mtss toolkit modes of instruction & modes of student practice

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Modes of Instruction & Modes of Student Practice

MTSS TOOLKIT

The purpose of the MTSS (Increased Engagement) Toolkits is to present a select group of high-yield practices that not only foster relationships between adults and students, but also improve outcomes for ALL youth. The toolkits will have a laser-like focus on six, research-based, pedagogical practices resulting in increased engagement, more effective tier-one instruction, and ultimately, increased student achievement. The Multi-Tiered Systems of Support (MTSS) Academic Resource Department will provide instructional support to enhance pedagogical-efficacy for all teachers.

MTSS Toolkits

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M T S S T O O L K I T 3 / / M O D E S O F I N S T R U C T I O N & M O D E S O F S T U D E N T P R A C T I C E PA G E 3

Effective Instruction and Authentic Practice

JCPS ESSENTIAL SYSTEM 3

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNING

MTSS TOOLKIT

Modes of Instruction& Modes of StudentPractice

(High-Yield Instructional Practices)

Modes of Instruction:Direct Instruction

Reciprocal Teaching

Problem-Solving Teaching

Worked Examples

Mastery Learning

Concept Mapping

Jigsaw Method

Modes of Student Practice:Spaced vs. Mass Practice

Cooperative Learning

Repeated Reading

Problem-Based Learning

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TABLE OF CONTENTS06

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6 Essential Systems for a Strong Learning Environment

System 3: Instructional Planning and Practice for Deeper Learning Blueprint

Modes of Instruction and Modes of Student Practice Introduction

Application

Strategies For Implementation

Teacher Self-Assessment

Resources

M T S S T O O L K I T 3 / / M O D E S O F I N S T R U C T I O N & M O D E S O F S T U D E N T P R A C T I C E

EFFECTIVE USEOF DATA The school collects, analyzes, and uses key data points to inform academic and non-academic decision making.

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNINGThe District and school have identified common frameworks (leadership, content, pedagogy, systems) and use structured walkthroughs, feedback and coaching, and professional learning to improve leadership and instructional practices.

PROGRESS MONITORING AND ANALYSIS OF STUDENT WORK Teams of teachers and school leadership collect/review/analyze data and student work samples to determine student progress towards meeting mastery and application of standards and performance benchmarks.

ACADEMIC ANDBEHAVIORAL SUPPORT Teachers use academic and behavioral data to prescribe short- and long-term supports for students to meet and exceed standards and strengthen their sense of belonging.

STANDARDS IMPLEMENTATION The school identifies essential, grade-level standards that a student must reach to demonstrate high levels of learning and commits to ensure mastery and application for all students. This serves as the foundation for instructional transformation and informs every other system in this process.

MTSS TOOLKIT: Teacher Clarity

MTSS TOOLKIT: Feedback Via Engagement

MTSS TOOLKIT: Self-Reflection and Assessment

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNINGTeams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students.

MTSS TOOLKIT: Modes of Instruction & Modes of Student Practice

MTSS TOOLKIT: Formative Assessment

MTSS TOOLKIT: Classroom Systems That Support Student Behavior

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I N T R O D U C T I O N

Six Essential Systems for a Strong Learning Climate

EFFECTIVE USEOF DATA The school collects, analyzes, and uses key data points to inform academic and non-academic decision making.

INSTRUCTIONAL FEEDBACK AND PROFESSIONAL LEARNINGThe District and school have identified common frameworks (leadership, content, pedagogy, systems) and use structured walkthroughs, feedback and coaching, and professional learning to improve leadership and instructional practices.

PROGRESS MONITORING AND ANALYSIS OF STUDENT WORK Teams of teachers and school leadership collect/review/analyze data and student work samples to determine student progress towards meeting mastery and application of standards and performance benchmarks.

ACADEMIC ANDBEHAVIORAL SUPPORT Teachers use academic and behavioral data to prescribe short- and long-term supports for students to meet and exceed standards and strengthen their sense of belonging.

STANDARDS IMPLEMENTATION The school identifies essential, grade-level standards that a student must reach to demonstrate high levels of learning and commits to ensure mastery and application for all students. This serves as the foundation for instructional transformation and informs every other system in this process.

MTSS TOOLKIT: Teacher Clarity

MTSS TOOLKIT: Feedback Via Engagement

MTSS TOOLKIT: Self-Reflection and Assessment

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNINGTeams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students.

MTSS TOOLKIT: Modes of Instruction & Modes of Student Practice

MTSS TOOLKIT: Formative Assessment

MTSS TOOLKIT: Classroom Systems That Support Student Behavior

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DefinitionTeams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students. Teams of teachers and administrators collaboratively plan units, lessons, and assessments to reinforce high levels of learning and ensure mastery for all students.

Blueprint: System 3 - Instructional Planning and Practice for Deeper Learning

DescriptionIn this system, PLC teams collaborate to: review standards identified in System 1, identify necessary skills, establish instructional pacing, create common learning targets/objectives, incorporate personalized learning opportunities, and develop common assessments. Administrators provide supports to PLCs that include time, protocols, feedback, anchor documents, etc. to reinforce working conditions that foster a strong learning climate and improve learning outcomes for all students.

Collaborative PLC teams commit to:

1. Share collective ownership and responsibility for students.

2. Organize into purposeful teams (grade/vertical/content/cross-departmental).

3. Collaborate at least weekly.

4. Utilize team protocols and the quality work protocol to regularly analyze student work.

Administrators commit to supporting PLC teams by:

1. Organizing PLCs into purposeful teams.

2. Valuing protected time for collaboration.

3. Providing monitoring, coaching, support, and reflection.

4. Recognizing teachers for team successes.

5. Utilizing rubrics to evaluate PLC team efficacy.

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STANDARDS-BASED UNITS AND LESSON DESIGN

1 Teachers deconstruct standards to identify prerequisite skills/concepts/vocabulary for lessons and units. (1.11) (1.9) (1.4)

2 Teachers understand the level of complexity represented in the standard in order to adequately design learning experiences that are rigorous and advance success skills. (1.11) (1.12) (2.2)

3 Unit and lesson design takes into account the cultural and social contributions of diverse student populations including, but not limited to, students of color, ECE and ELL to ensure relevance and equity. (1.4) (6.1) (6.4) (6.2)

