si mi strategies to motivate at-risk college students and ......the underperforming student: a...

Response to Intervention

S i M i Strategies to Motivate At-Risk College Students and Help Them to Take Them to Take Responsibility for Their Own LearningTheir Own Learning

Jim WrightJim Wrightwww.interventioncentral.org

www.interventioncentral.org


W k h PPT d h d t il bl tWorkshop PPTs and handout available at:

http://www.interventioncentral.org/ainyc



Intervention Centralwww interventioncentral orgwww.interventioncentral.org



Workshop Topicsp p

1. Motivation & Self-Regulation. What are useful ways to define these terms?

2. Direct Instruction. How can classroom instruction be optimized to reach & motivate the widest range of students?

3. Academic Self-Management Strategies. What are sample 3. Academic Self Management Strategies. What are sample ideas that students can use to improve academic performance?

4. Student-Professor Interactions. What simple communication strategies can promote positive student


communication strategies can promote positive student interactions?


A j f th d “ ”

A journey of a thousand miles must begin with a miles must begin with a single stepsingle step.Lao Tzu Chinese Taoist (600 BC-531 BC)Lao Tzu, Chinese Taoist (600 BC 531 BC)

www.interventioncentral.org 6


The Underperforming Student: A ProfileThe college student who struggles to meet minimum

academic expectations often fits this profile: • Basic Skills. Has deficits in basic-skill areas such as

reading comprehension and writing.• 'Academic Survival' Skills. Possesses a limited repertoire

of self-management strategies--such as organization, time t t d kill th t t l i d management, or study skills--that support learning and

academic performance.Negotiation Is reluctant to meet with instructors to seek • Negotiation. Is reluctant to meet with instructors to seek help or advocate for his or her learning needs.

• Motivation Appears to lack the drive or interest to put


• Motivation. Appears to lack the drive or interest to put adequate effort into coursework.

7

Response to InterventionHigh School vs. College: Contrasting Student ExpectationspHigh School College'I attend beca se I ha e to ' Attendance 'I attend beca se I ant to ' The 'I attend because I have to.' Attendance is compulsory and NYS pushes schools to maintain high graduation rates.

'I attend because I want to.' The student chooses to attend the college program.

'They choose my courses.' The school provides a fixed curriculum and attempts

'I choose my courses'. The student chooses a major and course

to identify and overcome obstacles to student success.

offerings within that major.

'Other people take responsibility to 'It is my responsibility to turn in Other people take responsibility to help me to turn in my work.' When the student falls behind or struggles with

k th h l t t d t

It is my responsibility to turn in my work.' The expectation is on the student to complete all course work

d t k t i t t if h


coursework, the school sets up student conferences, parent meetings, and other interventions to get the work in.

and to seek out instructors if he or she needs additional assistance.


Motivation & Self-Regulation. What are useful ways to define What are useful ways to define these terms?


Response to InterventionDefinitions of ‘Motivation’

Motivation “refers to a student's willingness, need, desire and

Source: Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early compulsion to participate in, and

be successful in, the learning

Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418 925)

process.”

“Motivation is typically defined as Source: Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED

the forces that account for the arousal, selection, direction, and

TO TEACHING, 8/e, Houghton Mifflin, 1997.


continuation of behavior.”

Response to InterventionUnmotivated Students: What Works

M ti ti b th ht f h i t di i1. the student’s expectation

of success on the task

Motivation can be thought of as having two dimensions:

………………10……………… 0………………10of success on the task

2. the value that the student places Multiplied by

………………10X 0...…………

……………… 0X 10...…………

………………10X 10...…………p

on achieving success on that learning task

00

100

10100

The relationship between the two factors is multiplicative. If EITHER of these factors (the student’s expectation of success on the task OR the student’s valuing of that success) is zero then the ‘motivation’ product will student s valuing of that success) is zero, then the motivation product will also be zero.Source: Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools In M A Shinn H M Walker & G Stoner (Eds ) Interventions for


problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists.


Student Motivation: Reframing the Issue in Student Motivation: Reframing the Issue in Observable (and Fixable) Terms

When motivation is defined as a psychological trait locked within the student, instructors can feel powerless t t k t t i ti ti l lto take steps to increase motivation levels.

I t d ‘ ti ti ’ b d fi d d i Instead, ‘motivation’ can be redefined as academic engagement: e.g., The student chooses “to engage in active accurate academic responding” (Skinner active accurate academic responding (Skinner, Pappas, & Davis, 2005).


Source: Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.


Tamara & Jack: Contrasting LearnersHas several favorite study techniques that help her to fully comprehend challenging reading assignments.

Completes a single reading of any assigned text, whether he understands the content or not.



