ensuring maximum student achievement
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Training PowerpointTRANSCRIPT
Welcome
Ensuring Maximum Student Achievement
A Comprehensive Approach
1. Dynamic, accelerated SKILLS TRAINING for all students
2. School-wide organizational systems and procedures for maximum Academic Learning Time
3. Rich, broad academic content4. Clear application of appropriate pedagogy5. Data collection, reporting and review6. Consistent and relentless brain training7. Parents as partners – home habits8. Scholar Development - Massive amounts of
independent reading (outside of school)9. Student character development – connect
knowledge, wisdom and virtue10.Administration “clears the way”
Essential Elements for Maximum Student Achievement:
Small group instruction based upon
achievement level TEACH MORE, FASTER!! DI Curriculum – scientifically proven to be
most effective, allows teachers to become expert teachers
Students MASTER basic skills at each level which are essential for the next step, allowing them to progress rapidly and without faltering – no “holes”.
Essential Element #1: Dynamic, accelerated SKILLS TRAINING for all students
Classroom procedures – timers,
countdowns, taught to MASTERY create efficiency and increased ALT
Bell to bell teaching! Transition teaching!
TEACH MORE, FASTER!!! Teacher Preparation = Maximum ALT! Teachers have schedules and routines –
prep time schedules, consistent curriculum and planning time, regular reporting and scheduled collaboration
Essential Element #2: School-wide ORGANIZATIONAL SYSTEMS AND PROCEDURES
for maximum ACADEMIC LEARNING TIME (ALT)
Annual ALT Totals:Effective Schools: 861 hours; Typical Schools: 567 hours
A difference of 294 hours, equal to 42 school days!!!
AllocatedTime
Managem-ent
Efficiency
Time Spend
Teaching
Engageme-nt Rate
Time on Task
Success Rate
Acedemic Learning
Time
TypicalClassroom
60Minutes
75%(50 - 90%)
45Minutes
75%(45 – 90%)
34Minutes
80%(40 – 90%)
27Minutes
EffectiveClassroom
60Minutes
85% 51Minutes
90% 46Minutes
90% 41Minutes
Learning Time
Analyzing Academic Learning
Elements of Effective ALT
Academic Focus Pre-Planned
Curriculum No Interruptions Efficient
Classroom Organization and Management
Slick Routines
Drill/Controlled Practice
Fast Pacing + Reinforcement
Ratio (3-1) Accurate
Placement Parsimonious
Strategies
Elements of Effective ALT
Quick Transitions Instructional
Clarity Teacher Directed
Presentation Interactive
Teaching with Frequent Student Responding
Efficient Sub-Skill Sequence
Adequate Practice Daily Monitoring Frequent
Assessment Supportive/
Corrective Feedback
Once students can decode, it is vital to
begin immersing them in academic content – high quality literature and informational readings.
Core Knowledge Reading University
LOGIC PHASE – lots of thinking about and talking about what they know!
Essential Element #3: Rich, broad academic content
Vocabulary Development An important international comparison test for
reading is the PIRLS, administered to ten-year-olds.
Hong Kong went from 14th to 2nd in international ranking on the PIRLS (an important international reading test).
a group of researchers at the University of Hong Kong worked to analyze the data from the 2006 PIRLS to determine which instructional factors were associated with student reading achievement.
Essential Element #3: Rich, broad academic content
FINDINGS: This analysis showed that four
predictor variables were critical: the frequency with which the teacher used
materials from other subjects in reading instruction. (THINK Core Knowledge!)
using assessment to assign grades. (groupings)
the frequency with which students took a quiz or test after reading.
using assessment to provide data for national or local monitoring.
Essential Element #3: Rich, broad academic content
Once students can decode, background
knowledge is crucial to reading comprehension. Ensuring that students have wide-ranging knowledge of the world ideally begins at birth, through a rich home environment. Schools must do everything possible to support and expand that knowledge base, and integrating material from other subjects into the reading curriculum is an important step in the right direction.
Daniel Willingham - July 6th, 2009
Essential Element #3: Rich, broad academic content
LOTS AND LOTS AND LOTS of facts and information, learned to mastery by each student!
Essential Element #3: Rich, broad academic content
A reading of the research literature from cognitive
science shows that knowledge does much more than just help students hone their thinking skills: It actually makes learning easier. Knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more—the rich get richer. In addition, factual knowledge enhances cognitive processes like problem solving and reasoning. The richer the knowledge base, the more smoothly and effectively these cognitive processes—the very ones that teachers target—operate. So, the more knowledge students accumulate, the smarter they become. Willingham, 2009
Essential Element #3: Rich, broad academic content
How much Difference Does a Good
Teacher Make? Among students with initially similar
achievement levels, Tenn. Researchers found that in Reading and Math students taught by effective teachers for three consecutive years outscored students taught by ineffective teachers by:
34 percentile points in Reading 49 percentile points in Math!!!