4 Learning targets are developed for lessons and assignments and include age-appropriate language to provide clarity to maximize student understanding. (1.5) (1.2) (1.4)

5 Teachers scaffold learning targets within units to ensure higher levels of rigor (1.2) (1.4) (1.5) (2.2)

6 Daily lessons close with a formative assessment of critical understanding. (1.7) (1.4)

7 MAP Learning Continuum is used to create customized learning paths for individual groups and small group instruction. (1.3) (1.9) (1.10)

8 Units of study guide inquiry based on big ideas/essential questions/ authentic projects of interest. (1.4) (1.2)

INSTRUCTIONAL PACING

1 Teachers develop a clear scope and sequence that indicates what/when will be taught/assessed while also ensuring time for personalized pacing that allows for flexibility based on student needs. (1.2) (1.9) (6.1) (2.2)

2 Time for re-teaching or regrouping is embedded into the plan and utilizes differentiated instructional strategies. (1.4) (1.6) (1.9)

Success CriteriaALW

AYS

OFTEN

SOMETIMES

NEVER


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PERSONALIZED AND DEEPER LEARNING STRATEGIES

Strategies are identified and incorporated that:

1 Engage the learner. (1.4) (2.2)

2 Activate and build on prior knowledge. (1.4)

3 Provide student choice. (2.4)

4 Contain opportunities to write critically. (1.4)

5 Promote collaboration and purposeful talk. (2.4) (2.2)

6 Require students to report assessment progress and reflect on learning. (1.7) (2.4)

7 Incorporate Success Skills relevant to the instructional lesson/unit. (1.2) (1.5)

8 Contain opportunities for students to create their own products, thoughts, ideas, etc. (6.1) (2.4)

9 Connect learning to audiences other than the classroom. (5.4) (5.8)

Success CriteriaALW

AYS

OFTEN

SOMETIMES

NEVER

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MTSS HIGH-YIELD STRATEGIES

1 A needs assessment is completed to determine MTSS Toolkit selection and implementation. (2.5) (1.10) (6.2)

2 A long-range implementation plan is created to provide training, coaching, and accountability regarding toolkit implementation. (1.11) (1.12) (1.9)

3 Staff engages in self-assessment and reflection to identify individual needs and progress towards strategy implementation. (1.7) (3.9)

4 Classroom walkthrough processes include collection of data and guide whole-school and individual professional learning. (1.10) (3.7)

COMMON FORMATIVE AND PERFORMANCE-BASED ASSESSMENTS

1 There are multiple opportunities to demonstrate learning. (1.2) (1.5)

2 Teachers create common formative assessments that demonstrate mastery of skills and standards and administer to provide specific clarity and feedback to the learner. (1.7)

3 Teachers develop a common understanding of performance-based criteria necessary to meet the success skill/standard. (1.4)

Success CriteriaALW

AYS

OFTEN

SOMETIMES

NEVER


1 Lesson planning protocols include explicit considerations for cultural proficiency. (6.1) (6.4) (1.2)

2 Student interests, communities, and cultural assets are taken into account when instruction is designed. (6.1) (6.4) (1.2)

3 The curriculum is reflective and inclusive of multiple perspectives in order to ensure a variety of cultural contributions are represented. (1.2) (6.1) (6.4)

4 Texts, examples, and resources represent the student/class population. (1.2) (6.1) (6.4)

5 Assessments designed by teachers should be culturally sensitive and responsive to diverse needs and populations. (1.6) (6.4) (6.4) (1.2)

6 Teachers employ culturally proficient teaching strategies to enhance engagement, motivation, and relevance for students by connecting learning to prior experiences and knowledge. (1.4) (6.1) (6.4)

7 Students have choice throughout their learning experiences (i.e. content, projects, assessments). (1.4) (6.1)

8 Students are able to access learning experiences by having accommodations and scaffolds for student populations including, but not limited to, students of color, ECE and ELL. (1.4) (6.1) (6.4)

9 Strategies for sheltered instruction are in place for enhancing vocabulary and instructional supports for English Language Learners. (1.4) (6.1) (6.4)

10 Elements of Quality Work are used to develop assignments in classrooms and grades that value perspectives and experiences of underrepresented populations including, but not limited to, students of color, ECE and ELL. (2.2) (1.2) (1.11) (1.4)

Ensuring EquityALW

AYS

OFTEN

SOMETIMES

NEVER

RESOURCES: • Principal Performance Standards• Learning by Doing, “Critical Issues for Team

Consideration” pp. 130-131.• Tapping the Power of Personalized Learning: A

Roadmap for Leaders, James Rickabaugh• Institute for Personalized Learning

• JCPS Literacy and Numeracy Curriculum and Instructional Frameworks

• Sheltered Instruction for ELs - Center for Applied Linguistics Practitioner Brief

• Elements of Quality Work• MTSS Toolkit: Modes of Instruction and Student Practice

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This Toolkit is focused on the manner in which teachers provide the components of instruction. It is divided into sections that involve: (a) the modes with which teachers deliver instruction to students during the body of a lesson, and (b) the modes with which teachers facilitate student practice in authentic ways. To be clear, teacher modes of instruction must occur prior to practice as the intent is the teacher sets the student up for success with more authentic and independent activities. Each mode has strategies that are defined below.

A. Modes of Instruction

Teachers need to be well-versed and fluent in implementing various modes of instruction. This includes providing a variety of opportunities in which students can practice skills being introduced in the classroom.

B. Modes of Student Practice

Once students have acquired a basic knowledge and skill within any lesson there is a critical need to supply opportunities for successful practice. However, there are keys to the effective use and delivery of practice. The following are practice strategies that enhance learning and improve the student’s prognosis for future performance.



Direct Instruction This refers to any instruction in which the teacher (a) takes responsibility for selecting the examples and models for the students while connecting to prior learning and creating a contextual relevance for students, (b) provides instruction that involves high rates of student engagement, and (c) provides multiple opportunities for students to practice with feedback (Hattie, 2009).

Reciprocal Teaching A metacognitive strategy where students practice comprehension strategies to make meaning and engage in self-questioning. Typically delivered in small group instruction, each student takes a turn as the teacher in summarizing, questioning, clarifying, and predicting (Hattie, 2009).

