Essential Concept Instructional Guide (ECIG)

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Essential Concept Instructional Guide(ECIG)

• School District of Lee County
• Intensive Reading LANGUAGE!

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Congratulations!!!!!!

• A School District
• 47 A schools ? 60 A schools
• Improved from 34th state student achievement
  ranking to 22nd in the state

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Congratulations!!!!!!

• Lee County is 23rd in the state for Levels 3-5
  Reading scores.
• Lee County is 13th in the state for reading
  gains.
• Lee County is 18th in the state for making
  reading gains with the lowest 25 students.

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Advantages of the Alternate Block System

• Increased student achievement---Can be
  "dramatic" (Queen, Algozzine, and Watson, 2008)
• Grades and Grade point averages increase (Zepeda
  and Smith, 2006)
• Teachers have more time to develop Key Concepts
  (Huff-1995)
• Teachers report more time for Differentiated
  Instruction (Bryant and Claxton, 1996)
• Teachers can have students apply new concepts
  immediately (Huff,1995)

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Advantages of the Alternate Block System cont.

• Improved interaction with students (Adams and
  Salvaterra, 1998)
• Positive student discipline gains (Canady and
  Retting, 1997)
• Increased opportunity to use varying
  instructional strategies (Queen, Algozzine, and
  Eady, 1996)
• 80 of students more positive about the block
  schedule
• Would not return to non-block (Huff, 1995)
• 72 of Secondary Schools in the US have some sort
  of Block Schedule (Queen, 2009)

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Essential Support Systems for Block Scheduling
(Queen, 2009)

• Curriculum Alignments which identify the scope an
  sequence of what is to be taught (Academic Plans)
• Pacing Guides for each course for daily, weekly,
  and semester use (Academic Plans and Essential
  Concept Instructional Guides-ECIG)
• Incorporation of Essential Concepts into the
  Pacing Guide with time management defined (ECIG)
• Changing the classroom structure/tasks a minimum
  of every 20 to 25 minutes (ECIG)

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

• Teachers should have a minimum of five strategies
  for student activities (Cadre resources)
• Students practice the skill or concept under the
  teacher's direction (ECIG)
• Direct Instruction for all---Especially critical
  for at-risk students (Also Klesius and
  Searls,1990) (ECIG)
• Formative and Summative Student Assessments (FORF
  MAZE, FAIR, FCAT, CBA, etc.)
• Entire classroom time needs to be used for
  instruction (ECIG)

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Instructional Transitions
I DO
WE DO
YOU DO
Teaching to Learning
Responsibility for Learning
Monitoring
TEACHER
STUDENT
Plan - Do - Study - Act
Entice, Enlighten, Engage, Extend, Enact
Higher Order Thinking
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Differences in Plans

• Daily Plans
• Short term
• Difficult to track progress, strategies, and
  structures over time
• Instructional practices can often be unspecified
• Generated by skills
• Breadth not depth
• Usually tied to resources

• Instructional Guide
• Long-range view
• Easy to track progress, strategies, and
  structures over time
• Instructional practices get careful consideration
• Generated by essential concepts and Systematic,
  Explicit Teaching Model
• Depth not breadth
• Lasting not tied to resources

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Elements of the ECIG

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

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Direct Instruction
Guided Practice
Higher Order Thinking Assess/ Introspection
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Primacy-Recency Effect

• By dividing the learning time into segments,
  there is more prime learning time than down time.
  
• Research has shown a positive correlation between
  the amount of movement the classroom teacher used
  and the percentage increase of students' test
  scores (Gilbert, 1997).

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Primary-Recency Effect

• During a learning episode, we remember best what
  comes first, second best what comes last and
  least what comes just past the middle.
• An adolescent normally can process an item in
  working memory intently for 10-20 minutes then
• Focus drifts and mental fatigue sets in.
• Boredom with the item occurs.
• Depth not Breadth!

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Three or More Activities Per ECIG

• Need not be equal in length
• Large/small group Interactive activity
• Individual productivity Introspective activity
• Teacher-centered Introduction
• Informational, Instructional Activity
• Vary the amount and time of activities

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ECIG Momentum Considerations

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

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Components of ECIGCurriculum and Unit
Alignments

• Lets define each one of the Lesson Alignments
  boxes and where the information will come from.

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Elements of ECIG Unit Alignments

• Schedule
• What
• Why
• Explain/Model
• Support/Corrective Feedback
• Perfect Practice
• Self-Monitor/Application
• Introspection/Learning Processes Reflection

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Why is a Planned Schedule Important?

• Ensures required instructional content is covered
  at the necessary rate
• Is critical part of differentiation
• Predicts grade level achievement
• Protects students from the tyranny of time

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Elements of ECIG

• Date What is the length of unit?
• The teacher is in the I DO phase of the
  learning model the teacher determines the length
  of instructional time based on the needs of
  students.

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Date

• This section will be listed by unit and lesson.

