SYSTEMATIC INSTRUCTION IN MATHEMATICS

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SYSTEMATIC INSTRUCTION IN MATHEMATICS

• Part IScaffolding Instruction

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Objectives

• By the end of this training, you will be able to
• define systematic instruction
• describe major approaches used in systematic
  instruction
• explain how to apply scaffolded instruction in
  teaching math
• relate the benefits of using scaffolded
  instruction

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Evidence-Based Instruction

• Systematic instruction is the most substantiated
  evidence-based instruction (Collins, Kleinert,
  and Land, 2006)
• Systematic instruction is effective in teaching
  various math skills to students with moderate and
  severe disabilities (Browder et al., 2008)

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Research Studies

• Systematic instruction has been used to teach
• frequency tally and graphing (Ackerman and
  Shapiro, 1984)
• addition (McEvoy and Brady, 1988)
• one-to-one correspondence (Lagomarcino and Rusch,
  1989)
• use of a calculator and graphing (Lovett and
  Haring, 1989)
• use of a number line and matching numbers
  (Copeland et al., 2002)

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Research Example

• Teaching students with moderate disabilities to
  count money by using the sequential prompting
  strategy (Colyer and Collins, 1996)
• Show the flash card (3.75)
• State the price as a cashier (It is three
  seventy-five)
• Tell the student what to do (Give me three
  dollars and one more)
• Model, and have the student follow

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What Is Systematic Instruction?

• Systematic instruction refers to a well-planned
  sequence for instruction.
• It is designed before the activities and lessons
  are developed, and it is based on student
  characteristics.
• It involves a variety of instructional methods,
  including scaffolded instruction, system of
  prompts, and reinforcement.

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Scaffolding Instruction

• Scaffolding instruction is the systematic
  sequencing of prompted content, materials, tasks,
  and teacher and peer support to optimize
  learning.
• (Dickson, Chard, and Simmons, 1993, p. 12)

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Zone of Proximal Development

• Zone of proximal development (ZPD) is the area
  between what the child can accomplish unaided and
  the level the same child can accomplish with
  assistance.
• (Beed, Hawkins, and Roller, 1991)
• Scaffolding provides the support as needed and
  leads to independent task performance.
• (Graves and Braaten, 1996)

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Scaffolding Instruction

• The goal of scaffolding is to support
• students until they can apply the new skills
• and strategies independently.
• (Larkin, 2001)

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Scaffolding Instruction for Mathematics

• The purpose of scaffolding instruction is to
  provide students who have learning problems a
  teacher supported transition from primarily
  seeing and hearing the teacher demonstrate and
  model a particular math concept/skill to
  performing the skill independently.
• (http//fcit.usf.edu/mathvids/strategies/si.html)

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Procedures

• Teacher initially describes/models the
  concepts/skills several times.
• Teacher models the skill with the students input
  (for example, with questions and answers).
• Teacher gradually fades directions as students
  demonstrate increased levels of competency in
  performing the skill.
• Teacher monitors students to perform the skill
  with few or no prompts.

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Scaffolding Instruction Procedures
Activity 1
Teacher modeling
(Beed et al., 1991)
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Teacher Modeling

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Modeling with Student Input


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Cueing Specific Elements


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Handout 1 Activity 2
(Beed et al., 1991)
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Video

• Watch the video and reflect on how the teacher
  implemented the Scaffolding Instruction.
• Click to play the video

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Closure

• Take out your Change of Practice Plan. Think
  about what you learned in this module and relate
  it to your classroom. Write down some ideas of
  what you want to start to use in your classroom.