Alternate Block Schedule Research & Instructional

Guide

High School Great Source

W,X,Y,Z

Outcomes

Understand how to work within the alternate block schedule

Understand how to use the Essential Concepts Instructional Guide (ECIP) for planning purposes

Understand the concept of “Perfect Practice” as an instructional strategy

Advantages of the Alternate Block System

Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008)

Grades and Grade point averages increase (Zepeda and Smith, 2006)

Teachers have more time to develop Key Concepts (Huff-1995)

Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996)

Teachers can have students apply new concepts immediately (Huff,1995)

Advantages of the Alternate Block System – cont.

Improved interaction with students (Adams and Salvaterra, 1998)

Positive student discipline gains (Canady and Retting, 1997)

Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)

80% of students more positive about the block schedule-would not return to non-block (Huff, 1995)

72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)

Essential Support Systems for Block Scheduling (Queen, 2009)

Curriculum Alignments which identify the scope and sequence of what is to be taught (Academic Plans)

Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG)

Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG)

Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

Essential Support Systems for Block Scheduling (Queen, 2009)-cont.

Teachers should have a minimum of five strategies for student activities (Cadre resources)

Students practice the skill or concept under the teacher's direction (ECIG)

Direct Instruction for all---especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG)

Formative and Summative Student Assessments (FORF, MAZE, FAIR, FCAT, CBA, etc.)

Entire classroom time needs to be used for instruction (ECIG)

Instructional TransitionsI DO WE DO YOU DO

Higher Order Thinking

Entice, Enlighten, Engage, Extend, Enact

Plan - Do - Study - Act

Monitoring

Responsibility for Learning

Teaching to Learning

TEACHER STUDENT

Creating a Guide for Block Instruction

How do we make the most of the 80-minute

block?

Elements of Instructional Guide

Logically sequenced, integrated content Appealing to multiple learning styles Engaging events of instruction Aligned with standards Incorporates school initiatives Incorporates movement Identifies available resources Follows Systematic, Explicit Instruction Model

Systematic Explicit Instruction During the provision of Systematic Explicit Instruction in reading the teacher typically:

1 Informs the students of WHAT is going to be learned. 2 Informs the students of WHY it is being learned.

3 EXPLAINS/MODELS the skill/strategy being learned (Examples

and non-examples). 4 Provides SUPPORT/CORRECTIVE FEEDBACK to the

students in learning the skill/strategy.

5 Provides PRACTICE opportunities for the students to stabilize the

skill/strategy. 6 Ensures appropriate student APPLICATION of the skill/strategy. 7 Establishes STUDENT SELF MONITORING of the

skill/strategy and its application.

Direct Instruction

GuidedPractice

Higher Order ThinkingAssess/Introspection

Direct Instruction

Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need additional instruction to gain more understanding. (i.e. assessment shows need for additional instruction).

It includes the building of adequate background knowledge for students in need of such support.

Direct instruction is explicit and systematic. What, Why, Model/Explain

Guided Practice

Points to Consider: Guided Practice = Perfect Practice or Practice

with Support and/or Corrective Feedback. Feedback is constructive. Practice is not an assessment. Students are able to try the new skill/concept

without penalty and with teacher support.

Perfect Practice Sample

meteor angel music morph

psych -ology -ic -al

hero -ology -less -ology

book cartoon -ology -ologist

zoo -ologist -ist -ology

-ly -er -s -ian

Assessment only Perfect Practice = Opportunity to Check Understanding

Sort Activity

The above words will be handed to each group by word parts – students are to create as many words as possible, then using their knowledge of suffixes, explain the meaning of each word. They may use their informational sheets that have the suffix definitions. Students will be given a sheet with all the answers to check their work.

Answer sheet for Word Sort

meteorology – the study of meteors meteorological-relating to the study of meteors

zoology – the study of animals morphology – the study of morphs (form)

heroic – relating to a hero psychologically-to act in a way related to the

psychology – the study of the mind study of the mind

meteorologist – one who studies meteors

cartoonist – one who draws cartoons did not use –less (without)

zoologist – one who studies zoology musical – relating to music

angelic – relating to an angel

books – more than one book

psychologist – one who studies the mind

cartoons- more than one cartoon

musician – one who works with music

psychological – relating to the study of the mind

Perfect Practice # 2 - The Reading ProcessThe entire reading process can be described in a few easy-to-follow steps.

Set a purpose. Create some personal connection to the text. Reread to find out things you might have missed the first time

through.