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Time and Order

• Each of the Lesson Alignment Columns requires an
  estimation of the time that will be spent on that
  component of the lesson.
• There is also a block that can be used delineate
  the order of activities within a component of the
  lesson.

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Direct Instruction

• Direct Instruction typically starts a unit or a
  new skill within the unit and/or anytime that
  students need more instruction to gain more
  understanding. (i.e. assessment shows need for
  additional instruction).
• It includes the building of adequate Background
  Knowledge for students in need of such support.
• Direct instruction is explicit and systematic.
• What, Why, Model/Explain

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Elements of the ECIG

• What What are the Sunshine State Standards and
  Essential Concepts that aligned in the Academic
  Plan that the students will learn?
• The teacher is in the I DO phase of the
  learning model students understand what the
  content, strategy or process is for learning.

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What?

• The needs to be written with the end in mind.
• -What is the Essential Concept?
• -What is expected level of complexity?
• - How will the Essential Concept be applied?

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What?

• The What? will be a paraphrase of the transition
  statement for each step in the lesson.
• There will be six statements per lesson.
• The What? should become Lesson Objectives that
  are shared as Advanced and Post Organizers.

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Elements of the ECIG Direct Instruction

• Why Why should the student learn the Essential
  concept? Why is Essential Concept going to make
  the student a better reader?
• The teacher is in the I DO phase of the
  learning model students understand what the
  content, strategy or process is for learning
  teacher sets purpose or anchors the content,
  strategy and/or process for learning.

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Why?

• The Why? sets the rationale for learning.
• The rationale may be based on the challenges that
  student encounters in the academic arena and will
  encounter in the world of work.

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Elements of the ECIG Direct Instruction

• Explain/Model How am I going to explicitly teach
  the Essential Concept?
• The teacher is in the I DO phase of the
  learning model the teacher explicitly and
  systematically instructs the Essential Concepts
  for students.

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Explain/Model

• Explain/Model will include the activities in
  which the purpose is direct instruction.
• This is the I Do section.
• You will need to read through each steps
  activities to determine if the purpose is direct
  instruction.

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Elements of the ECIG Guided Practice

• Guided Practice is Perfect Practice and
  Support/Corrective Feedback.
• Feedback is constructive and supportive.
• Practice is not an assessment.
• Students are able to try the new skill/concept
  without penalty and with the level of support
  that ensures success.

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Elements of the ECIG Guided Practice

• Support/Corrective Feedback As the student
  begins to apply what I have directly instructed,
  how can I scaffold/guide instruction to help
  students succeed?
• Teachers/Students begin the We Do phase of the
  learning process where the students try to apply
  the content, strategy and/or processes for
  learning with teacher support.

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Support/Corrective Feedback

• In Support/ Corrective Feedback, the teacher is
  still directly involved but the purpose is to
  begin to guide the student through applying the
  learned Essential Concept. This begins the We
  Do.
• You will need to read through each steps
  activities to determine if the purpose is direct
  instruction.

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Guided Practice

• Perfect Practice As the student independently
  practices what has been directly instructed and
  practiced with support, what kind of support does
  the student need to successfully practice to
  achieve mastery?
• Supplants the teacher support students tries
  content, strategy and/pr process with the support
  of answers, notes, study guides, models,
  textbooks, etc.

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Perfect Practice

• Initially, Perfect Practice will be implemented
  by classroom activities. Students will be
  provided with activities and support.
• As we increase our knowledge of Perfect Practice,
  we will be adding classroom activities and moving
  to perfect practice homework.

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Perfect Practice Sample
Back Answers
Front Questions
Unit 13 Lesson 9 Step 5 Supporting Details and
Transition Words Read the sentence below
Bicycles have many purposes. Write 3 supporting
detail sentences that include transition words
that would explain the multiple purposes bicycles
have. Answers will vary. Supporting Detail One
purpose for a bicycle is for transportation.______
____________ _____________________________________
__________________________________ Supporting
Detail Another purpose for a bicycle could be
for exercise.___________ _________________________
______________________________________________ Sup
porting Detail A final purpose for
bicycles would be for fun.__________________ Refe
r to Book C Student Text page 302 for
additional support.

• Unit 13 Lesson 9 Step 5
• Supporting Details and Transition Words
• Read the sentence below
• Bicycles have many purposes.
• Write 3 supporting detail sentences that include
  transition words that would explain the multiple
  purposes bicycles have.
• Supporting Detail_____________________________
  ___________________________
• __________________________________________________
  _____________________
• Supporting Detail _______________________________
  _________________________
• __________________________________________________
  _____________________
• Supporting Detail_____________________
  ___________________________________
• __________________________________________________
  _____________________

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Perfect PracticeStudent Study Cards
Front of Card What is a GERUND?
Back of Card What is a VERB FORM ENDING IN ING
THAT IS FORMED WHEN THE PRESENT PARTICIPLE FORM
OF A VERB IS TRANSFORMED INTO AN ACTIVITY?
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Elements of the ECIG Higher Level Thinking

• Webbs Depth of Knowledge is an example of how
  students may self monitor their use of higher
  level thinking skills with each concept they are
  learning.