Tamara & Jack: Contrasting LearnersAttends all classes, takes full notes, has a strong homework routine, and is developing solid time management skills.

Takes sporadic notes, lacks a consistent homework routine, and has difficulty planning multi-step academic tasks such as writing a

h


research paper.


Tamara & Jack: Contrasting LearnersReflects on her work habits and academic performance—and makes adjustments as needed.

Seldom sets academic goals of any kind and pays little attention to work performance.



Tamara & Jack: Contrasting LearnersWill seek out teachers immediately if she has a problem with coursework and is able to advocate for her learning needs.

Avoids meeting with teachers unless forced to—and says little during those instructor

f


conferences.


Self-Regulation: Motivation With a Plan Self Regulation: Motivation…With a Plan “Self-regulation of learning involves g glearners setting goals, selecting appropriate learning strategies maintaining motivation learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their own academic progress ” p 451their own academic progress. p. 451

www.interventioncentral.org 17Source: Bembenutty, H. (2011). Meaningful and maladaptive homework practices: The role of self-efficacy and self-regulation. Journal of Advanced Academics, 22, 448-473.


Crafting Definitions…Motivation gand Self-Regulation • Motivation is academic

engagement: the student

• Using the definitions provided here for ‘motivation’ and ‘self-

chooses “to engage in active accurate academic responding” (Skinner, Pappas, & Davis, here for motivation and self

regulation’, how ‘motivated’ and ‘self-regulating’ are your t d t ?

( , pp , ,2005).

• “Self regulation of learning students? • “Self-regulation of learning involves learners setting goals, selecting appropriate learning strategies, maintaining motivation, engaging in self-monitoring, and evaluating their


g, gown academic progress.” (Bembenutty, 2011)


Motivation Deficit: The student is unmotivated because of learned helplessness — a lack of confidence that he or she can do the assigned work.

• Profile of a Student with This Motivation Problem: The • Profile of a Student with This Motivation Problem: The student is passive: he or she does not work quickly, cannot articulate a plan for the assigned work has a low sense of articulate a plan for the assigned work, has a low sense of self-efficacy in the subject area of concern, and does not know what steps to follow to attain academic success.



AVAILABILITY: 'BIASES OFIMAGINABILITY'. The d f ti ti th t t d t b i t degree of motivation that a student brings to academic work is influenced by the ease with which th t t d t i bl t i i iti ti that student is able to imagine positive or negative outcomes.


Source: Tversky, A. & Kahneman, D. (1974) Judgment under uncertainty: Heuristics and biases.. Science, 185, 1124-1131.


EXAMPLE AVAILABILITY 'BIASES OFIMAGINABILITY' EXAMPLE--AVAILABILITY: 'BIASES OFIMAGINABILITY'. A student lacks motivation to put her full effort into a reading/math/writing assignment because reading/math/writing assignment because – she can vividly imagine failing the assignment (based

on past experience) but on past experience) but – cannot easily picture succeeding on the assignment

(because she has few if any prior examples of success (because she has few if any prior examples of success to call to mind).

In this case, the ‘bias of imaginability’ is tilted toward the negative and saps student motivation.



Learned Helplessness: The Underperforming Studentg“Learned helplessness exists when individuals believe that their own behavior has no influence on consequent qevents.”“.…when individuals learn that responding and p greinforcement are independent, they are slower to initiate responses or do not respond at all. They also h t diffi lt l i th have greater difficulty learning the response–reinforcement contingency even when they have initiated correct responses because the percentage of initiated correct responses because the percentage of reinforced responses is so low” (Sutherland & Singh, 2004; p. 171).


00 ; p )

22

Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.


Learned Helplessness: The Failure CycleStudents with a history of school failure are at particular risk of

falling into the learned helplessness cycle:

1. The student experiences

2. ...which undermine self confidence in

6. …and reinforcing the student’s experiences

repeated academic failures…

self-confidence in their intellectual abilities.

the student s belief that they lack the ability to learn.

3. The student begins to doubt 4. …causing that 5. …resulting in that their efforts will overcome their learning diffic lties

student to reduce efforts toward academic

hi t

continued failure…

www.interventioncentral.org 23Source: Sutherland, K. S., & Singh, N. N. (2004). Learned helplessness and students with emotional or behavioral disorders: Deprivation in the classroom. Behavioral Disorders, 29(2), 169–181.

difficulties…achievement .


Learned Helplessness: What are the Signs?Learned Helplessness: What are the Signs?

Learned helplessness: 3 deficits:p

– Reduced motivation to respond in the classroom– Lessened ability to associate responding with

desirable outcomes– Symptoms of depression or anxiety.