Problem Solving Teaching Teachers that teach problem solving teach a set of logical steps that maximize the students’ ability to solve novel problems. Problem solving is really teaching the strategies to use in solving problems. It is explicit and direct in its delivery (Hattie, 2009).

Worked Examples The concept of worked examples is much the same as that of showing students examples that have been solved as a means of reinforcing the problem solving process. Worked examples can be used as models during instruction (Hattie, 2009).

Mastery Learning Mastery learning requires formative feedback, allowing the student to continually perfect his or her skills. This typically involves small instructional units that students master before moving to the next skill and, at the same time, having opportunities to repeat previous steps as part of a reconstituted deconstruction (Hattie, 2009).

Concept Mapping Concept mapping involves organizing and representing knowledge through the development of graphical representations. This typically involves the teacher and students working together to identify concepts related to a topic. Concepts are usually enclosed in circles and relationships between concepts are indicated by a connecting line (Hattie, 2009).

Jigsaw Method The jigsaw strategy is similar to a jigsaw puzzle in that each student’s part represents a piece. Each part is essential for the completion and full understanding of the final product (Hattie, 2018).

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DefinitionsA. Modes of InstructionHigh-Yield Pedagogical Practices



Spaced vs. Mass Practice In spaced versus mass students should have frequent deliberate practice opportunities of correct academic responses until mastery is met. These practice sessions should be relatively short in duration and occur over a long period of time rather than long practice sessions over a short time period (Hattie, 2009).

Cooperative LearningCooperative learning involves a small group of students with varying levels of ability engaging in learning activities. Students work together to create shared learning goals rather than working alone (i.e., individual learning) or against each other (i.e., competitive learning) (Hattie, 2009).

Repeated Readings Repetition builds fluency – and while this refers specifically to reading, there is wide evidence of the value of repetition. However, teachers must take the other strategies here into account when considering how to use repetition in a spaced and authentic manner (Hattie, 2018).

Repeated Readings Repetition builds fluency – and while this refers specifically to reading, there is wide evidence of the value of repetition. However, teachers must take the other strategies here into account when considering how to use repetition in a spaced and authentic

manner (Hattie, 2018).

Problem-Based Learning The caveat to considering problem-based learning is that it is effective only when used as a mode of practice. There is little instructional value to simply providing problems and asking students to figure out solutions – in fact is has a very low effect. Rather, teachers should teach how to solve problems and then present them with authentic examples for practice (Hattie, 2009). (See Problem-Solving Teaching above)

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DefinitionsB. Modes of Student PracticeHigh-Yield Pedagogical Practices



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When teachers vary instruction by using the different types of strategies to meet individual student needs, then student academic success is increased. There is much empirical support for the modes of instruction and practice detailed in this toolkit. For example, Hattie (2009) found the following modes of instruction have a significant effect on student achievement: direct Instruction (.59), reciprocal teaching (.74), problem-solving teaching (.61), mastery learning (.58), worked examples (.57), concept mapping (.57), jigsaw method (1.09). Opportunities for authentic practice increase student mastery of skills and concepts. Hattie (2009) identified several modes of student practice that result in large effect sizes: spaced and massed practice (.71), cooperative learning (.59), repeated reading (.67), problem-based learning (.15*).

Logic and Research

Additionally, learning strategies enable progress through surface, deep, and constructed knowing and understanding. The strategies can assist in deliberative practice which to be effective must be embedded into a higher-order set of learnings. Practice by itself without relating to more challenging goals is dull, repetitive, and counter to engaging students in learning (Hattie 2009). Scaffolding lessons make lessons more accessible to all students. This technique is most effective when lessons contain multiple entry points for students through the various modes of instruction.


There are a variety of instructional approaches and assessment methods that foster deeper learning and engage students and allow them to think critically and solve complex problems, work collaboratively, communicate effectively, incorporate feedback, and develop the academic mindsets necessary to direct their own learning and master core academic content. These approaches empower students and develop the knowledge, skills, and abilities they will need for college, a career and life.

There is a misconception in implementing Project-Based Learning (PBL) that direct instruction is not needed at any stage of the project cycle. However, high-yield research-based practices still play an important role in the PBL classroom. Students need direct guidance through instruction, especially when they are struggling with core content knowledge and skill at the initial levels of learning. There are expert teachers in the classroom and that expertise must be used within the PBL process.

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Deeper LearningConnections



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Considerations


Early ChildhoodIn early childhood, instruction should be provided in the context of ongoing routines and high-quality, developmentally appropriate activities. This is called embedded instruction, and it is a recommended practice in early childhood education. Embedding instruction in activities and routines provides children with authentic opportunities to demonstrate their skills and learn new behaviors. It also increases the likelihood that children will generalize behaviors across multiple contexts and maintain the behaviors over time. Individual and small group instruction can occur with embedded instruction.

CulturallyResponsiveCulturally responsive teachers build a classroom community through cooperative learning, differentiated instruction, peer teaching, and reciprocal teaching. Learning occurs through visual and auditory experiences, movement/kinesthetic engagement, native language/dialect literacy circles, and instructional scaffolding. Instructional scaffolding skills include using various types of questions (open ended, analytic, show-tell-ask, prompting based on own experience, pause-ask-pause-review, etc.), providing appropriate wait time and turn taking, extending and acknowledging student responses, and using supporting instructional materials (selection of materials which support students cultural and linguistic backgrounds and experiences). Scaffolding may include reference to English learners’ primary languages or cultures, using relevant cognates while teaching English language development or providing primary language/English dialect explanations to support comprehension. Culturally responsive teaching weaves multicultural information, resources, perspectives, and materials in all content and skills. Culturally responsive teachers realize not only the importance of academic achievement but also that of maintaining of cultural identity and heritage. Methods integrating creativity and art can be used to support student learning (symbols, metaphors, storytelling, interviews, visual arts, music, etc.).


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Students with exceptional needs must practice skills with a high rate of success. Scaffolded supports are used to assist students who may not be able to complete a given skill independently. The supports may include visuals or verbal prompts given by the teachers when needed. These supports should be systematically faded when they are no longer needed. Likewise, strategy instruction is used to support the students’ self-regulatory behaviors in both attention and academics. Metacognitive strategies should be explicitly taught and frequent opportunities for practice should be embedded into instruction. Allowing students to practice the use of metacognitive strategies will increase the likelihood that the students will select the correct strategy in future problem solving.

