Section III: Introduction

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Section IIIIntroduction

• Lesson Delivery that Enhances Learning

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NCLB pressure resulted in non-strategic
instruction.
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Pretest-insert rank order from list
below Discussion Auditory/Visual Demonstration Re
ading to Them Teaching Others Practice by
Doing Lecture
Retention of Learning Rates
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10
20
30
50
75
90
Triangle of Learning
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Triangle
Reading to Them Auditory/Visual Demonstration D
iscussion Practice by Doing Teaching Others
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Answers
Lecture
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20
30
50
75
90
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How We Teach Makes A Difference!
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What This All Means The Most-Effective Teacher
Teaches Well-Structured Tasks

• Adequate Yearly Progress occurs when there is
  focus on improving, monitoring, and providing
  corrective feedback on instruction
• Build It and They Will Come
• Achievement will follow

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The Most-Effective Teachers

• Present smaller amounts of material at any time
• Guide student practice as students work problems
• Provide for student processing of the new
  material
• Check the understanding of all students
• Attempt to prevent students from developing
  misconceptions

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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What Does the Well-Structured Lesson Look Like?

• Review first
• Review homework and any relevant previous
  learning
• Review prerequisite skills and knowledge for the
  lesson

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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Teaching Well-Structured Tasks

• Beginning The Presentation
• State lesson goals or provide outline
• Present new material in small steps
• Model procedures
• Provide examples and non-examples
• Use clear language
• Avoid digressions
• Check for student understanding

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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Teaching Well-Structured Tasks

• Middle Focus on Guided Practice 
• Spend more time on guided practice
• High frequency of questions
• All students respond (to you, to each other) and
  receive feedback
• High success rate
• Continue practice until students are fluent

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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Teaching Well-Structured Tasks

• Middle Corrections and Feedback
• Provide process feedback when answers are correct
  but hesitant
• Provide sustaining feedback, clues, or reteaching
  when answers are incorrect
• Reteach material when necessary

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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Teaching Well-Structured Tasks

• End Independent Practice
• Students receive overview and/or help during
  initial steps
• Practice continues until students are automatic
  (where relevant)
• Teacher provides active supervision (where
  possible)
• Routines are used to provide help for slower
  students
• Daily, weekly, and monthly reviews

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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What works with struggling students?
More Time preview, review, elaborate, another
way, etc. More Intensity smaller group allows
more focus, more student responding/engagement Mo
re Feedback teacher is able to target
instruction, dial in specific needs, prompt
elaboration, provide alternate examples,
etc. this can only be done 1-1 or in small
homogenous groups
Adapted from Dr. Kevin Feldman, 12/01 inservice

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Effective Reading Instruction for Struggling Kids
What We Thought

• Student with reading difficulties require
  qualitatively different reading instruction (e.g.
  reading styles, perceptual training, colored
  lens, etc.)

Adapted from Dr. Kevin Feldman, 12/01 inservice

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Effective Reading Instruction for Struggling Kids
What We Now Know

• Struggling readers are far more successful when
  carefully taught the same fundamental reading
  skills all readers must learn BUT with
• more instructional time
• more precisely sequenced instruction
• more coaching practice
• more explicit/direct instruction
• more careful progress monitoring/program
  adjustment

National Reading Council
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Section III.

• Lesson Delivery that Enhances Learning

• Topic A The Lesson Organizer Routine
• Topic B Lessons that Work
• Topic C Small Group Management
• Topic D Simple Teaching and Structuring
  Techniques
• Topic E Co-Teaching and Collaborating

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Section III

• Lesson Delivery that Enhances Learning

Topic A The Lesson Organizer Routine
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The Lesson Organizer Routine

• Part of
• The Content Enhancement Series
• Presented with permission from
• The University of Kansas
• Center for Research on Learning
• Lawrence, Kansas

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Content Enhancement

• A way of teaching an academically diverse group
  of students in which
• Both group and individual needs are valued and
  met
• The integrity of the content is maintained

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Content Enhancement

• A way of teaching an academically diverse group
  of students in which
• Critical features of the content are selected and
  transformed in a manner that promotes student
  learning and
• Instruction is carried out in a partnership with
  students.