Escape/Avoidance vs. Learned HelplessnessEscape/Avoidance vs. Learned Helplessness

• Escape/Avoidance. The student finds academic tasks aversive and—in response-- displays behavior that results in the student escaping or postponing those task demands. Negative reinforcement drives this student, who is reinforced g ,when academic demands are removed or avoided.

• Learned Helplessness. The student does not see a link between effort and improved academic outcome and shows a low level of motivation—but does not make an active effort to flee or avoid academic tasks.




Learned Helplessness: How Should It Be Treated?

Teachers can help a student experiencing learned helplessness to ‘break out’ of this pattern by:p p y– providing frequent ‘process’ feedback and process

praise (vs. ‘ability’ feedback and praise) that helps the student to link effort to improved academic outcomes.

– teaching the student cognitive strategies, academic fix-up skills and other techniques (e g ‘process checklists’) up skills, and other techniques (e.g., ‘process checklists’) to use on challenging assignments.

– instructing the student in how to create a work plan for instructing the student in how to create a work plan for extended assignments.




Di t I t ti H Direct Instruction. How can classroom instruction be optimized to reach & motivate the widest range of students?g



How To: Implement

Strong Core Instruction


Response to InterventionHow to: Implement Strong Core Instruction1. Access to Instruction 2. ‘Scaffolding’ Support (Cont.)Instructional Match Group Responding

Content Review at Lesson Start High Rate of Student Success

Preview of Lesson Goal(s) Brisk Rate of Instruction

Chunking of New Material Fix-Up Strategies

2. ‘Scaffolding’ Support 3. Timely Performance Feedback

Detailed Explanations & Instructions Regular Feedback

Talk Alouds/Think Alouds Step-by-Step Checklists

Work Models 4. Opportunities for Review/ Practice

Active Engagement Spacing of Practice Throughout Lesson

Collaborative Assignments Guided Practice


g

Checks for Understanding Support for Independent PracticeDistributed Practice


How To Implement Strong Core InstructionIncrease Access to Instruction1 I t ti l M t h L t t i i t l 1. Instructional Match. Lesson content is appropriately

matched to students' abilities (Burns, VanDerHeyden, & Boice 2008)Boice, 2008).

2. Content Review at Lesson Start. The lesson opens with a brief review of concepts or material that have previously a brief review of concepts or material that have previously been presented. (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).



How To Implement Strong Core InstructionIncrease Access to Instruction3 P i f L G l( ) At th t t f i t ti th 3. Preview of Lesson Goal(s). At the start of instruction, the

goals of the current day's lesson are shared (Rosenshine, 2008)2008).

4. Chunking of New Material. The teacher breaks new material into small manageable increments 'chunks' or material into small, manageable increments, chunks , or steps (Rosenshine, 2008).



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support1 D t il d E l ti & I t ti Th h t th 1. Detailed Explanations & Instructions. Throughout the

lesson, the teacher provides adequate explanations and detailed instructions for all concepts and materials being detailed instructions for all concepts and materials being taught (Burns, VanDerHeyden, & Boice, 2008).

2. Talk-Alouds/Think-Alouds. Verbal explanations are given 2. Talk Alouds/Think Alouds. Verbal explanations are given to explain cognitive strategies: ‘talk-alouds’ (e.g., the teacher describes and explains each step of a cognitive strategy) and ‘think-alouds’ (e.g., the teacher applies a cognitive strategy to a particular problem or task and

b li th t i l i th t t ) (B


verbalizes the steps in applying the strategy) (Burns, VanDerHeyden, & Boice, 2008, Rosenshine, 2008).

32


How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support3 W k M d l Th t h k l f d i 3. Work Models. The teacher makes exemplars of academic

work (e.g., essays, completed math word problems) available to students for use as models (Rosenshine available to students for use as models (Rosenshine, 2008).

4. Active Engagement. The teacher ensures that the lesson 4. Active Engagement. The teacher ensures that the lesson engages the student in ‘active accurate responding’ (Skinner, Pappas & Davis, 2005) often enough to capture student attention and to optimize learning.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support5 C ll b ti A i t St d t h f t 5. Collaborative Assignments. Students have frequent

opportunities to work collaboratively--in pairs or groups. (Baker Gersten & Lee 2002; Gettinger & Seibert 2002)(Baker, Gersten, & Lee, 2002; Gettinger & Seibert, 2002).

6. Checks for Understanding. The instructor regularly checks for student understanding by posing frequent checks for student understanding by posing frequent questions to the group (Rosenshine, 2008).



TUTORIAL: Motivating Students Through C ll b ti N b d H d T thCollaboration: Numbered Heads Together

• Description. Numbered Heads Together is an instructional technique build upon peer instructional technique build upon peer collaboration that provides the supports and structure necessary to promote effective teacher structure necessary to promote effective teacher questioning and student responding (Maheady et al., 2006). This technique can also be useful for students with emotional/behavioral disorders (EBD) (Hunter & Haydon, 2013).