Opportunities for frequent practice are needed for students with exceptional needs to become fluent in a given skill. Teachers should include multiple opportunities for independent practice into their instruction with frequent review to ensure maintenance of a concept of skill. Generalization should be embedded into instruction, allowing the students to demonstrate mastery of a skill or concept in various settings, with different people, and at different times during the day. Instruction that is paced in such a way that students experience increased task engagement (i.e., time on task) will sustain learning.

Modes of instruction commonly used by teachers of exceptional students include explicit instruction, direct instruction, scaffolded learning, and strategy instruction. Explicit instruction has been shown to have a positive impact on the academic achievement of exceptional learners. Explicit instruction can be used when teaching new concepts or reviewing previously learned material. Teachers who use explicit instruction model the content, provide connections for the students, and utilize think-alouds during instruction (e.g., I know I need to borrow from the tens column because the number on top-3- is smaller than the number I am subtracting – 7. I know that if I have 3 ones in a group, I cannot take 7 ones away from that group.)

Similarly, direct instruction is a research based instructional strategy that includes explicit steps:

1. Review previously learned material and establish an advance organizer

2. Present and model new content using explicit instruction

3. Provide guided practice4. Provide explicit, corrective feedback5. Provide independent practice opportunities6. Review (Friend, 2011)

Exceptional Child Education

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Project-Based Learning (PBL):

Within PBL, it is vital that the teacher consider the following:

Teachers should develop quality workshops that are aligned to learning progression and along a project continuum.

To align instructional strategies to student learning needs, the following questions may be helpful:

• Single/Multiple Ideas (basic level understanding) – What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes?

• Relating ideas (proficiency) – What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas?

• Extending ideas (application) – What instructional approaches support students in applying the learning outcomes to project expectations?

Consider creating a direct instruction workshop with these considerations:

• Share the learning intentions and success criteria

• Connect the importance between the learning intentions and success criteria and the current level of knowledge and skill.

• Provide a hook or entry activity that fills in the gap identified above.

• Provide inputs through a variety of instructional modes and practices (see above).

• Once an initial understanding has been established, provide guided practice under the teacher’s supervision.

• Review, clarify and connect to the problem or project question.

• Ensure there is time for independent practice which is critical for retention.

Teachers need to explicitly teach thinking strategies such as schema, cause and effect, visualizing, sequencing, summarizing and drawing conclusions.


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APPLICATION

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Vignettes From:Elementary School

Middle School

High School

Literacy

Mathematics

Social Studies

Science

Related Arts / Electives


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ElementaryThe following vignette is an example of a teacher using small-group direct instruction and a jigsaw method to determine main ideas and supporting details of non-fiction text.

Ms. Carter’s second grade students are working with nonfiction texts in her guided reading groups. The students are currently organized into four reading groups based on reading level, and she has selected a non-fiction text appropriate for each group’s current reading level. Each group text focuses on a different animal.

Ms. Carter begins by working with a group focusing on a text about wolves. They begin by brainstorming questions they have about wolves. The students write questions on individual white boards and then turn those boards around to discuss the range of questions. Next, they open their books and Ms. Carter explains what text features are starting with the Table of Contents. Then students discuss if there are any clues in the Table of Contents that can answer their questions.

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The students read the text together, pausing after each page/section to discuss if they have any new information that will answer their questions. At the end of the text, the group creates a list of what they learned about wolves and saves this list for a later group meeting. The teacher continues this focus on non-fiction text features with her other groups always using a reading-level appropriate text for members of that group.

After all the groups finish, the teacher mixes the groups for a sharing experience using the jigsaw method - one student from each group creates a new group where each child shares three key things they learned about their animal. In the coming days, the teacher will ask each student to pick an animal, find three texts in the library about it, and create a digital report to share with other second graders at their Share Fair.

Literacy

A P P L I C A T I O NINCLUDED HERE:

DIRECT INSTRUCTION

JIGSAW METHOD


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Middle/HighThe following vignette is an example of a teacher using reciprocal teaching practices to actively engage all students with the use of literature circles to increase comprehension of a novel. The teacher models the use of direct instruction to provide students with multiple opportunities to respond to smaller tasks and receive feedback for struggling learners, as needed.

Mr. Lopez’s 8th grade class has been reading the novel Gulliver’s Travels. For most of the reading, Mr. Lopez has been reading to the class and assigning follow-up questions at the end of each chapter. For today’s lesson, he wants to challenge his students to think deeper about the major themes presented in the novel. He has divided the class into small groups that he refers to as literature circles. In their assigned groups, students will practice comprehensive strategies to make meaning of the text and engage in self-questioning.

Mr. Lopez has explained to the students that everyone in the group will be active participants. To ensure that everyone is engaging in the discussion, he has provided each group an envelope that clearly outlines four specific roles: summarizing, questioning, clarifying, and predicting. Prior to receiving the learning task, students are instructed to select one of the assigned roles and read carefully, the learning goal and success criteria outlined in the directions provided. Within their roles, the students are the facilitators of the learning so that they can teach it to the rest of their group prior to sharing their responses in a whole class discussion.

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As students are working in their groups, Mr. Lopez is walking the room and observing student work. When necessary, he provides instruction for students who are demonstrating a lack of understanding of the content to practice the task with him, so that he can provide specific feedback to guide thinking towards mastery. At the end of the lesson, Mr. Lopez opens the floor for groups to share their work with the rest of the class. When presenting, each group is leading the discussion and asking self-created questions to engage their peers in an in-depth analysis of major themes presented in the novel.

Frey, N., Hattie, J., & Fisher, D. (2018). Developing Assessment-Capable Visible Learners, grades K-12: Maximizing skill, will, and thrill. Thousand Oaks, CA: Corwin Literacy.

Literacy


DIRECT INSTRUCTION

JIGSAW METHOD


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ElementaryThe following vignette is an example of a teacher using “The Gold Prize” activity that incorporates cooperative learning and spaced practice to teach fraction concepts.

