SPED 562: C 3 and 4

Assessment and Managing Instruction

Witzel

Itinerary

• Chapter 3– Stages of learning– Monitoring learning– Monitoring instruction

• Chapter 4– Instructional Options– Teaching self-determinism– Lesson design

Stages of Learning

Mercer & Mercer1.Acquisition2.Proficiency3.Maintenance4.Generalization5.Adaptation

Are these the only stages that exist in theory?

Two Approaches to Developing Progress Monitoring Measures

(Fuchs, 2004)

• Curriculum Sampling– Systematically sample items from the annual

curriculum on each measure

• Robust Indicator– Identify a global behavior that either

encompasses many skills taught in the annual curriculum or is predictive of proficiency in the annual curriculum

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Regular EducationSpecial Education

Slope = .97Slope = .97(SD = .14)(SD = .14)

Motivational Motivational ContractContract

Explicit Explicit InstructionInstruction

Strategy Strategy InstructionInstruction

Extra Fact Extra Fact Practice Practice

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Bobbae’s Math Performance

5© Witzel, 2008

RANKED SCORES - ComputationTeacher: Mrs. Smith

Report through 3/17

Name Score Growth

Samantha Spain 57 +1.89Aroun Phung 56 +1.60Gary McKnight 54 +1.14Yasmine Sallee 53 +1.34Kathy Taylor 53 +1.11Jung Lee 53 +1.23Matthew Hayes 51 +1.00Emily Waters 48 +1.04Charles McBride 43 +1.12Michael Elliott 42 +0.83Jenna Clover 42 +0.78Becca Jarrett 41 +1.14David Anderson 38 +0.79Cindy Lincoln 36 +1.04Kaitlin Laird 35 +0.71Victoria Dillard 34 +0.64Vicente Gonzalez 29 +0.28Adam Qualls 26 +0.60Michael Sanders 25 +0.70Jonathan Nichols 25 +2.57Amanda Ramirez 23 +0.85Anthony Jones 19 +0.05Erica Jernigan 18 +0.23Icon 0 +0.00

From Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.) (1998)

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General General EducationEducation

Intervention Intervention EducationEducation

Slope = .97Slope = .97(SD = .14)(SD = .14)

PALSPALS CBI PracticeCBI Practice CRA with CRA with fractions fractions and factsand facts

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Caroline’s Math Performance

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Grading procedures (see handout)

Multi fact

combo Carry in

Carry out

Add carry

Line up add

Add facts

Answer

Mike √ √ √ √ √ √ √ √

Tarek √ X √ √ √ √ √ X

Miguel √ √ √ √ √ √ √ √

Manuel √ √ X X √ √ √ X

Jose √ √ √ √ √ √ √ √

Pam √ √ √ √ √ X √ X

Michele √ √ √ √ √ √ √ √

Brandon √ √ √ √ √ √ √ √

Stan √ √ √ √ √ X √ X

Monitoring Instruction

• Repeated testing may become tedious and not informative

• More importantly, it may not provide the teacher with a clear look at students’ understanding.

• Thus, it is important to use assessment in a manner that drives instruction.

• Use multiple forms of assessment and adjust accordingly. Monitor and track your adjustments accordingly.

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Self-determinism

• Include students in the decision process.• Let them investigate career options and math

requirements.• Students should lead IEPs rather than teams

away from the student.

• During math class, what should we have students look for everyday?

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Explicit Instruction

• Explicit instruction consistently resulted in large effects both for learning single skills as well as multiple related skills in complex problem solving.

• These findings must be tempered by the fact that the measures on which the effect sizes were calculated were all researcher-developed. Gersten, Baker, & Chard (in-press)

© Witzel, 2008

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Connected Teaching Steps Best Practices consistent in math research

literature:– Advance Organizer– Model– Guided Practice– Independent Practice– Feedback– Maintenance and Generalization

Observe these steps in http://etv.jmu.edu/mathvids/

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Suggested lesson format

1. Warm-up (maintenance) 2. Statement of relevance3. Describe / Model4. Guided Practice5. Independent Practice (process feedback)6. Word Problem (generalization)7. ***Fluency Probe (product feedback)

Witzel, 2009

Warm-ups• Mixed reviews are meant to help students

maintain previous skills. This process can be a quick drill oriented piece, but it is most useful with word problems that students understand.

• Bob went to the movies and lost his wallet. How much money did he lose? He bought two $8 tickets and three $1.50 sodas. He started with two $20 bills.

• It is best to try to tie the mixed review to the newly introduced concept.

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Witzel, 2009

State the Relevance

• Find a reason why these concepts are important to students immediately.

• Why should we learn reducing expressions?• Why should we learn inverse operations

(solving for single variables)?

• If we do not know why we are teaching a concept, should we teach it at all?

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Witzel, 2009

Let’s try some examples

• First some modeling “I do it”

• Then well work together on some “We do it”

• Then you try some on your own “You do it”

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Models of Information Transfer

Cecil Mercer

• “I do it”• “We do it”• “You do it”

Matt McGueThe 5 steps to Apprenticeship1. “I do, you watch, we talk”2. “I do, you help, we talk”3. “You do, I help, we talk”4. “You do, I watch, we talk”5. “You do, someone else

watches”

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“I do it” “We do it” “You do it”

• What are the explicit steps to:1.Changing floors using an elevator2.Checking out at a grocery store3.Greeting a new neighbor4.Confronting your boss with a problem

• How does this process apply to math?

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Feedback and Generalization

• Appropriate feedback

• When should homework involve multiple independent practice problems?

• When should homework involve math problems that explain the application in their own lives?

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Summation

• What ideas stood out here?

• Name other ways to assess student learning and teacher’s instruction.

• How can constructivism be confused with explicit instruction?