Effective Pedagogical Practices for Fragile Learners

California Educational Research AssociationDecember 2011

Alicia Henderson, Ph.D.Franklin-McKinley School District

Effective Pedagogical Practices for Fragile Learners

Robust “First Time Instruction”

1. Basic Skills Instruction2. Subject-Area Considerations3. Clarity in Communication

Differentiation / Adaptations

Fragile Learners

“Fragile Learners” include all students with challenges that impact the learning of new content and skills, including

English learners Students with disabilities Students living in poverty At-risk students who remain in school

but have become disengaged for any number of reasons

Fragile Learners

Many fragile learners can be successful with robust “first time instruction”

Most Fragile learners can be successful with robust “first time instruction” coupled with appropriate differentiation and adaptations

Some fragile learners have special needs that require the support of experts

Robust “First Time Instruction” relies upon Quality Core Instruction

Rigor: alignment of curriculum, instruction & assessment

Frequent formative assessment: instructional decisions are based on data about student learning

Robust: employing UDL principles

Relevance: consideration for prior knowledge

Relationships: respectful & joyful

Shared responsibility for learning: teacher & student

Robust “First Time Instruction”

Includes essential UDL components:

1. Basic Skills Instruction

2. Subject-Area Considerations

3. Clarity of Communication

Robust “First Time Instruction”

1. Basic Skills Instruction

Teach preskills

Select & sequence examples

Decide rate of introduction of new skills

Provide direct instruction

Offer practice & review opportunities

Teach Preskills(not always possible by core instruction teacher at secondary level)

Preskills: basic skills necessary for performing more complex tasks

Assess students on relevant preskills

Teach preskills to entire class or to individual students

Select and Sequence Examples

Focus on and prepare selection of examples (aka: exemplars)

Range of example selections should match range of problems types to be used in assessments

Be aware that sequencing of examples has an impact on learning

Rate of Skill Introduction

Introduce new skills in small steps

Teach skills at a rate slow enough to ensure mastery

Due to pacing guides and high-stakes testing, it may be difficult to slow down

Slowing down the rate may require identification of essential skills to be mastered

Direct Instruction, Practice, and Review Fragile learners typically require more direct

instruction

Indirect instruction is rarely sufficient

Practice should follow direct instruction, not act as a substitute for direct instruction

Problems with retention is common, spiral review assists to cement new learnings

Robust “First Time Instruction”

2. Subject-Area Considerations

Set up the lesson

Activate background knowledge

Include conceptual supports for learning

Frontload key vocabulary

Set Up the Lesson Determine depth of prior knowledge on topic

May include a pre-test Bridge prior knowledge with new information

Present 1-3 Big Ideas in lesson

Explicitly state learning objectives

Catch interest and give reason for engagement

Prompt students to predict

Activate Background (Prior) Knowledge

New learnings are more likely when facilitated with explicit connections to background knowledge

Plan lesson to relate new material to information they already know

Consider background knowledge of your students (it may be different from your own)

Include Conceptual Supports for Learning New Content

Advance organizers

Concept maps

Study guides

Graphic organizers

PowerPoints w/ handouts

Cornell notes

Frontload Key Vocabulary

Identify key vocabulary / terms in lesson

Introduce (1-5 per lesson) prior to teaching new material

Consider multiple representations of key vocabulary: definition, part of speech, visual image, synonyms, antonyms

Robust “First Time Instruction”

3. Clarity in Communication Use Language Intentionally

Avoid “bird walks” that distract from delivery of new content

Use precise language to deliver content, monitor use of pronouns and other nonspecific terms

Clarity in Written Communication Clarity in Oral Communication

Clarity: Written Communication Ensure all written material on

whiteboards, overheads, PowerPoints etc. is large enough & legible enough for all students to read

Utilize considerate text versions of adopted curriculum when available

Ensure written tests do not introduce confounds to assessing learning of new content (either by test format or language used)

Clarity: Oral Communication Project voice so all students can hear

Enunciate clearly

Support delivery of “signal” and monitor “noise”

Utilize specific strategies Giving directions Asking questions Presenting subject matter

Giving Directions

State command specifically

Use concrete terms

Give “bite size” directions

Avoid long series of directions

Demonstrate what you want them to do

Use cue words for routine directions

Asking Questions Phrase questions clearly Ensure students know how to

respond Balance high-level and low-level

questions (ala Bloom’s levels) Adapt questions to language and skill

level of class, and individual students Vary wait time based on the question Call on volunteers and nonvolunteers

Presenting Subject Matter

Use clear and relevant language Explain how points relate to main topic Avoid vague or abstract terms that do

not directly relate to new content Use multiple modes (oral & written) to

deliver new content Include multiple representations of new

content (e.g., graphs, diagrams, pictures)

Example of multiple

representations for a math

concept

Differentiation & Adaptations

Differentiated Instruction Flexible grouping Process, content, product

Adaptations - Grid of 9 Accommodations Modifications

Grid of 9

Support from Experts

Reading specialist

Speech pathologist

Occupational therapist

Psychologist

Behavioral therapist

Special education teacher