Fractions are an important topic of study as they link to future mathematical understandings (algebra is impossible to learn without a grasp of fractions) and success in a range of occupations – including auto mechanics, carpentry, nursing, culinary and other jobs that require measurement. Students who struggle to learn mathematics may fall behind typically achieving children in several components of fraction knowledge, including fraction magnitude, fraction equivalence, comparing fractions, and operations with fractions (Lortie-Forgues, Tian & Siegler 2015).

Mr. Howell decided that during a continuation of a unit on fractions he wanted his students to work on developing two of the mathematical practices from the state standards document – in particular practicing SMP # 2, reasoning abstractly and quantitatively and SMP #1 making sense of problems and persevere in solving them. He decided to organize the lesson on fractional concepts through engaging students in a variety of learning stations. In this way he wanted the students to be “doing mathematics” and have the focus be on their thinking not his explanations. He wanted to encourage Reinhart’s phrase “Never say anything a kid can say” (2000). Each pair of students were given a plan of which stations to move to at different times during the mathematics class session. Joon and Luca were headed to their first station called “The Gold Prize” based on an activity from Van de Walle, Karp & Bay-Williams (2018). Seeing a regional model of a collection of red, blue, green and yellow pattern blocks the students had to remind

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themselves of the values of each piece when given the information that the yellow hexagon is the whole. There was one die to roll with the following fractions on the faces: 1/2, 1/3, 1/6, 2/3, 3/6, 5/6.

A task card included the following directions:

Mathematics


SPACED VS. MASS PRACTICE

COOPERATIVE LEARNING


*Continued on Next Page >

TASK CARD:

Use four yellow hexagons to represent four wholes and have a set of pattern blocks available. Roll the die, read it, and then subtract the amount on the die from one of the four wholes or from the remaining pieces. You may need to trade for other pieces to get the fractional parts you need. If playing competitively, make sure that you tell your partner if you have more, less or the same as they do after each turn. If you are playing collaboratively – how much do you now have? Record your amount. If you can’t subtract the amount you lose your turn. The object of the game is to go to zero. If at the end you cannot get the roll that would subtract to zero within two rolls, play the game over again.

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Elementary (Cont.)The students decided to play as a team. Joon rolled 1/6 but wasn’t sure what to do as there were no green sixths – only the four wholes or yellow hexagons. “How can I take the sixth from one of the yellow wholes?” she asked Luca. Together they decided to use the directions that they could trade pieces and decided to trade the yellow hexagon for six sixths – putting the traded hexagon back in the collection of pattern blocks. Then Joon took away the sixth. They wrote down that they had 3 5/6 remaining. Luca rolled 2/3 and said “What if I don’t trade the yellow whole for three thirds and instead I just put back the yellow whole and take one third as what is left from the trade?” Joon wasn’t sure at first that this would work so they acted it out and decided Luca’s plan was a good one – a plan that they could possibly use again later.

They then needed to write what they had remaining which was a little confusing at first. They used the pieces of the sixths and thirds to make another whole and then wrote 3 1/6. Joon rolled a 1/2 and suggested she wanted to use Luca’s previous plan. She took a yellow whole and traded it for a red, which is 1/2. Luca said, “Wait, you also didn’t have to trade if you didn’t want to.” He stated, “you could have taken three of the green sixths away too. I can prove it.” Luca matched the green sixths to the red half and they were equal. They then wrote 2 2/3 . The game continued with many negotiations and thinking about when to trade when to skip trading and what to write down after each round. Mr. Howell visited the team several times during the session and asked questions such as “Why did you trade for thirds when you rolled 2/3, why didn’t you trade for halves?” and “How can you prove to me that two sixths equals one third?”

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Mathematics





Mr. Howell purposefully selected The Gold Prize game because it reinforced many concepts and understandings including finding of common denominators through the equivalent trades made before subtracting a piece, equivalent fractions through the realization that 3/6 and 1/2 were equal, and that the whole activity was about subtracting fractions. He intentionally did not use a set model for introducing these ideas as he knew that the set models used too early could be confusing and might even accidentally reinforce the adding of the denominator. These decisions as well as the focus on the mathematical practice of persevering allowed the students to work more independently and talk through some of their initial ideas to come to a solution.

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201–221. doi:10.1016/j.dr.2015.07.008

Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478–483.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and middle school mathematics: Teaching

developmentally (10th ed.). NY: Pearson Education.

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Middle / HighThe following vignette is an example of teachers within a department using the spaced vs. mass practices strategy. In this example the time frame covers multiple years through vertical planning among middle and high school math departments. Individual teachers will also use this strategy as they incorporate previous concepts in the planning of upcoming units.

Dansburry High School math department chair, Mr. Coyne, noticed that most of his students began the year having a variety of understanding when it came to proportional reasoning. It made him think of a quote from a research article that he read recently: “The ability to reason proportionally is at the forefront of middle school mathematics. As middle school students develop the ability to reason proportionally and represent proportional relationships in a variety of ways, they continually encounter opportunities to apply this knowledge across all stands of mathematics” (Whitman, 2011).

He decided to reach out to his feeder middle school department chair, Ms. Stanis, to have a vertical planning session so each department would have consistency with this essential standard. Ms. Stanis agreed this was an excellent idea.

Both math departments came together with their curriculum documents that focused on proportional reasoning. In the sixth-grade curriculum, all teachers noticed that the background of fractions from elementary school is used as the foundation for the development of proportions. The sixth-grade teachers began planning ways to practice creating equivalent ratios with the use of tables and real-world situations. The teachers plan to return to include practice of these topics when they begin analyzing quantitative relationships. There was some excitement

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in the room as the seventh-grade teachers began to plan the connections between equivalent ratios and building proportions. Seventh grade teachers were discussing the specific practice students would do with proportions while solving equations, finding slope, and determining similarity. Working together, the sixth and seventh grade teachers were able to plan multiple times throughout the year where they would have students practice each concept. The seventh-grade teachers pointed out how students would benefit from solving proportions regularly because of its connection to solving more complex equations. The 8th grade teachers jumped in and decided to review solving equations with proportions and began planning how to use the practice of proportions in their development of slope. They also examined how proportions would be used again in determining dilation factors. The Algebra 1 teachers decided to use applications of proportions in their review of solving equations at the beginning of the year. They developed practice problems solving proportions to use as their introduction of systems of equations.