Motivating Students Through Collaboration: N b d H d T thNumbered Heads Together

Procedure: During whole group instruction Numbered Procedure: During whole-group instruction, Numbered Heads Together is implemented using the following steps: steps

1. Create teams. The teacher divides the class into 4-person teams. Ideally, each team includes a mix of p y,high, average, and low-achieving students. Students in each team assign themselves the numbers 1 through 4. (Note: If a team has only 3 members, one student takes two numbers: 3 and 4.)




2 State a question The teacher poses separate 2. State a question. The teacher poses separate queries to the class. After each question, the instructor tells students to "put your heads together, think of the te s stude ts to put you eads toget e , t o t ebest answer you can, and make sure that everybody in your group knows that answer.“

3. Allow think-time. The teacher gives students 30 seconds to discuss an answer in their groups.




4 Elicit student responses The teacher randomly 4. Elicit student responses. The teacher randomly selects a number from 1-4 and says, "All number [1, 2, 3, or 4] students who know the answer, raise your 3, o ] stude ts o o t e a s e , a se youhand." The teacher then calls on one student with hand raised and asks him or her to give the answer. The teacher next says, "How many [1, 2, 3, or 4] students think that that answer is correct? Raise your hand " [Optional: The teacher can call on additional hand." [Optional: The teacher can call on additional students with hand raised to elaborate on a previous student's answer ]


student s answer.]



5 Give teacher feedback Finally the instructor gives 5. Give teacher feedback. Finally, the instructor gives feedback about the answer, e.g., verifying that it is correct, elaborating on the answer, providing co ect, e abo at g o t e a s e , p o d gcorrective feedback for an incorrect response.



How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support7 G R di Th t h f ll l 7. Group Responding. The teacher ensures full class

participation and boosts levels of student attention by having all students respond in various ways (e g choral having all students respond in various ways (e.g., choral responding, response cards, white boards) to instructor questions (Rosenshine, 2008).q ( , )

8. High Rate of Student Success. The teacher verifies that students are experiencing at least 80% success in the lesson content to shape their learning in the desired direction and to maintain student motivation and

t (G tti & S ib t 2002)


engagement (Gettinger & Seibert, 2002).

40


How To Implement Strong Core InstructionProvide ‘Scaffolding’ Support9 B i k R t f I t ti Th l t b i k 9. Brisk Rate of Instruction. The lesson moves at a brisk

rate--sufficient to hold student attention (Carnine,1976; Gettinger & Seibert 2002)Gettinger & Seibert, 2002).

10. Fix-Up Strategies. Students are taught fix-up strategies (Rosenshine 2008) for use during independent work (e g (Rosenshine, 2008) for use during independent work (e.g., for defining unknown words in reading assignments, for solving challenging math word problems).



How To Implement Strong Core InstructionGive Timely Performance Feedback1 R l F db k Th t h id ti l d 1. Regular Feedback. The teacher provides timely and

regular performance feedback and corrections throughout the lesson as needed to guide student learning (Burns the lesson as needed to guide student learning (Burns, VanDerHeyden, & Boice).



TUTORIAL: Classwide Tools: PraiseTUTORIAL: Classwide Tools: Praise• Description. Teacher praise is performance

f db k th t i l d b l b l feedback that includes verbal or non-verbal communication of teacher approval of student b h i P i i t i l t d fit behavior. Praise is easy to implement and fits into the natural pattern of classroom

i ti (H ki & H fli 2011)communication (Hawkins & Heflin, 2011).



Classwide Tools: PraiseClasswide Tools: Praise• Procedure: Effective teacher praise consists of two

elements: elements: 1. a description of noteworthy student academic

performance or general behavior and performance or general behavior, and 2. a signal of teacher approval.

The power of praise is that it both indicates teacher approval and informs the student about how the approval and informs the student about how the praised academic performance or behavior conforms to teacher expectations.



Classwide Tools: PraiseClasswide Tools: Praise• Procedure: Here are several suggestions for shaping praise

to increase its effectiveness:to increase its effectiveness:1. Describe noteworthy student behavior. Praise

statements lacking a specific account of student behavior in statements lacking a specific account of student behavior in observable terms are compromised—as they fail to give students performance feedback to guide their learning.p g g

'Good job!' is inadequate because it lacks a behavioral description (Hawkins & Heflin, 2011). However, such a statement becomes acceptable when expanded to include a behavioral element: "You located eight strong source


behavioral element: "You located eight strong source documents for your essay. Good job!"