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Some Guidebooks in the Content Enhancement
Series

• Routines for planning and leading learning
• Course Organizer Routine
• Unit Organizer Routine
• Lesson Organizer Routine

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Other Guidebooks in the Content Enhancement
Series

• Routines for explaining text, topics, and details
• Clarifying Routine
• Framing Routine
• Survey Routine

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Other Guidebooks in the Content Enhancement
Series

• Routines for teaching concepts
• Concept Anchoring Routine
• Concept Comparison Routine
• Concept Mastery Routine

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Other Guidebooks in the Content Enhancement
Series

• Routines for increasing performance
• Quality Assignment Routine
• Question Exploration Routine
• Recall Enhancement Routine
• Vocabulary LINCing Routine

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Purpose

• The Lesson Organizer Routine helps students to
• Consolidate the main idea of the content into a
  paraphrase
• See how the various parts of the content fit
  together
• Relate the content to their background knowledge

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Purpose

• The Lesson Organizer Routine helps students to
• Focus attention on important relationships in the
  content
• Remember important strategies needed for learning
• Record a way to organize information for later
  studying and use
• Approach the lesson with a purpose

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Supporting Research

• The Lesson Organizer Routine was studied in
  secondary content-area classes (grades 7-12)
  characterized by diversity.
• In each study, teachers learned the Lesson
  Organizer Routine easily and student learning
  gains were observed by both teachers and
  researchers.

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Supporting Research

• In each study, students gained an average of at
  least 10 to 20 percentage points on tests or
  tasks that required students to demonstrate
  learning. Teachers continued using the routine
  after the studies were completed.

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Supporting Research

• These results were achieved when teachers
• received 2-3 hours of instruction in the routine
• had opportunities to discuss the routine with
  colleagues
• spent the necessary time to plan and use the
  routine for more inclusive teaching
• taught students how to participate in and use the
  routine
• used the routine regularly over time

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Supporting Research

• In general, the greatest gains were seen in
  classes where teachers had the highest
  expectations for student learning and were
  consistent in their use of the routine over time.

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Components of The Lesson Organizer Routine

• The
• Lesson Organizer
• Teaching Device
• The
• CRADLE
• Linking Steps
• The
• Cue-Do-Review
• Sequence

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The Lesson Organizer Teaching Device

• Is a visual device that
• is used under teacher guidance
• focuses attention on critical outcomes
• identifies critical content features
• prompts elaboration on critical points
• helps make relationships concrete

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The Lesson Organizer Teaching Device

• Is a visual device that
• is designed to enhance student
• ...organization
• ...understanding
• ...remembering
• ...responses
• ...belief in the value of the content

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The Teaching Device The Lesson Organizer
11/21
Ms. Mendez
Lesson Organizer
4
UNIT or BACKGROUND
NAME
DATE
Causes of the Civil War
(sectionalism)
was influenced by
was based on
emerged because of
became greater with
Differences between the areas
Events in the U.S.
Areas of the U.S.
Leaders across the U.S.
and included
and included
and included
Social
Economic
Political
Differences
Differences
Differences
Relationships
Task-Related Strategies
LESSON TOPIC
1
2
3
Economic Differences
compare / contrast
self-questioning
is about
Lesson Map
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conflicting interests in the way
and the
the
West
North
people made a living. . . . . between....
The Lesson Topic
the
South
This information helps
students focus on the main
idea of the lesson. It is usually
one or two words long.
What are the types of economic differences that
appear between groups of people in a community?
Can tension exist?
Challenge Question
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Tasks
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Self-test Questions
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1.First half of class, discuss as group the
economic
1. What were the economic characteristics of the
three
differences.
sections?
2. Second half of class, work in groups to answer
the challenge question on page 213 of the text.