When the plans were completed, the teachers were pleased with the outline of when their students would practice proportional reasoning more intentionally throughout the year and at multiple grade levels. Mr. Coyne and Ms. Stanis agreed to bring all teachers back together throughout the year to ensure each grade level was focusing on the right aspect of proportional reasoning.

Mathematics


SPACED VS. MASSED PRACTICES


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ElementaryThe following vignette is an example of a teacher planning to use the jigsaw method in cooperative learning groups for students to investigate the impact of Native American Cultures on the United States.

Mr. Boone is planning to use the jigsaw method to engage his students in a cooperative learning activity while studying the impact of Native American cultures on the United States. He will perform the following steps:

1. Divide his students into five- or six-person jigsaw groups being careful to pay attention to the diversity of groups.

2. Appoint one student from each group as the leader.

3. Divide the lesson into five or six segments based on the United States regions and assign each student to learn one segment.

4. Give students time to read over his/her segment at least twice to become familiar with the important information.

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Social Studies


RECIPROCAL TEACHING

JIGSAW METHOD



5. Form temporary “expert groups” by having one student from each jigsaw group join other students assigned to the same segment. Provide time for these expert groups to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

6. Invite students to return to initial groups and present their segment.

This is an example of using Jigsaw as a strategy to emphasize cooperative learning by providing students an opportunity to actively engage in helping each other build comprehension while sharing and learning specific content.

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Middle / HighThe following vignette is an example of a teacher using a type of concept map called a semantic map. A semantic map is a graphic-aid strategy that builds on students’ background knowledge (i.e., schema) through experiences and a think-aloud strategy.

Mr. Westerberg, a social studies teacher, was looking for ways to assist his students in comprehending content. He knew that graphic aids worked well with students who struggle with reading comprehension and thought this could be applied to social studies content as well. While doing a little research, Mr. Westerberg read about the graphic-aid strategy of semantic mapping. With this strategy, he could work on building students’ background knowledge through experiences and discussion to help them learn the new material in a more authentic way. He decided to use this strategy to introduce the upcoming unit on the Civil War.

To begin the unit, Mr. Westerberg told the students that they will be learning about the civil war during the next few weeks; but before starting, they need to find out what they already knew. He drew a big circle on the Smartboard and labeled it Civil War and thought aloud, “What do I really know about the Civil War?” He then drew another circle and labeled it People. He continued to think aloud, “I know of some people involved in the Civil War.

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For one, there was Abraham Lincoln. I also know he was in the Union. What else do we know about Lincoln?” When a student responded, “he was a president”, Mr. Westerberg included this in the map. Students also generated names such as Jefferson Davis and Robert E. Lee but didn’t know anything about them. Mr. Westerberg assured them that this was okay because they would be able to add to this map after they learn more about them.

This process continued as the students continued to brainstorm. As the students generated names related to people of the Civil War, Mr. Westerberg drew connected lines between the topics to build the semantic map. At the end of the lesson, the class reviewed the semantic map and students were amazed with how much they already knew about the topic. The class revisited the semantic map throughout the unit to add to their knowledge. By the end of the unit, it had grown to not only include people associated with the Civil War, but also important events (e.g., important battles) and causes of the Civil War.

Social Studies


CONCEPT MAPPING


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ElementaryThis vignette illustrates problem- based learning which follows problem-based teaching. It demonstrates the need to provide direct instruction throughout work on the problem in order to provide students with the needed foundation to complete the problem-based learning.

Mrs. Verde is planning a unit on plant structures for her classroom. Her goal is for students to be able to describe how plants have different structures that help them survive in their environments. She wants to create a problem-based learning opportunity that would engage students in critical thinking and writing. However, she realizes that she needs to directly teach students how to engage in problem-based learning first and guide students through the process. She takes the following steps:

1. First, Ms. Verde sets her goals and determines her assessments with her professional learning community (PLC). She determines her learning target and decides she will have a performance-based assessment in which students will develop a new plant species, identifying the structures needed on their plants to survive in an urban environment with no green space. They will draw, (she could also have students build a plant out of materials) label and justify why they chose the structures for their plants. She introduces the learning target with students and together with students, they create the rubric they will use for the performance assessment.

2. Second, Ms. Verde explicitly teaches students about plant structures. Students engage in a variety of inquiry lessons using numerous resources to gain a full understanding of plant

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structures. (e.g. read-alouds, videos, hands-on explorations with plants, outside nature walks, etc. – See JCPS science curriculum resources). Throughout this unit, she continues to provide opportunities for formative assessment to determine student understanding regarding plant structures.

3. Next, Ms. Verde presents the students with the problem they will work to solve. Before introducing the problem, Ms. Verde spends time teaching students how to brainstorm solutions to problems. It was important that Ms. Verde show students how to read through a problem and brainstorm solutions to the problem before presenting students with the final problem. Ms. Verde then presents the problem to students.

Science


PROBLEM-SOLVING TEACHING


PROBLEM-BASED LEARNING


PROBLEM: Ms. Verde explains that a botanist is a person who studies plants and explains that they will often cross-breed different species of plants to develop new plant species. (This will also then incorporate the Life Science Standard that offspring have some of the characteristics of their parents). Ms. Verde tells students that, as a result, of the increase in human population, more and more cities are popping up, resulting in a loss of green space. As part of the city planning team, the botanist is charged with creating a plant that can grow in a city where there is a lack of green space. Students work in groups to brainstorm possible ideas to solve the problem.

*Continued on Next Page >

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Elementary (Cont.)4. After presenting the problem, Ms. Verde

introduces students to the step of researching the problem. Ms. Verde does this through a guided process in which she introduces students to pre-selected readings and videos regarding plant structures and city gardens. She provides a graphic organizer for students to keep track of information from the research. She models how to use the graphic organizer with one of the readings and then gradually releases students to independently record their research notes.

5. Ms. Verde then strategically assigns students to small groups. To show students how to develop a model, Ms. Verde demonstrates and then has students work together to create examples of models where they label and write justifications for the models. For example, they draw a model of a plant that would have structures to help it survive in very cold climates.

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Through assessment, Ms. Verde determines that students have gained an understanding of how to create a science model and justification. She then releases students to work independently to create a solution for a plant that has structures that would support its survival in an urban area where there is no green space. Students create a model (picture) and label its structures. They then write a justification for why they chose those structures of the plant. At the end, students share their solutions in their groups. Students self-assess using the rubric created at the beginning of the unit.

