1 © 2007 Clemson University – All rights reserved Georgias Graduation/ Dropout Prevention Project Building Systems to Help Students with Disabilities Graduate:

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© 2007 Clemson University – All rights reserved

Georgia’s Graduation/ Georgia’s Graduation/ Dropout Prevention Dropout Prevention

ProjectProjectBuilding Systems to Help Students with Disabilities

Graduate:Strategies to Improve Academic

SuccessJanuary 2008

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Goals of Today’s SessionGoals of Today’s SessionGoals of Today’s SessionGoals of Today’s Session

• Provide insight to the problem of dropout among students with disabilities

• Connect effective teaching principles to the tasks and challenges of graduating students with disabilities

• Provide a brief review of the literature on effective instruction

• Identify 20 ways you can begin to improve educational outcomes for students with disabilities -Tomorrow

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School CompletionSchool CompletionSchool CompletionSchool Completion

• An important indicator of individual student accomplishment

• Evidence of academic success and task persistence

• Evidence of the extent to which schools engage students in the educational process.

• National accountability measure of school performance

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How Big Is the Problem for How Big Is the Problem for Students with Disabilities?Students with Disabilities?How Big Is the Problem for How Big Is the Problem for Students with Disabilities?Students with Disabilities?

• In the 1999-2000, 29.4% of all students with disabilities in grades 9-12 dropped out of school.

• Over 85,000 students with disabilities dropped out of school, enough to fill over 1,770 school buses

National Center for Education Statistics, 2002. Dropout Rates in the United States: 2000.

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What Do We Know About What Do We Know About factors that attribute to High factors that attribute to High

Dropout Rates Among Dropout Rates Among Students with Disabilities?Students with Disabilities?

What Do We Know About What Do We Know About factors that attribute to High factors that attribute to High

Dropout Rates Among Dropout Rates Among Students with Disabilities?Students with Disabilities?

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Lessons Learned from Lessons Learned from ResearchResearch

Lessons Learned from Lessons Learned from ResearchResearch

• Drop out • Complex

– Defined in various ways• Event• Status• Cohort• High school completion rate

– Involves multiple factors– Involves disengagement

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Who Drops Out & WhyWho Drops Out & WhyWho Drops Out & WhyWho Drops Out & Why

• School Related (problems getting along with teachers, getting suspended or expelled, unfair discipline practices, bad grades, didn’t like school)

• Peer Related (friends dropping out)

• External Stressors (pregnancy/teenage parenthood, need to support family)

• Individual (attitude toward school, relevance of education)

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Understanding Why Students Drop Understanding Why Students Drop OutOut

Understanding Why Students Drop Understanding Why Students Drop OutOut

• Push effects – situations or experiences within the school environment that aggravate feelings of alienation, failure and dropout (e.g., raising standards without providing supports, suspension, negative school climate)

• Pull effects – factors external to the school environment that weaken or distract from the importance of school completion (e.g., pregnancy)

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Bottom LineBottom LineBottom LineBottom Line

some cannot be easily altered to change the trajectory of dropout and school Factors associated with dropping out of school are numerous and completion rates

Factors can be categorized into two major types: Status Alterable

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For Students with DisabilitiesFor Students with DisabilitiesFor Students with DisabilitiesFor Students with Disabilities

• Alterable variables associated with dropout– high rates of absenteeism– history of course failure – low participation in extracurricular

activities – negative attitudes toward school– grade retention

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Key Concepts in Understanding Dropout Key Concepts in Understanding Dropout Key Concepts in Understanding Dropout Key Concepts in Understanding Dropout

• Dropping out of school is a process of disengagement that begins early

• School completion encompasses a broader view than simply preventing dropout.

• Engaging students in school and learning is a key ingredient in preventing dropout and keeping kids in school (participation, identification, social bonding, personal investment in learning)

• A focus on enhancing students connection with school and facilitating successful school performance is a promising approach for improving school completion.

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Student Engagement in School and Student Engagement in School and LearningLearning

Student Engagement in School and Student Engagement in School and LearningLearning

• Engagement is a multi-dimensional construct involving associated indicators and facilitators (Christenson, 2002)

– Academic (homework completion, on-task)

– Behavioral (attendance, participation)

– Cognitive (relevance of education to future)

– Psychological (sense of belonging)

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Address Alterable VariablesAddress Alterable VariablesAddress Alterable VariablesAddress Alterable Variables

School level alterable variables associated with school completion for students with disabilities (Wagner, Blackorby & Hebeler, 1993)

– Providing direct, individualized tutoring and support to complete homework assignments

– Support to attend class, and stay focused on school

– Participation in vocational education classes– Participation in community based work

experience programs and training for competitive employment

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THE OPPORTUNITIESTHE OPPORTUNITIES

• Improving Student Achievement• Meeting Educational Requirements• Visioning for All Students• Expanding Student Opportunities• Building Better Tomorrows

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“To every complex problem, there is a simple solution…

that doesn’t work”

Mark Twain

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Strategies To Keep Strategies To Keep Students Engaged in Students Engaged in

SchoolSchool

Strategies To Keep Strategies To Keep Students Engaged in Students Engaged in

SchoolSchool•Academic Engagement – Strategies to increase

time on task, academic engaged time, or credit accrual.