After

During Remember what you learned. Plan a reading strategy. Pause, reflect, and look back to see if you found information that

fits your purpose.

Before Preview the reading. Read with a purpose.

The entire reading process can be described in a few easy-to-follow steps.Before Set a purpose. Preview the reading. Plan a reading strategy.During Read with a purpose. Create some personal connection to the text.After Pause, reflect, and look back to see if you found

information that fits your purpose. Reread to find out the things you might have missed

the first time through. Remember what you learned.

The Reading Process

Higher Order Thinking

Application Assessment Considerations: Three Types Introspection solidifies or enhances the

learning. Consider questions like: 1. What helped me with the learning? 2. How did I learn it? 3. What didn’t work or inhibited my learning? 4. What would have helped me learn more

successfully?

Instructional Guide Assessment

Three Types of Assessment ensures that there is always something for the students to work toward.

A. Due Now (within class period)

B. Due Later this Week

C. Due Long Term

Steps for Success

Determine the length of your essential concept. Consult your academic plan to determine the standards

that must be taught within the unit. Determine what assessments you will use, when you will

assess, and how often. Plan your daily lessons determining your sequence of

events as it relates to the Systematic, Explicit Instruction Model.

Plan your movement and instructional strategies and decide where these will best fit in the Systematic, Explicit Instruction Model.

Sample Academic Plan

Quarterly Content Guide - Intensive Reading W

Quarter 1 Quarter 2

   

Introduction Reading Non-Fiction

The Reading Process Reading Fiction

Reading Know How Reading Suffixes

Reading Textbooks  

Reading Non-Fiction  

Suffixes  

   

Quarter 3 Quarter 4

   

Reading Graphics Drama

Reading for Tests Internet Reading

Poetry Reading for the Everyday World

Prefixes Prefixes

   

Electronic TemplateESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE

COURSE #: TEACHER: PERIODS: ACADEMIC PLAN Q UARTER

ESSENTIAL KNOWLEDGE/CONCEPT(S): POSSIBLE ESOL STRATEGIES: Initial Writing Direct Instruction Language Experience Key Words Story Telling Multi-sensory Experiential Silent Reading Whole Language Vocabulary Creative Evaluations Inquiry Approach Cooperative Learning Adult/Peer Tutor Computer Assisted OTHER (EXPLAIN):

POSSIBLE ESE ACCOMODATIONS: Pre-Teach Vocabulary Examples of Finished Projects Extended Time Simplify Complex Directions Shorten Assignments/Assessments Flexible Assessment Adult/Peer Tutor Written Outline/Guided Notes Oral Directions/Key Points on Board Visual Aids/Graphic Organizer OTHER (EXPLAIN):

STANDARDS ALIGNMENT:

READING STANDARD(S)/STRATEGIES:

FLORIDA GOAL 3 STANDARDS: 1. INFORMATION MANAGER 3. NUMERIC PROBLEM SOLVER 5. RESPONSIBLE WORKER 7. SYSTEMS MANAGER 9. EFFECTIVE LEADER

2. EFFECTIVE COMMUNICATOR 4. CREATIVE/CRITICAL THINKER 6. RESOURCE MANAGER 8. COOPERATIVE WORKER 10. CULTURALLY SENSITIVE

INTERACTIVE LEARNING STRATEGIES (MOVEMENT):

Section/Topic: Date Range: Resources:

SCHEDULE DIRECT INSTRUCTION GUIDED PRACTICE HIGHER ORDER THINKING

Date(s) What Why Explain/Model Support/ Corrective Feedback

Perfect Practice Self -Monitor/ Application

Introspection/

Learning Processes Ref lection

( )

( )

( )

( )

( )

( )

( )

Resource GuideESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE

COURSE #: TEACHER: PERIODS: ACADEMIC PLAN QUARTER

ESSENTIAL KNOWLEDGE/CONCEPT(S): POSSIBLE ESOL STRATEGIES: Initial Writing Direct Instruction Language Experience Key Words Story Telling Multi-sensory Experiential Silent Reading Whole Language Vocabulary Creative Evaluations Inquiry Approach Cooperative Learning Adult/Peer Tutor Computer Assisted OTHER (EXPLAIN):

POSSIBLE ESE ACCOMODATIONS: Pre-Teach Vocabulary Examples of Finished Projects Extended Time Simplify Complex Directions Shorten Assignments/Assessments Flexible Assessment Adult/Peer Tutor Written Outline/Guided Notes Oral Directions/Key Points on Board Visual Aids/Graphic Organizer OTHER (EXPLAIN):