45


Classwide Tools: PraiseClasswide Tools: Praise• Procedure: Suggestions:2 P i ff t d li h t t bilit Th i 2. Praise effort and accomplishment, not ability. There is

some evidence that praise statements about general ability can actually reduce student appetite for risk taking can actually reduce student appetite for risk-taking. Therefore, teachers should generally steer clear of praise that includes assumptions about global student ability (e.g., p g y ( g ,"You are a really good math student!"; "I can tell from this essay that writing is no problem for you."). Praise should instead focus on specific examples of student effort or accomplishment (e.g., "It's obvious from your grade that you worked hard to prepare for this math quiz Great work!")


worked hard to prepare for this math quiz. Great work!").

46


Classwide Tools: PraiseClasswide Tools: Praise• Procedure: Suggestions:3 M t h th th d f i d li t t d t 3. Match the method of praise delivery to student

preferences. Teachers can deliver praise in a variety of ways and contexts For example an instructor may choose ways and contexts. For example, an instructor may choose to praise a student in front of a class or work group or may instead deliver that praise in a private conversation or as p pwritten feedback on the student's assignment. It is worth noting that, while most students in elementary grades may easily accept public praise, evidence suggests that middle and high-school students actually prefer private praise (Burnett 2001)


praise (Burnett, 2001).

47


Classwide Tools: PraiseClasswide Tools: PraiseTips for Use: Praise: Goal ExampleAcademic effort. Praise can motivate students in the beginning "Today in class, you wrote non-stop stages of learning, by focusing on indicators of student effort (e.g., 'seat-time') rather than on product (Daly et al., 2007).

through the entire writing period. I appreciate your hard work."

Academic accuracy. Praise can encourage students in the acquisition stage of learning by praising improvements in accuracyof responding (Haring et al., 1978).

"This week you were able to correctly define 15 of 20 biology terms. That is up from 8 last week. p g ( g , ) pTerrific progress!"

Academic fluency. When the student has progressed beyond the acquisition stage an appropriate next goal may be fluency--the

"You were able to compute 36 correct digits in two minutes on acquisition stage, an appropriate next goal may be fluency the

speed of accurate responding (Haring et al., 1978).

Teacher praise can motivate the student to become more efficient th d i t k b t ti i i fl ( bi ti

correct digits in two minutes on today's math time drill worksheet. That's 4 digits more than earlier this week--impressive!"


on the academic task by targeting gains in fluency (a combination of accuracy and speed of responding).

week impressive!


Classwide Tools: PraiseClasswide Tools: PraiseTips for Use: Praise: Goal ExampleAcademic quality. When the student's completed "This essay is well-written. I can see assignment clearly meets or exceeds quality standards (e.g., writing rubric), praise focuses on the excellence of the work.

that you defined a specific audience for the piece and had a clear purpose in mind as you were writing."

Goal-setting. A motivating strategy that promotes student responsibility is to have a reluctant learner set a performance goal before undertaking an academic task and then to report

"At the start of class, you set the goal of writing an outline for your paper. And I can see that you actually completed the g g p

out at the conclusion of the task about whether the goal was reached. The student is praised for successfully attaining the goal.

y y poutline. Good job!"

Risk-taking. Students may be reluctant to show ignorance or make mistakes in class. To counter this reluctance, praise for risk-taking celebrates students' good-faith attempts to answer

"Thanks for your response, Mark. Even though your initial answer was incorrect, it forced us to think through several


teacher questions or participate in discussion--even when the response is incorrect or otherwise falls short of the mark.

ways to solve this math problem. Mistakes are a powerful way to learn!"


How To Implement Strong Core InstructionGive Timely Performance Feedback2 St b St Ch kli t F lti t iti 2. Step-by-Step Checklists. For multi-step cognitive

strategies, the teacher creates checklists for students to use to self-monitor performance (Rosenshine 2008)use to self-monitor performance (Rosenshine, 2008).



Checklists• Challenge: How can instructors measure student

adherence to steps in a cognitive strategy presence or adherence to steps in a cognitive strategy, presence or absence of appropriate classroom behaviors, or readiness for work tasks?readiness for work tasks?

• Solution: Checklists are flexible tools for defining and gmeasuring discrete ‘YES/NO’ behaviors, including:

– general classroom conduct.– work readiness.