Ms. Verde was intentional in providing structures and direct instruction for students to best support them in the process of problem-based learning.

Science


PROBLEM-SOLVING TEACHING


PROBLEM-BASED LEARNING


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Middle / HighThe following vignette is an example of a teacher using reciprocal teaching to increase student engagement in a small-group activity during which students are learning and reviewing vocabulary terms. During reciprocal teaching, students take turns in different teaching roles (summarizing, questioning, clarifying, and predicting) to help facilitate and guide small-group discussions for their peers.

As part of a unit on force and motion, Mr. Stallings’ science students have been working hard to learn new vocabulary terms and concepts. Mr. Stallings sees that although a majority of students are performing well on their vocabulary bell-ringer activities, several students are disinterested and have become disruptive due to lack of engagement. To get these students more invested in the learning process, Mr. Stallings has been looking for strategies to help his students deepen their learning by taking more ownership. He knew that peer tutoring activities had been effective for other teachers on his team, and he had recently learned about a reciprocal teaching strategy. Using reciprocal teaching, similar to peer tutoring, students can take turns in different teaching roles help facilitate and guide small-group discussions for their peers.

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Science


RECIPROCAL TEACHING



Mr. Stallings explained the process and expectations of the reciprocal teaching activity. He then assigned students to groups of three and gave one notecard to each student to identify their role in the reciprocal teaching group. The three roles were summarizer, questioner, and clarifier. Mr. Stallings then briefly modeled examples of the expected behavior of each role for the current topics of discussion. The student then began the reciprocal teaching activity by independently read an assigned section of the unit text. At a given stopping point, the Summarizer was prompted to highlight the key ideas of the reading. Next, the Questioner was prompted to pose two questions about the section. The Clarifier then attempted to answer the questions. Throughout this process, Mr. Stallings guided the students’ use of each role within the small groups. When this first “round” of reciprocal teaching was complete, Mr. Stallings instructed the students to pass their notecards to the right to assign their role to a new person. The students then began the process again with a new section of text.

Reciprocal teaching is an effective strategy for increasing students’ comprehension of text and helps students become more active, strategic, and reflective readers. Reciprocal teaching can also be effective for general and special education classrooms.

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ElementaryThe following vignette is an example of spaced versus massed practice. Students will practice the ways in which to support claims with evidence through writing over time until mastery is met.

Ms. Nguyen is teaching a unit on culture. During this unit, Ms. Nguyen has presented students with a variety of artifacts from different cultures including music, art, traditions, and language. In order to incorporate writing content as well as give students an authentic experience with other students from different cultures, Ms. Nguyen creates accounts on penpalschools.com which is an interactive global project-based learning session where students can interact with students in other parts of the world. The website provides multiple topics to choose from. Ms. Nguyen sees this as a resource to provide students with multiple opportunities to practice supporting claims with evidence as well as promoting literacy, technology, and social emotional skills with her students.

During a session on immigration, students worked with their pen pals to practice writing skills, specifically, how to make a claim and support the claim with evidence. During the first session, students read an article on how immigration affects their community. Together, the teacher and students wrote a claim regarding the effects of immigration and how it impacts families within their community. The teacher guided students in how to find evidence from the text to support the claim. To continue practicing in order to reach mastery, they continued selecting new topics during each new session and creating claims supported by evidence. This resource provided students authentic opportunities to make claims and support them with evidence. This deliberate practice led her students to longer knowledge retention over the course of the school year.

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A P P L I C A T I O N

Related Arts / Electives

INCLUDED HERE:MASTERY LEARNING



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Middle / HighThe following vignette is an example of a teacher using direct instruction to support and encourage independent learning. Students will demonstrate his/her understanding of the learning during guided practice by working through the activity as the teacher provides feedback and remediation as needed.

Mr. Bach is introducing Impressionism to his art class. His introductory activity will clearly define Impressionism and distinguish it from their previous learning of the Realism movement. This intentional use of guided practice allows students to continue building their foundation as they progress towards mastery. In his planning, Mr. Bach determined the learning goals to demonstrate mastery are:

1. To identify the key parts to Impressionistic art2. To distinguish between the art periods Realism

and Impressionism

To look at impressionist art and explain how the subject of an impressionism art piece. Mr. Bach begins by providing each student with a piece of impressionism art and asking them to list one-word descriptions using a concept map beside the art piece. The goal is for students to explore the theme of the art piece by selecting one word from their self-generated list.

As students are working individually, Mr. Bach is walking the room, guiding student thinking by providing words to assist in their descriptions, and remediating with students as needed. Through his

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Related Arts / General


DIRECT INSTRUCTION

MASTERY LEARNING


observations, he realizes that majority of his class is struggling with the activity. They seem to be able to generate a list of one-word descriptions; however, they are having a hard time explaining the theme of their art piece. Mr. Bach determines the next step is to use a student example to model the activity. He decides the best student example to use will be the one who did a great job listing appropriate descriptive words, so that he is able to talk aloud his thinking of how each word best describes the art. As he talks through the model, he emphasizes a specific word that he knows would best define the subject of the art piece as a means of guiding their thinking without telling them the answer.

He instructs his students to go back to their concept maps and determine if there are any words that may need to be deleted or added. As students are working, he is walking the room and providing feedback to guide thinking. Once he is satisfied with the work he has observed, he instructs students to look over their revised list of words and select one that best defines the theme of their art piece by placing a circle around it. As students are making selections, Mr. Bach is providing feedback and individual remediation where needed.

In closing, students are asked to go back to their work and reflect on the following:

1. What was the learning goal for today? 2. How do I know I mastered the learning goal? 3. What part of the activity supported my learning? 4. How will this guide me as I work to create my own

landscape painting inspired by the Impressionist style?

Hattie, J.A & Zierer, K., (2018). 10 Mindframes for visible learning: Teaching for success. London: Routledge.

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Strategies for Implementation

The following are strategies that teachers can begin implementing in their classroom tomorrow: 1. For a lesson that uses whole group instruction,

plan an alternative method that transforms it into small group opportunities. *

2. Use the reciprocal reading strategy with a group of students – read a text independently and ask a student to take up the roles of Summarizer, Questioner, Clarifier.

