Intensifying Instruction

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Intensifying Instruction

• The teachers influence on student achievement
  scores is twenty times greater than any other
  variable, including class size and student
  poverty.

Fallon, 2003
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• Systematic
• A feature of time
• Connected series of lesson plans over time
• Moves from explicit to implicit over time
• Set of instructional routines from simple to
  complex
• Cumulative review

• Explicit
• How instruction is delivered
• New skills/concepts introduced in direct manner
  I do, we do, you do
• Teacher carefully controls use of language
• Corrective feedback procedures

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Elements of Explicit Instruction

• Clear presentation of strategies
• Scaffolding student learning
• Provide immediate error correction
• Providing sufficient examples for instruction and
  practice

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Scaffold Learning
Explicit Instruction

• Definition
• Temporary devices
  and procedures used
  by teachers to support
  students as they learn
  strategies.

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Scaffolding Gradual Release ModelI do, We do,
You do
Explicit Instruction

• Teacher Modeling
• Guided Practice
• Independent Practice
• Application.

• 1. 2. 3. 4.

Teacher Responsibility
Student Mastery
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Tips for Effective Scaffolding
Explicit Instruction

• Anticipate and precorrect for student errors
• Conduct teacher guided practice
• Provide immediate feedback
• Recognize when it is appropriate to gradually
  release or retain scaffolds

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Tips of Scaffolding

• Model and lead through guided practice
• can be employed on all initial instruction.
  Where this will cut down on critical errors is in
  introducing independent work assignments.
• Scaffold questions leading students to correctly
  answer inferential questions
• Ask appropriate questions during passage reading
  and scaffold the correct answers for challenging
  inferential questions as needed.

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Types of Scaffolding

• Prompts specific devices that can be employed
  for learning an overall cognitive
  strategy-something that students can refer to for
  assistance while working on the larger task.
  (graphic organizers, cue cards, checklists)
• Think Alouds teachers direct modeling of the
  strategy, including self-talk, that enables
  students to explicitly witness the strategy in
  use (i.e. an authentic set of cognitive
  behaviors/actions that can be learned to assist
  in problem solving.)

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The Feedback Link
Explicit Instruction

• Correction cant happen without feedback
• Feedback cant happen without monitoring
• Monitoring cant happen without student responses
  through active engagement

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Error Correction
Explicit Instruction

• Immediate correction
• Clear and concise
• Model when appropriate
• Scaffold when appropriate

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Elements of Systematic

• Carefully planned introduction of skills moving
  from simple to complex
• Teach critical skills daily
• Cumulative practice and review
• Practice to facilitate mastery
• Practice to facilitate automaticity

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Careful planning
Systematic Instruction

• New skills are introduced only when students have
  learned related prerequisite skills
• Items that are likely to be confused are
  introduced with sufficient separation so that one
  skill can be mastered prior to learning next
• Examples are carefully chosen to include
  application of skills that have been previously
  taught

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Systematic Instruction
A Simple Model of Learning
skill unknown
maintenance
fluency
accuracy
Stages in Skill Development
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Systematic Instruction
Judicious Review
Review must follow initial instruction to ensure
retention and extended understanding

• The review must be sufficient to enable a
  student to perform the task without hesitation.
• (2) It must be distributed over time.
• (3) It must be cumulative with information
  integrated into more complex tasks.
• (4) It must be varied, so as to illustrate the
  wide application of a students understanding of
  the information.

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Systematic Instruction
Massed Practice vs. Distributed Practice
Minutes of Instruction Per Day on New Skills
vs.
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How much repetition is needed?
Systematic Instruction
Number of correct repetitions in a row of a new
word needed to automatize the word
Reitsma, P. 1983
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Positive Instructional Interaction (pii)

• Instructional Interaction -
• The teacher briefly explains and models a skill
  while students are engaged.
• The teacher guides students while they practice
  the skill and, if needed, provides corrective
  feedback.
• The teacher provides opportunities for students
  to perform the skill themselves and reinforces
  their correct responses.

• Positive
• Students respond successfully.
• The teacher positively reinforces their success.

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Intensity of Instruction

• Intensity of instruction is the number of
  positive instructional interactions (piis) per
  day. The greater the number of piis per day,
  the greater the intensity of instruction.
• If the quality or effectiveness of the
  instruction is high, then the two main ways to
  increase intensity of instruction are to 1)
  increase the amount of instructional time and 2)
  decrease the size of the instructional group
• Torgesen, J., Research Corner Successful
  interventions always increase the intensity of
  instruction, Intervention News, October 2006.

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Elements of Interactive Instruction

• Teacher - directed learning
• High levels of teacher-student interaction
• Quick pacing
• High number of responses per minute where
  appropriate
• Types of responses

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Pacing

• Instructional time variance
• Transitions
• Momentum

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Many Opportunities to Respond
Students rates of learning are proportional to
the rate at which they respond correctly.
Giving students more opportunities to respond is
a way to increase their rates of learning.
We can increase opportunities to respond by

• more rapid pacing of instruction
• choral responding facilitated by signals
• calling on low performers more often

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Types of Student Responses

• Oral Group responses (choral)
• Oral Partner responses
• Oral Individual responses

Archer, A., Torgesen, J. (2007). National
Reading First Comprehension Conferences
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Types of Responses (cont.)

• Individual responses (written)
• Physical responses

A. Archer (2007)
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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTION
INCREASING INTENSITY
Modification of Kameenui, Simmons, Coyne, Harn
(2003)
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Anticipating Instructional Difficulties for
Struggling Readers

• Prevention vs. Intervention
• Who may have difficulty with this objective?
• How will I monitor learning?
• What steps will I take to insure all students
  learn this objective?

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Phonemic Awareness A Lesson Segment Example
Objectives, Resources, Methods, and Grouping
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Phonemic Awareness A Lesson Segment Example
Objectives, Resources, Methods, and Grouping
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Phonics A Lesson Segment Example Objectives,
Resources, Methods, and Grouping
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Phonics A Lesson Segment Example Objectives,
Resources, Methods, and Grouping
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Reflection

• Five key points?
• Three goals for instructional delivery?
• Implement tomorrow?