2. How did the economic similarities and
differences fuel the fires of war?
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Relationships
This information identifies the
most important relationships
to look for in the content of
the lesson.
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Task-Related Strategies
This information identifies the
strategies that students might
use to gain, store, or express
information and work efficiently
to achieve the goals of the lesson.
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The Unit or Background
This information shows
graphically how the lesson is
related to the unit in which it is
embedded.
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The Lesson Map
The Lesson Map includes a paraphrase of the topic
and shows the lesson content is to be organized.
Key words and relationships are included.
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The Challenge Question
This area presents a question
to spark discussion and help
students relate to the lesson's
content.
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Self-Test Questions
This information provides students
with questions they can ask
themselves to review the content of
the lesson. The questions require
the student to think about
important relationships in the
content.
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Tasks
This information summarizes
the required tasks,
expectations, or assignments
associated with the lessons.
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Individual Learning Plan
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Next StepsSection III Topic A

• Set the goals for each lesson.
• Know your material and graphically organize it.
• Involve students in previewing the structure.
• Frequently reference your charts before, during,
  and after the lesson.

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Next Steps?
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Section III

• Lesson Delivery that Enhances Learning

Topic B Lessons that Work
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What Does Explicit Engaging Instruction Look Like?
I DO IT
Struggling learners need

• gain attention clearly model
• cue students to notice critical aspects of the
  model
• model your thinking step by step as you solve
  problems - mental modeling/direct explanation

Adapted from Dr. Kevin Feldman, 12/01 inservice

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What Does Explicit Engaging Instruction Look Like?
I DO IT
Struggling learners need
Exposure to the non-example Exposure to minimal
difference Interspersed VS massed practice
Adapted from Dr. Kevin Feldman, 12/01 inservice

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What Does Explicit Engaging Instruction Look Like?
WE DO IT

• Thinking Time
• Think Pair (Write) Share
• Structure/prompt engagement
• ? choral responses if answer/response is
  short/same
• ? partner responses if answer/response is
  long/different
• ? correction/feedback - remodeling, more
  examples, etc.

Struggling learners need
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What Does Explicit Engaging Instruction Look Like?
YOU DO IT
Struggling learners need
? individual responses oral, written,
point/touch/demo ? coaching to apply the
strategy previously taught
Adapted from Dr. Kevin Feldman, 12/01 inservice

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Throughout Instruction Monitor and Assess

• Most-Effective Teachers
• Know Each Learners Need
• for Differentiated Instruction
• Who Knows the Material?
• Who Needs More Input?
• Who Needs More Background?
• Who Needs Elaborated Scaffolds?

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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Assessment is Not Instruction

• Least-Effective Teachers
• Test mastery after initial instruction---
• in lieu of guided practice
• Test learning outcomes--- in lieu of independent
  practice
• Allow practice of errors through these practices

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Evaluation vs. Grading

• Comparison to grade level standards (norm
  referenced criterion referenced)
• Comparison to students personal needs,
• (often criterion referenced or standards from
  other grade levels)
• Comparison to teacher expectations for this
  child, rating attitude, progress, work
  completion, motivation, etc.

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• But thats not FAIR !

• All are entitled to differentiated instruction
• Never tolerate the teasing of a student who is
  receiving differentiated instruction or
  accommodations
• Fair isnt everyone getting the same thing
• Fair is everyone getting what they need!

Everyone is entitled to a special program for an
area in need of improvement, to help improve a
skill.
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Next StepsSection III Topic B

• Spend less time on seatwork
• You do.
• More time on guided practice
• We do.
• Be sure students are ready for You Do
• Teach students differences between
• Skill fluency practice
• Skill mastery assessment

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Next Steps?
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Section III

• Lesson Delivery that Enhances Learning

Topic C Small Group Management
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Grouping Issues Options

• Homogeneous Grouping
• Skills-Based Lessons - usually best to group
  by need
• e.g. - Word study/Spelling by level
• - Decoding/guided reading instruction
  practice
• Groups need to be flexible/change in a
  day fluid as student needs change

Adapted from Dr. Kevin Feldman, 12/01 inservice

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Grouping Issues Options

• Heterogeneous Grouping
• Conceptual/Content-based lessons usually best
  taught in heterogeneous groups diverse
  experience/views etc. enrich the activity
• e.g. - Science, Social Studies, Core
  Literature
• WITH plenty of scaffolded instruction
• (e.g. Graphics, partners)