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Components of the ECIGHigher Order Thinking

• Self-Monitor/ Application How am I going to ask
  the student to demonstrate mastery of the
  Essential Concepts?
• Student begins the You Do phase of the learning
  process student independently applies the
  content, strategy and/or process for learning
  (assessments, projects, higher order questioning,
  etc)

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Self-Monitor/Application
Self- Monitoring/ Application includes, but is
not limited to

• Content Mastery Assessments
• Content Mastery Retakes
• Summative Assessment

• Progress Indicator Assessment
• Self-assessment
• Multi-media Project
• Research Projects

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Self-Monitor/Application

• Consider questions like
• -What did I learn?
• -What did I do with what I learned?
• -How well did I use/apply what I learned?
• -What else could I have done with what I
  learned?

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Self-Monitor/Application

• The three types of Self-Monitor/Application
  ensures that there is always something for the
  students to work toward.
• Due Now (within class period)
• Due Later this Week
• Due Long Term

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Introspection/Learning Processes Reflection

• The student uses metacognitive/think aloud skills
  to self-evaluate their learning.
• Student/teacher introspection and reflection
  dialog will result in
• Most effective teaching practices
• Most effective learning strategies

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Introspection/Learning Processes Reflection

• Introspection/Learning Processes Reflection
  requires the student to assess
• What helped me with the learning?
• How did I learn it?
• What didnt work or inhibited my learning?
• What would have helped me learn more successfully?

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Components of ECIG Curriculum Alignments

• Curriculum Power Standards
• Unit Reading Standards
• Movement Strategies
• ESOL/ESE Strategies
• Florida Goal 3 Standards

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Where Do I start?

• Start at the Essential Knowledge Concepts.
• The Essential Knowledge Concepts will always be
  the Six Steps of LANGUAGE!

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Standard Alignment

• The Standards Alignment will be taken from the
  Academic Plan for each of the following books
• Books A/B
• Books C/D
• Books E/F

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Reading Standards/Strategies

• The Reading Standards have been included in the
  Standards Alignment above.

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Interactive Learning Strategies

• Research has shown a positive correlation between
  the amount of purposeful movement the classroom
  teacher used and the percentage increase of
  students' test scores (Gilbert, 1997).

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Interactive Learning Strategies

• Movement Strategies should be based on
• Purpose
• Group Type
• Activity

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Interactive Learning Strategies

• Purpose may include but is not limited to
• Learning Cycles
• Cooperative Groups
• Group Investigation
• Peer Tutoring
• Teams, Games and Tournaments
• Jigsaw
• Learning Together
• Long Term Learning Groups

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Interactive Learning Strategies

• Group Type may include but is not limited to
• Interest
• Ability
• Teacher Choice
• Student Need
• Random

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Interactive Learning Strategies

• Activity Type may include but is not limited to
• Fluency Drills
• Phonemic Awareness Drills
• Manipulatives
• Folder Activities
• Technology
• Simulate It
• Present It

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Possible ESOL Strategies

• The Possible ESOL Strategies will come from two
  sources
• The completed Instructional Guide will suggest
  ESOL strategies that are embedded in the
  curriculum.
• The students LEP Plan will recommend strategies
  that will need to be incorporated into the
  Implementation Guide.

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Possible ESE Strategies

• The Possible ESE Strategies will come from two
  sources
• The completed Instructional Guide will suggest
  ESE strategies that are embedded in the
  curriculum.
• The students IEP will recommend strategies that
  will need to be incorporated into the
  Instructional Guide.

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Florida Goal 3 Standards

• Florida Goal 3 Standards seek to identify applied
  technology processes and abilities that can be
  used in all subject areas of instruction and
  assessment and the world of work.
• Teacher should directly address these processes
  and abilities and even call them by name.

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Florida Goal 3 Standards

• You have been provided the Florida Department of
  Education document that describes each of the FL
  Goal 3 Standards.
• The FL Goal 3 Standards instructed will be
  identified in this section and should also be
  embedded in the daily progression of instruction.

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Assessing Your ECIG

• Does the unit target my standards?
• Does my unit meet the requirements of the
  Academic Plan?
• Does my unit target all the areas of the
  Systematic, Explicit Instruction Model?
• Does my unit include movement and/or engaging
  activities?
• Does my unit include instructional strategies
  and/or initiatives of my school?

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Assessing Your ECIG

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

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Teacher Introspection/Learning Process Reflection

• In addition to the previous questions, the
  teacher needs to ask the same questions as the
  student but with student learning as the focus.

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Teacher Introspection/Learning Process Reflection

• What helped the students with the learning?
• How did the students learn it?
• What didnt work or inhibited the students
  learning?
• What would have helped the students learn more
  success-fully?