Essential Element #4: Clear application of appropriate pedagogy
Appropriate pedagogy: Grammar Phase: DI,
di Model Lead Test Delayed Test
WHAT DIRECT INSTRUCTION IS AND IS NOT:
Essential Element #4: Clear application of appropriate pedagogy
Direct Instruction has the same goals
as other approaches that call themselves “constructivist”, “holistic”, or “child centered.” These goals include teaching students to love and be skilled at reading, writing, and math; to love and be skilled at understanding what they read and how math works; and to use skills at reading, writing math and comprehending to achieve objectives in other subjects (e.g., history and science) and activities.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND
IS NOT
Direct Instruction Uses
Authentic Literature. The Reading Mastery curriculum uses writings in poetry, fiction, history, plays, women’s literature, multicultural literature, math, astronomy, geography, anatomy, physics, and zoology.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction Integrates Smaller
Learnings Into Meaningful Wholes. Direct Instruction does not teach basic or simpler skills (parts) in isolation from meaningful contexts (e.g., activities, problems). In the beginning (first 15 minutes) of early lessons in Reading Mastery, the students work on sounds. However, this is done in the context of an activity that is meaningful for students—namely, a quick-paced, small group activity in which all of the students know they are working together to learn a new task, and successfully meet a new challenge.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction Is Not Drill and
Kill – it IS Drill and Skill! At most, the teacher has students practice an action a few more times until they are “firm”. “Try that again. Once more time. Great!” Additional practice—to assure fluency, generalization, retention, and independence (mastery) ---is given later, when the skill is integrated with other skills in larger tasks.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction Is Not JUST
Rote Learning. 2 + __ = 4 and 4 - __ = 2.
When students learn how to solve these problems, they automatically know that 2 + 2 = 4.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction Is Not Basic
Skills Only. In fact, DI focuses much more on higher-order cognitive learning. Half of the Corrective Reading curriculum is on complex forms of comprehension. And in Reading Mastery, students learn to write and analyze stories as soon as they can read.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction Is Not Boring
and Alienating. In fact, students love it because there is so much individual attention (small groups); it moves quickly (which is great for students with attention problems); they are challenged continually; they are virtually always successful; and each child’s success contributes to the group.
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Direct Instruction is Not All Teacher
Directed. There is much teacher direction in early lessons, especially the first part of lessons—when students are learning new material. But after 20 or so minutes, students work independently (e.g., reading and writing stories). Then they may return to the group to read and discuss each other’s stories.
What Direct Instruction Is and Is Not : http://www.uncwil.edu/people/kozloffm/whatdiis.html
Essential Element #4: Clear application of appropriate pedagogy – WHAT DI IS AND IS
NOT
Teachers teach to mastery, check for
mastery, reteach and recheck for mastery Teachers administer regular assessments Teachers report data weekly Teachers meet to review data and
collaborate on strategies to improve student achievement by improving teaching
Essential Element #5:
Data collection, reporting and review
Students are taught how to prepare for
learning by completing PROCEDURES that CUE their brains “this is a learning time – engage”
CHAMPs SLANT, Learning Position Brain Gym ALWAYS tell students what they are
going to be doing – this organizes their brain and “sets it up” for learning
Essential Element #6:
Consistent and relentless brain training
Home habits & Parent
Communication and Involvement Daily Homework TV Turnoff (videos, computers) Learning Plans – Family
Involvement
Essential Element #7:
Parents as partners
Study Time Bi-monthly reports, progress
reports, SIS, emails “Empty chair” policy Volunteer opportunities Positives, positives, positives!!!
Essential Element #7: Parents as partners
Massive amounts of
independent reading outside of school
High-quality literature and informational reading (Reading University)
Accountable for reading Write about their reading
Essential Element #8:
Student-initiated knowledge acquisition
Essential Element #8:
Student-initiated knowledge acquisition
% Rank 98 90 80 70 60 50 40 30 20 10 2
Min. per day/text
67.3
33.4
24.6 16.9 13.1 9.2 6.2 4.3 2.4 1.0 0
Min. perday/books
65.0
21.2
14.2 9.6 6.5 4.6 3.2 1.8 0.7 0.1 0
Words per year/text
4,733
2,357
1,697 1,168 722 601 421 251 134 51 8
Words per year/books
4,358
1,823
1,146 622 432 282 200 106 21 8 0
Variations in Independent ReadingR.C. Anderson, P.T. Wilson, L.G. Fielding 1998 Reading Research Quarterly V. 23 pg.
292
Connect knowledge, wisdom and virtue
Study heroes (starting in K) Study biographies (science,
history) Study virtues that are
demonstrated in literature (examples and non-examples )
Provide monthly themes to practice virtues - Builders
Essential Element #9:
Student character development
NOTICE & NAME virtuous behaviors Give awards and accolades Provide opportunities to serve at school Provide opportunities to serve the
community Provide opportunities to serve the nation Provide opportunities to serve the world Provide Social Leadership Program –
Builders, Ambassadors
Essential Element #9:Student character development
Essential Element
#10: Administration clears the way