Adapted from Dr. Kevin Feldman, 12/01 inservice

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Grouping Issues Options

• We need BOTH homogeneous AND heterogeneous
  options
• depends on
• the purpose
• the subject
• the range of prior knowledge

Adapted from Dr. Kevin Feldman, 12/01 inservice

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Elementary Center Management
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ExampleElementary Center Management

• 1 - Center Activity Phonics Game
• Back-up fact card review
• 2 - Center Activity Finish Art Activity
• Back-up Tangrams or List A
• 3 - Center Activity Science Projects
• Back-up Card Game or Building Blocks
• 4 - Seatwork
• Back-up Independent Work file or Independent
  Reading

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Work Groups
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ExampleSecondary Student Work Groups

• 1 Team Activity Finish Civil War Charts with
  Partner
• Back-up Quiz each other
• 2 Individual Activity Finish President Reports
  Individually
• Back-up Illustrations
• 3 Instruction Activity Direct Instruction with
  Teacher
• Back-up none
• 4 Individual Activity Do assignment from
  Direct Instruction
• Backup Independent Reading

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Next StepsSection III Topic C

• Consider when to use homogeneous versus
  heterogeneous groups
• Make graphic management guides
• Teach movement in and out of groups
• Reinforce, reinforce!

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Next Steps?
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Section III

• Lesson Delivery that Enhances Learning

Topic D Simple Teaching and Structuring
Techniques
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Use Cues to Establish

• Instructional Control
• I give an instruction, they do it.
• Maintain Behavioral Momentum
• They comply, comply, comply in sequence.

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Simple Teacher Techniques for Students

• Participation in Large Small Groups
• Choral Responding
• Every Pupil Actively Responding
• Cross Your Finger Technique

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Example of Choral Responding Give Me 5

• Eyes Response on speaker
• Ears Response listening
• Body Response quiet
• Hands Response still
• Mind Response thinking

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Example of Group Re-Orienting without Verbal Cues

• 3 Claps 3 Snaps
• 5 4 3 2 1

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Every Pupil Active Responding
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Cross your finger
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PALS Teams for Reading
Comprehension instruction PALS http//kc.vanderbi
lt.edu/kennedy/pals/ - Stronger reader reads a
paragraph. - Weaker reader prompts.
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PALS Teams for Reading
Weaker reader prompts stronger reader to 1.
Name the Who or What. identification 2.
Tell the most important thing(s) about the
Who or What. elaboration 3. Paraphrase in
10 words or less (paraphrasing straight
jacket) consolidation continues for 5
minutes then switch roles (new text)
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Simple Teacher Techniques for Students

• Refocusing Off-task Behavior with Positive Verbal
  Cueing
• Turtle Technique (for
  younger students)
• Radio Station Tuning (for older students)

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Simple Teacher Techniques for Students

• Refocus with Verbal Cueing and Icons/Symbols
• Point to the rules you are following
• Seatwork Time Self-Recorded Surprise Points
• Green/Yellow/Red Behavior

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Point to rules you are following
Safe ? Respectful ? Responsible?
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Green

• Talk about anything with anybody
• Use comfortable voice level
• Work on anything
• Choose any activity
• Sit anywhere

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Yellow

• Be productive
• Talk only with person(s) next to you
• Talk only about assignment
• Your talk should help you
• Your talk should not interfere with your
  classmates work

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Red

• No talking at all
• Raise your hand, and wait for
• permission to speak
• Be patient
• Yellow and green are coming!

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Simple Teacher Techniques for Students

• The 20-Minute Rule
• Stand
• Stretch
• Move (Teacher specific instruction given)

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Simple Teacher Techniques for Students

• Refocusing Physically Active Learners Having
  Difficulty With Body Motions
• Occasionally allow full-body or partial body
  support
• Recognize that body movement may actually HELP
  the student maintain focus

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Next StepsSection III Topic D

• Do I use my voice to gain attention too much?
• Do I need rule teaching for You Do?
• Example green/yellow/red
• Do I follow the 20-Minute Rule?

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Next Steps?
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Visual representation

• Any visual representing that you have been
  learning/reviewing in AHAA
• I.E., differentiated instruction, accommodations,
  effective strategies, etc, etc.
• Use graphics of any type!