STANDARDS ALIGNMENT:

READING STANDARD(S)/STRATEGIES:

FLORIDA GOAL 3 STANDARDS:

1. INFORMATION MANAGER 3. NUMERIC PROBLEM SOLVER 5. RESPONSIBLE WORKER 7. SYSTEMS MANAGER 9. EFFECTIVE LEADER

2. EFFECTIVE COMMUNICATOR 4. CREATIVE/CRITICAL THINKER 6. RESOURCE MANAGER 8. COOPERATIVE WORKER 10. CULTURALLY SENSITIVE

INTERACTIVE LEARNING STRATEGIES (MOVEMENT):

Section/Topic: Date Range: Resources:

SCHEDULE DIRECT INSTRUCTION GUIDED PRACTICE HIGHER ORDER THINKING

Date(s) What Why Explain/Model Support/

Corrective Feedback Perfect Practice

Self-Monitor/ Application

Introspection/

Learning Processes Reflection

( )

Teacher is in the “I Do” phase of the learning model; students understand the (1) content, (2) strategy and/or (3)process to be learned. i.e. introduction activity (bell ringer), review activity, learning objectives, etc.

( )

Teacher is in the “I Do” phase of the learning model; Teacher sets purpose for content, strategy and/or process for learning, i.e. activate prior knowledge, review activity to reinforce purpose, connect to past and/or future learning

( ) Teacher is in the “I Do” phase of the learning model; teacher instructs the content, strategy and/or process for learning: i.e. Lecture, Model, Think Alouds, Demonstrations, Video, power point, , differentiation as appropriate, etc.

( )

Students begin the “We” part of the learning process where the students learn/apply the content, strategy and/or process with teacher support: i.e. reciprocal teaching strategies, cooperative structures, review, practice with teacher, rubric support, etc.

( )

Supplants teacher support; Begins the transition of “we do” to “You do” Student practices content, strategy or process with support for learning, application and/or self-monitoring: i.e. answer key with process as support, anchor papers as model, etc.

( )

This continues the “You Do” (student) part of the learning process; student applies content, strategy and/or process for learning: i.e. homework, classwork, projects, tests, quizzes, exams, presentations, data folders, higher order questioning, critical thinking, Bloom, Webb, application questions i.e.: 1. What did I learn?; 2. What did I do with what I learned?; 3. How well did I use/apply what I learned?; 4. What else could I have done with what I learned?

( )

Student uses metacognitive skills to enhance learning: i.e. Students answer questions like: 1. What helped me with the learning? 2. How did I learn it? 3. What didn’t work or inhibited my learning? 4. What would have helped me learn more successfully?

ESSENTIAL CONCEPT(S) INSTRUCTIONAL GUIDE

COURSE: Great Source W TEACHER:      

PERIODS:       ACADEMIC PLAN QUARTER __________________________________

POSSIBLE ESOL STRATEGIES: Initial Writing Direct Instruction Language Experience Key Words Story Telling Multisensory Experiential Silent Reading Whole Language Computer Assisted Vocabulary Creative Evaluations Inquiry Approach Cooperative Learning Adult/Peer Tutor OTHER (EXPLAIN):      

POSSIBLE ESE ACCOMODATIONS: Pre-Teach Vocabulary Examples of Finished Projects Extended Time Simplify Complex Directions Shorten Assignments/Assessments Flexible Assessment Adult/Peer Tutor Written Outline/Guided Notes Oral Directions/Key Points on Board Visual Aids/Graphic Organizer OTHER (EXPLAIN):      

ESSENTIAL KNOWLEDGE/CONCEPT: Introduction to Reading

STANDARDS ALIGNMENT:L.A.A.1.4.2L.A.A.2.4.1L.A.A.2.2.7L.A.A.2.4.2L.A.A.2.4.5L.A.A.2.4.4L.A.A.2.4.7L.A.A.2.4.8

FLORIDA GOAL 3 STANDARDS: 1. INFORMATION MANAGER 3. NUMERIC PROBLEM SOLVER 5. RESPONSIBLE WORKER 7. SYSTEMS MANAGER 9. EFFECTIVE LEADER

2. EFFECTIVE COMMUNICATOR 4. CREATIVE/CRITICAL THINKER 6. RESOURCE MANAGER 8. COOPERATIVE WORKER 10. CULTURALLY SENSITIVE