– ability to apply steps in a problem-solving strategy.51


S lf Ch k Self-Check Behavior Checklist(Online)


Source: The McGraw Center for Teaching & Learning: Princeton University (n.d.) Ten steps for preparing an effective oral presentation. Available at http://www.princeton.edu/mcgraw/library/for-students/prepping-pres/


Self-Check Behavioral Checklist MakerChecklist Maker




How To Implement Strong Core InstructionProvide Opportunities for Review & Practice1 S i f P ti Th h t L Th l 1. Spacing of Practice Throughout Lesson. The lesson

includes practice activities spaced throughout the lesson. (e g through teacher demonstration; then group practice (e.g., through teacher demonstration; then group practice with teacher supervision and feedback; then independent, individual student practice) (Burns, VanDerHeyden, & p ) ( , y ,Boice).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice2 G id d P ti Wh t hi h ll i t i l th 2. Guided Practice. When teaching challenging material, the

teacher provides immediate corrective feedback to each student response When the instructor anticipates the student response. When the instructor anticipates the possibility of an incorrect response, that teacher forestalls student error through use of cues, prompts, or hints. The g , p p ,teacher also tracks student responding and ensures sufficient success during supervised lessons before having

d i h kill k l d students practice the new skills or knowledge independently (Burns, VanDerHeyden, & Boice, 2008).



How To Implement Strong Core InstructionProvide Opportunities for Review & Practice3 S t f I d d t P ti Th t h 3. Support for Independent Practice. The teacher ensures

that students have adequate support (e.g., clear and explicit instructions; teacher monitoring) to be successful explicit instructions; teacher monitoring) to be successful during independent seatwork practice activities (Rosenshine, 2008).( , )

4. Distributed Practice. The teacher reviews previously taught content one or more times over a period of several weeks or months (Pashler et al., 2007; Rosenshine & Stevens, 1995).



Activity: Direct Instruction & the CollegeClassroom

• Instructors can use a direct• Instructors can use a direct-instruction checklist to ensure that lessons allow ensure that lessons allow the widest range of learners to master demanding course content.

• Discuss how you might use a checklist like the one reviewed here in your own instruction


instruction.

57


A d i S lf M t Academic Self-Management Strategies. What are sample strategies that students can use to improve academic performance?p p



Sample Cognitive StrategiesSample Cognitive Strategies



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit[St d t St t ] Id tif i C t ti M i Id • [Student Strategy] Identifying or Constructing Main Idea Sentences (Question Generation) (Davey & McBride, 1986; Rosenshine Meister & Chapman 1996) For each paragraph Rosenshine, Meister & Chapman, 1996). For each paragraph in an assigned reading, the student either (a) highlights the main idea sentence or (b) highlights key details and uses them ( ) g g yto write a ‘gist’ sentence. The student then writes the main idea of that paragraph on an index card. On the other side of the card, the student writes a question whose answer is that paragraph’s main idea sentence. This stack of ‘main idea’ cards becomes a useful tool to review assigned readings cards becomes a useful tool to review assigned readings.



Reading Comprehension ‘Fix-Up’ Skills: A Toolkit (Cont.)[St d t St t ] Li ki P t R f t (H di & • [Student Strategy] Linking Pronouns to Referents (Hedin & Conderman, 2010). Some readers lose the connection between pronouns and the nouns that they refer to (known as between pronouns and the nouns that they refer to (known as ‘referents’)—especially when reading challenging text. The student is encouraged to circle pronouns in the reading, to g p g,explicitly identify each pronoun’s referent, and (optionally) to write next to the pronoun the name of its referent. For example, the student may add the referent to a pronoun in this sentence from a biology text: “The Cambrian Period is the first geological age that has large numbers of multi celled organisms age that has large numbers of multi-celled organisms associated with it Cambrian Period.”



Reading Comprehension: Self-Management Strategies• RETAIN TEXT INFORMATION WITH PARAPHRASING (RAP).

The student is trained to use a 3-step cognitive strategy when reading each paragraph of an informational-text passage: (1) READ the paragraph; (2) ASK oneself what the main idea of the paragraph is and what two key details support that main idea; (3) paragraph is and what two key details support that main idea; (3) PARAPHRASE the main idea and two supporting details into one's own words. This 3-step strategy is easily memorized using the own words. This 3 step strategy is easily memorized using the acronym RAP (read-ask-paraphrase). OPTIONAL BUT RECOMMENDED: Create an organizer sheet with spaces for the student to record main idea and supporting details of multiple paragraphs—to be used with the RAP strategy-to be used as an

i d ifi bl k d t


organizer and verifiable work product.Source: Hagaman, J. L., Casey, K. J., & Reid, R. (2010). The effects of the paraphrasing strategy on the reading comprehension of young students. Remedial and Special Education, 33, 110-123.


