
mental modeling, mind mapping 13
Slide 14
Connections to TEAM 14
Slide 15
Connection to TEAM 15
Slide 16
Differentiating a Standard PLC Guide 1. Differentiating a
Content Standard 2. What are the student expectations (concepts,
skills, essential understandings)? 3. Content Differentiation 4.
Process Differentiation Method 1 Method 2 5. Product
Differentiation 16
Slide 17
Scaffolding Instruction 17
Slide 18
Scaffolding Instruction and Productive Struggle Students will
rise to the level of expectation when challenged and supported
appropriately. The scaffolding should not replace the text by
translating its contents for students or telling students what they
are going to learn in advance of reading the text; that is, the
scaffolding should not become an alternate, a simpler source of
information that diminishes the need for students to read the text
itself carefully. (Marzanoresearch.com). Think about your Science
and Social Studies content classrooms. Are students reading the
textbook content and using authentic texts such as lab reports and
primary source documents? or Are they being asked to copy notes on
content? 18
Slide 19
What activities can scaffold with our replacing the rigorous
activity? Modeling (see Differentiation) Gradual release Fish bowl
activity Think alouds, Read Alouds, Exemplars Prior Knowledge
connections Tie new content into prior learning Providing
additional knowledge connection in addition to not in lieu of
Discussion or Talk time Social learning Pre-Teach Vocabulary
Strategic Questioning (see Differentiation) 19
Slide 20
20 Modeling Instruction
Slide 21
21
Slide 22
Connections to TEAM 22
Slide 23
Vocabulary Instruction 23
Slide 24
To improve literacy, Direct and explicit vocabulary instruction
school-wide. 24 Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C.,
Salinger, T., & Torgesen, J. (2008). Improving Adolescent
Literacy: Effective Classroom and Intervention Practices: A
Practice Guide. Washington, DC: National Center for Education
Evaluation and Regional Assistance, Institute of Educational
Sciences, U.S. Department of Education.
Slide 25
What should my school-wide vocabulary program include: 1. Make
it intentional through concept selection and intentional
instruction. 2. Make it transparent through teacher modeling of
word solving and word learning. 1. Make it useable with
collaborative learning. 2. Make it personal by fostering student
ownership. 3. Make it a priority with school-wide practices.
(Fisher & Frey, Word Wise and Content Rich: Five Essential
Steps to Teaching Academic Vocabulary, 2008) 25
Slide 26
School-wide Vocabulary Instruction Practices Dedicate a portion
of regular classroom lessons to explicit vocabulary instruction.
Provide repeated exposure to new words in multiple contexts, and
allow sufficient practice sessions in vocabulary instruction. Give
sufficient opportunities to use new vocabulary in a variety of
contexts through activities such as discussion, writing, and
extended reading. Provide students with strategies to make them
independent vocabulary learners. 26
Slide 27
PLC Guide on Direct Vocabulary Instruction 27 This guide helps
school leaders begin conversations on: selecting key concepts,
developing strategies and engaging in a school-wide focus on
explicit vocabulary instruction.
Slide 28
Turn and Talk 28
Slide 29
Building Stamina 29 Students who have mastered persistence are
able to work through challenges, deal constructively with failures
and adversity, and achieve the goals they have set for
themselves.
Slide 30
Strategies Model persistence Develop Growth Mindset Utilize
Positive Talk and framing Stretch your students (using scaffolding
strategies) See PLC Guide 30
Slide 31
Student Motivation and Engagement Establish meaningful and
engaging content learning goals around the essential ideas of a
discipline as well as around the specific learning processes used
to access those ideas. Provide a positive learning environment that
promotes student autonomy in learning. Make literacy experiences
more relevant to student interests, everyday life, or important
current events. Build classroom conditions to promote higher
reading engagement and conceptual learning through such strategies
as goal setting, self-directed learning, and collaborative
learning. 31
Slide 32
Professional Development 32
Slide 33
To achieve large scale reform you cannot depend on peoples
capacity to bring about substantial change in the short run, so you
need to propel the process with... Fullan, M. (2008). The six
secrets of change: What the best leaders do to help their
organizations survive and thrive. San Francisco, CA: Josey-Bass.
Ongoing Professional Development High quality teaching and training
materials (print, video, electronic) There is still the problem of
superficial implementation when new materials are in use, and even
new practices in evidence, without the deeper understanding
required for substantial and sustained implementation. But you get
farther, faster by producing quality materials and establishing a
highly interactive infrastructure of pressure and support. Finally,
the materials do not have to be treated as prescriptive.
Adaptations should be made during implementation as long as they
are based on evidence linking teacher practices with student
performance.
Slide 34
Professional Development: How to make it effective School-wide
ongoing professional development PLC models Study Group Models
34
Slide 35
Thank You Contacts: Curriculum and Instruction Contact Lisa
Coons Deputy Director of Instructional Leadership Support
[email protected] Special Populations Contacts Tie Hodack Executive
Director of Instructional Programming [email protected] Suzanne
Keefe Director of Special Projects [email protected] Theresa
Nicholls Director of Special Education Eligibility
[email protected] Amy Owen Data Services Coordinator
[email protected] 35