READING STANDARD(S)/STRATEGIES:

INTERACTIVE LEARNING STRATEGIES (MOVEMENT):Cooperative grouping: Pairs

Section/Topic: Introduction Unit 1 Date Range: 5 DaysAugust 24-28th

Resources: Reader’s Handbook TE, OH 1, LP p.44, ST pp. 26-35, AB pp. 6-9Sourcebook: pp. 9-10, VTM: Lessons 1-2

(Direct Instruction) (Guided Practice) (Higher Order Thinking)

Date(s) What Why Explain/ModelSupport/

Corrective FeedbackPerfect Practice

Self-Monitor/Application

Introspection/Learning Processes Reflection

8-24-09 (4)1. What is Reading?6. Why You Read

(10)2. Explain Importance of Reading7. Explain Importance for Reading

TeenBiz3000 (days may vary)(17)3. Read RH textbook pp. 26-27. Teacher discusses & summarizes content.8. Review RH Textbookpp. 28. Teacher discusses & summarizes content.

(19)4. Students peer share the top three types of reading they do each day. In groups, review responses, and then have one student share with the class.9. In groups, students discuss where they use functional reading. Review responses, peer share & then select volunteers for sharing whole group.

(     )     

(30)5. RH Application:Reflective responses pp. 6-710. Describe something new you learned about reading.11. RH Application:Reflective responsesp.8

Differences in Plans

Daily Plans Short term Difficult to track progress,

strategies and structures over time

Instructional practices can be unspecified

Generated by skills Breadth not depth Usually tied to resources

Instructional Guide Long-range view Easy to track progress,

strategies and structures over time

Instructional practices get careful consideration

Generated by essential concepts and Systematic, Explicit Teaching Model

Depth not breadth Lasting – not tied to

resources

Primacy-Recency Effect

During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle.

An adolescent normally can process an item in working memory intently for 10-20 minutes then:

1. Focus drifts and mental fatigue sets in.2. Boredom with the item occurs.3. Depth not Breadth!

Three or More Activities Per Instructional Guide

A. Need not be equal in length 1. Large/small group – Interactive activity 2. Individual productivity – Introspective activity 3. Teacher-centered – Introduction, Informational, Instructional Activity

B. Vary the amount and time of activities

Momentum Considerations

A. Time Management 1. Use a timer 2. Use a time schedule (display) 3. Allow students some control of class time useB. Provisioning 1. Have all materials ready and in place 2. Plan AheadC. Movement 1. Plan for movement 2. Share responsibility and expectations for movement with students

Engaging Activities

Reciprocal Teaching Kagan Strategies (Cooperative Learning) Inquiry Based Learning Simulations And more!

Assessing Your Instructional Guide Does the unit target my standards? Does my unit meet the requirements of the Academic

Plan? Does my unit target all the areas of the Systematic,

Explicit Instruction Model? Does my unit include movement and/or engaging

activities? Does my unit include instructional strategies and/or

initiatives of my school? Do I need to adjust my timeline and/or plan? What does my data show? What are the strengths of the unit? What are some weaknesses of the unit? Are there any threats to my success? Was there learning? Was there retention?

RubricRubiStar

Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Essential Concept Plan

Teacher Name: Student Name: ________________________________________

CATEGORY 4 3 2 1

Systematic, Explicit Instruction Model Considerations

Each component (column) is thoroughly addressed by the end of the essential concept.

Each component (column) is addressed by the end of the essential concept.

Each component (column) is partially addressed by the end of the essential concept.

Each component (column) is minimally addressed by the end of the essential concept.

Aligns with Standards from Academic Plans

Thoroughly addresses the standards for the essential concept according to the Academic Plan.

Addresses the standards for the essential concept according to the Academic Plan.

Partially addresses the standards for the essential concept according to the Academic Plan.

Minimally addresses the standards for the essential concept according to the Academic Plan.

Movement/Engagement Considerations

Thoroughly incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Partially incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Minimally incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Assessment Considerations

Thoroughly incorporates data collection throughout the plan to analyze student achievement/ need.

Incorporates data collection throughout the plan to analyze student achievement/ need.

Partially incorporates data collection throughout the plan to analyze student achievement/ need.

Minimally incorporates data collection throughout the plan to analyze student achievement/ need.

Date Created: Jun 01, 2009 01:38 pm (CDT)

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