READ-ASK-PARAPHRASE

(RAP) Sheet: (RAP) Sheet: Reading

Comprehension: C iti St t Cognitive Strategy

(Available on Conference Web

Page)



Reading Comprehension: Self-Management Strategies• INCREASE COMPREHENSION: ASK-READ-TELL COGNITIVE

STRATEGY. A means to develop self-monitoring skills in comprehension is to teach students a cognitive strategy : ART: Ask Read Tell (McCallum et al teach students a cognitive strategy : ART: Ask-Read-Tell (McCallum et al., 2010). For challenging passages, the student is trained to apply a 3-step ART sequence, which maps to the pre-reading/reading/post-reading timeline:

1. ASK: Before reading the text, the student looks over the title of the passage, asks what the topic is likely to be, considers what he or she already knows about that topic and generates 2 questions that the student hopes to about that topic, and generates 2 questions that the student hopes to answer through reading.

2. READ: While reading, the student stops after each paragraph to query whether he or she has adequately understood that section of the passage and, if necessary, applies comprehension fix-up skills.

3 TELL: After reading the student attempts to answer the 2 questions posed


3. TELL: After reading, the student attempts to answer the 2 questions posed earlier based on the content just read.

Source: McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M. Waller, S., & Polite, F. (2010). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86.


ASK-READ-TELL (ART): Reading

Comprehension: Comprehension: Cognitive Strategy

(Available on C f W b Conference Web

Page)



Academic Survival SkillsAcademic Survival Skills



The Problem That This Tool Addresses: A d i S i l Skill Ch kli tAcademic Survival Skills Checklist

Students who would achieve success in demanding college courses must first cultivate a set of general 'academic survival skills' that they can apply to any coursework (DiPerna, 2006). E l f d i i l kill i l d h bili Examples of academic survival skills include the ability to study effectively, be organized, and manage time well. Wh d i i l kill d ib d i l b l t When academic survival skills are described in global terms, though, it can be difficult to define them. For example, two professors may have different understandings about what the professors may have different understandings about what the term 'study skills' means.


Source: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, 7-17.


Academic Survival Skills Checklist: What It Is…Academic Survival Skills Checklist: What It Is…• The professor selects a global skill (e.g.,

h k l ti i d d t t k) homework completion; independent seatwork). • The professor then breaks the global skill down

into a checklist of component sub-skills. • Each sub-skill is written to allow for verification

through observation, student interview, and/or reviewing student work products. g p



Academic Survival Skills Checklist: Homework Examplep

www.interventioncentral.org 69Source: Academic Survival Skills Checklist Maker. (2012). Retrieved from http://www.interventioncentral.org/tools/academic-survival-skills-checklist-maker


Academic Survival Skills Checklist MakerChecklist Makerhttp://www.interventioncentral.org/tools/academic-survival-skills-checklist-makerchecklist maker

The Academic Survival Skills Checklist Maker provides a starter set pof strategies to address:

•homework• note-taking• organization•study skills

ti t • time management.

Teachers can use the application to create and print customized checklists


create and print customized checklists and can also save their checklists online.


W k Pl i Skill Pl E l t Adj tWork-Planning Skills: Plan, Evaluate, Adjust


Response to InterventionTUTORIAL: How To…Help the Student Develop

Work Planning Skills: Plan Evaluate AdjustThe student is trained to follow a plan>work>self-

evaluate>adjust sequence in work planning:

Work-Planning Skills: Plan, Evaluate, Adjust

evaluate>adjust sequence in work-planning:• Plan. The student creates a work plan: inventorying a

collection of related tasks to be done setting specific collection of related tasks to be done, setting specific outcome goals that signify success on each task, allocating time sufficient to carry out each task.allocating time sufficient to carry out each task.

• Work. The student completes the work.• Self-Evaluate. The student compares actual work Self Evaluate. The student compares actual work

performance to the outcome goals to evaluate success.• Adjust. The student determines what to do differently in


Adjust. The student determines what to do differently in the future to improve performance and outcomes.

75Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


www.interventioncentral.org 76Source: Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dycke, J. L., & Cash, M.E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69, 431-447.


Work Planning Skills: Plan Evaluate AdjustPLANNING: The teacher & student meet prior to the work

to create a plan with 3 phases to the meeting:


to create a plan, with 3 phases to the meeting:1. Task. The student describes each academic task in

clear and specific terms (e g "Complete first 10 clear and specific terms (e.g., Complete first 10 problems on page 48 of math book", "write an outline from notes for history essay"). from notes for history essay ).

For this part of the work plan, the teacher may need to model for the student how to divide larger global assignments into component tasks. in the future to improve performance and outcomes


improve performance and outcomes.






to create a plan, with 3 phases to the meeting:2. Time Allocated. The student decides how much time

should be reserved to complete each task (e g For a should be reserved to complete each task (e.g., For a math workbook assignment: "20 minutes" or "11:20 to 11:40"). 11:40 ).