3. Start Monday by creating a graphic organizer that is focused on the topic, “What we have learned this week . . . “ Add sticky notes with new learning as it happens throughout the week and have a rule that nothing can go up on the concept map that does not connect to a previous bit of learning. The idea is to help students see that throughout the week, new learning does not exist in isolation. This helps students to see the connections between content areas, old and new learning, and how conceptual understanding develops over time and space.

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4. During a direct instruction lesson, pause for a moment for students to pair up and go “eye-to-eye and knee-to-knee.” Pose a question about the presented content and each to respond to his/her partner. This quick paired learning moment will help students to apply and think about what they are learning and can serve as a useful assessment tool for the teacher to get insight into their current understanding. Be very clear about what you want them to discuss when they turn to talk to a partner.

5. Create opportunities for different types of grouping – by skill level, by interest level, by cooperative tasks. *

6. One aspect of modes of instruction is problem solving. Think of the content for this week: How could you pose a question related to a problem that needs to be solved? What structures can you put in place to help the students solve that problem? Whole group? Small group? Peer/Partners? Independent work?

7. When it comes to writing across any subject area, graphic organizers can be helpful for students to organize their ideas and supporting details. Demonstrate creating your own story in front of the students and then share the graphic organizer to support their own writing. Analyzing, self-assessing, and monitoring learning from various assessment practices).

*Can also be used in early childhood.

Additional early childhood strategies:

1. Follow the child’s lead in play. Imitate the child’s play behaviors.

2. In play activities, model more complex types of play.


3. Use environmental arrangement strategies to create opportunities for the child to communicate (see below).

4. Child communicates, expand the child’s communication by modeling a slightly more complex behavior (e.g., child says, “ball” and you model, “more ball”).

5. Plan opportunities throughout the day to provide instruction (e.g., helping a child make patterns in the manipulatives center).

6. Plan opportunities for small group instruction. Consider whether homogenous or heterogeneous grouping should be used.

a. In sight but out of reachPlace items that the child wants or needs out of the child’s reach, but where the child can still see it.

b. Playful obstructionPlayfully block a child’s access to a desired item.

c. Silly situationsDo something unexpected with a material (such as coloring with the wrong side of a marker).

d. AssistanceUse toys (like balloons) that require adult assistance to use.

e. Inadequate portionsProvide desired items a little at a time (such as giving the child one Lego at a time)

f. SabotageProvide desired items with a necessary part missing (such as the wheels on a car).

g. Interruption/delayStop in the middle of a behavior (such as mid-push on a swing).

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Teacher Self-Assessment(Success Criteria)

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The following reflection questions are designed for teachers to self-assess and/or reflect on Modes of Instruction practices. (See Appendix for Teacher Self-Assessment Scale)

1. Do I make instructional practices authentic and relevant to students’ lives?

2. Do I continue to provide instruction during times of student practice within the lesson?

3. Do I frontload instruction to set students up for success?

4. Do I connect new concepts being introduced to students’ prior knowledge?

5. Do I provide opportunities for students to practice skills being introduced in the classroom?

6. Do I provide short practice opportunities spread out over time rather than long practice sessions?


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Resources


ARTICLES:

Coyne, M. D., Kameenui, E. J., & Simmons, D. C. (2004). Improving Beginning Reading Instruction and Intervention for Students with LD. Journal of Learning Disabilities,37(3), 231-239. doi:10.1177/00222194040370030801

Heward, W. L. & Wood, C. L. (2015, April). Improving educational outcomes in America: Can a low tech, generic teaching practice make a difference? Oakland, CA: Wing Institute for Evidence Based Practice.

Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201–221. doi:10.1016/j.dr.2015.07.008

Pearson, P. D. and M. C. Gallagher (1983). The Instruction of Reading Comprehension. Contemporary Educational Psychology (8). 317-344.

BOOKS:

Fisher, D., & Frey, N. (2014). Better learning through structured teaching. Alexandria, VA, USA: ASCD.Website about this text: http://www.ascd.org/publications/books/113006/chapters/Learning,-or-Not-Learning,-in-School.aspx

Frey, N., Hattie, J., & Fisher, D. (2018). Developing Assessment-Capable Visible Learners, grades K-12: Maximizing skill, will, and thrill. Thousand Oaks, CA: Corwin Literacy.

Hattie, J. (2010). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.

Hattie, J. A., & Zierer, K. (2018). 10 mindframes for visible learning: Teaching for success. London: Routledge.

Marzano, R. J., Pickering, D., & Heflebower, T. (2011). The highly engaged classroom. Bloomington, IN: Marzano Research. Website about this text: https://www.marzanoresearch.com/classroomstrategies.

Reinhart, S. C. (2000). Never say anything a kid can say! Mathematics Teaching in the Middle School, 5(8), 478–483.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2018). Elementary and middle school mathematics: Teaching developmentally (10th ed.). NY: Pearson Education.

WEBSITES:

Lewis, B. (2016a, September). Heterogeneous definition in a classroom. Retrieved fromhttp://k6educators.about.com/od/educationglossary/g/gheterogeneous.htm Lewis, B. (2016b, September). Homogeneous groups. Retrieved from http://k6educators.about.com/od/educationglossary/g/ghomogeneous.htm

WEBSITES:

Cult of Pedagogy. (2014, February 24). The reciprocal learning strategy. Retrieved from https://www.youtube.com/watch?v=_-3Kw1ildCc.

Rehder, Ashley. (2010, October 11). Reciprocal teaching. Retrieved from https://www.youtube.com/watch?v=Jm4mSVXDCjE.

Teachings in Education. (2017, October 5). Cooperative learning model: strategies & examples. Retrieved from https://www.youtube.com/watch?v=cnkKHL_dyGE.

The Inspired Partnership. (2015, December 7). Kagan cooperative learning: numbered heads together. Retrieved from https://www.youtube.com/watch?v=ARL6p1JtIuQ.

JCPS ESSENTIAL SYSTEM 2

INSTRUCTIONAL PLANNING AND PRACTICE FOR DEEPER LEARNING

MTSS TOOLKIT

Modes of Instruction & Modes of Student Practice

mtss toolkit modes of instruction & modes of student practice

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