Because students with limited planning skills can make unrealistic time projections for task completion, the teacher may need to provide initial guidance and modeling in time estimation


modeling in time estimation.






to create a plan, with 3 phases to the meeting:3. Performance Goal. The student sets a performance

goal to be achieved for each task Performance goals goal to be achieved for each task. Performance goals are dependent on the student and may reference the amount, accuracy, and/or qualitative ratings of the amount, accuracy, and/or qualitative ratings of the work: (e.g., for a reading assignment: "To read at least 5 pages from assigned text, and to take notes of the content"; for a math assignment: "At least 80% of problems correct"; for a writing assignment: "Rating of 4 or higher on class writing rubric")


4 or higher on class writing rubric").



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:1. Comparison of Performance Goal to Actual

Performance For each task on the plan the student Performance. For each task on the plan, the student compares his or her actual work performance to the original performance goal and notes whether the goal original performance goal and notes whether the goal was achieved. In addition to noting whether the performance goal was attained, the student evaluates whether the task was completed within the time allocated.



Work Planning Skills: Plan Evaluate AdjustSELF-EVALUATION: The teacher & student meet after the

work to evaluate with 2 phases to the meeting:


work to evaluate with 2 phases to the meeting:2. Adjustment. For each task that the student failed to

reach the performance goal within the time allocated reach the performance goal within the time allocated, the student reflects on the experience and decides what adjustments to make on future assignments. For what adjustments to make on future assignments. For example, a student reviewing a homework work-plan who discovers that she reserved insufficient time to complete math word problems may state that, in future, she should allocate at least 30 minutes for similar tasks


tasks.



Activity: Self-Management

Self-Management Strategies:Reading ComprehensionManagement

StrategiesReading Comprehension1. Question Generation2. Linking Pronouns to Referents

• Consider the several self-management ideas shared today

3. Read-Ask-Paraphrase (Graphic Organizer)4. Ask-Read-Tell (Graphic Organizer)Academic Survival Skillsideas shared today.

• Discuss one strategy that you might want to

Academic Survival Skills5. Academic Survival Skills ChecklistsWork Planningy g

try with students. 6. Work-Planning Framework: Plan-Evaluate-Adjust (Graphic Organizer)



Motivation: Student-Professor Motivation: Student-Professor Interactions. What communication strategies can communication strategies can promote positive student i i ? interactions?



• Greeting Students at the Classroom Door. A personalized greeting at the start of a class period can boost class levels of g g pacademic engagement (Allday & Pakurar, 2007).

Th f d f d ti h t d t b The professor spends a few seconds greeting each student by name (e.g., at the classroom door) at the beginning of class.



• Maintaining a High Rate of Positive Interactions. Professors promote a positive relationship with any student by maintaining a p p p y y gratio of at least three positive teacher-student interactions (e.g., greeting, positive conversation, high-five) for every negative i t ti ( i d t f i i k) (S i k interaction (e.g., reprimand; request for missing work) (Sprick, Borgmeier, & Nolet, 2002).



• Emphasizing the Positive in Requests. Whenever possible, the teacher states requests to individual students in positive terms q p(e.g., "I will be over to help you on the assignment just as soon as you return to your seat") rather than with a negative spin (e.g., "I

’t h l ith i t til t t won’t help you with your assignment until you return to your seat."). When an instructor's request has a positive 'spin', that teacher is less likely to trigger a power struggle and more likely to teacher is less likely to trigger a power struggle and more likely to gain student compliance (Braithwaite, 2001).



• ‘Two by Ten’: Structuring Professor-Student Interactions. The professor makes a commitment to have a 2-minute

ti ith th t d t 10 ti h l conversation with the student across 10 consecutive school days (20 minutes of cumulative positive contact) (Mendler, 2000) This strategy (‘non-contingent attention’) can be 2000). This strategy ( non-contingent attention ) can be helpful with students who lack a positive connection with the instructor.



Culminating Workshop Activity: Next StepsCulminating Workshop Activity: Next Steps

Review the content and tools • Review the content and tools discussed at this workshop.Select at least 1 2 ideas tools or • Select at least 1-2 ideas, tools, or resources from this training and discuss how you might use them discuss how you might use them with your students.



Workshop Topicsp p

1. Motivation & Self-Regulation. What are useful ways to define these terms?

2. Direct Instruction. How can classroom instruction be optimized to reach & motivate the widest range of students?

3. Academic Self-Management Strategies. What are sample 3. Academic Self Management Strategies. What are sample ideas that students can use to improve academic performance?

4. Student-Professor Interactions. What simple communication strategies can promote positive student


communication strategies can promote positive student interactions?

si mi strategies to motivate at-risk college students and ......the underperforming student: a...

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