•Examples:– Principles of Effective and Differentiated

Instruction– Active Listening– Note taking– Streamlining Transitions– Questioning & Feedback– Credit Recovery

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What We Know that What We Know that WorksWorks

What We Know that What We Know that WorksWorks

•Effective Instruction!• School-wide behavior supports • Focus on adjusting school

climate rather than changing students

• Reading & Math Instruction• Progress Monitoring

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Who Struggles in School??Who Struggles in School??Who Struggles in School??Who Struggles in School??

• Activity– Basic Patterns– Basic Math Facts

– Mutli-step Problems

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What do you believe?What do you believe?What do you believe?What do you believe?

•What is it that you believe about children/students and learning?

•What is it that you believe is the biggest challenge/barrier to academic success for all students?

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All educators want children to learn.

All parents want children to learn.

All children want to learn.

Belief Statements…Belief Statements…Belief Statements…Belief Statements…

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Shifts Shifts in Thinking…in Thinking…Shifts Shifts in Thinking…in Thinking…

Over the last 30 years, how we address the needs of students has

evolved –

we have changed our thinking on how we teach and how children

learn.

These discoveries have resulted in changes in educational laws and

practices.

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ShiftsShifts in the Law… in the Law…ShiftsShifts in the Law… in the Law…

• ESEA / NCLB– accountability– school improvement– adequate yearly progress (AYP)

• IDEA 2004– effective instruction– progress monitoring– early intervening services

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ESEA/NCLB ESEA/NCLB andand IDEA 2004 IDEA 2004ESEA/NCLB ESEA/NCLB andand IDEA 2004 IDEA 2004

• Companion laws that address closing the achievement gaps

• Underscore importance of high quality, scientifically-based instruction and interventions

• Hold schools accountable for the progress of ALL students in meeting grade level standards

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Response to Intervention Response to Intervention is…is…

Response to Intervention Response to Intervention is…is…

the practice of providing high-qualityinstruction/intervention matched to student needs

and using learning rate over time

and level of performance to

inform educational decisions

Source: NASDSE. Response to Intervention: policy considerations and implementation

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Response To Intervention Response To Intervention (RTI)(RTI)

Response To Intervention Response To Intervention (RTI)(RTI)

“The main objective of RTI is not to identify students for special education, but rather to help all students achieve at a proficient level and ultimately [schools] make adequate yearly progress.”

Source: Nebraska Dept. of Educationwww.nde.state.ne.us/SPED/reg/documents/ResponseToIntervention-Admdays2005.pdf

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RTI within theRTI within the School Improvement School Improvement

MovementMovement

RTI within theRTI within the School Improvement School Improvement

MovementMovement• Student achievement and behavior improve

as a result of early intervention

• May be thought of as a process that fits within school reform and school improvement efforts

• May help reduce disproportionate representation of minority students in special education

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RTI and NCLBRTI and NCLBRTI and NCLBRTI and NCLB

“Utilizing a RTI framework across disciplines as well as grade levels is consistent with NCLB and promotes the idea that schools have an obligation to ensure that all students participate in strong instructional programs that support multi-faceted learning”

(NRCLD, July 2005)

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Core Principles of RTICore Principles of RTICore Principles of RTICore Principles of RTI

• Unifying Belief: “All kids can learn.”

• Problem-Solving and Problem-Analysis

• Universal screening of academic, behavioral and social emotional indicators of success

• Prevention Focused: academic, behavioral, social emotional

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Core Principles of RTICore Principles of RTI (continued)(continued)

Core Principles of RTICore Principles of RTI (continued)(continued)

• Evidence-based interventions with fidelity of implementation

• Ongoing and sensitive progress monitoring of student response to interventions

• Data-based decision making

• Multi-tiered system with increasing levels of intensity

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Research Elements of RTIResearch Elements of RTI

• Two or more tiers of increasingly intense scientific, research-based interventions

• Individual problem solving model or standardized intervention protocol for intervention tiers

• Explicit decision rules for assessing learners’ progress

• Implementation of a scientifically-based, differentiated curriculum with different instructional methods.

Source: Daryl Mellard, National Research Center on Learning Disabilities (NRCLD). (March 2, 2006) Presentation at the IDEA Partnership Meeting, “ Integrating IDEA Provisions with School Reform: EIS & RTI.”

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An Example Tiered RTI ModelAn Example Tiered RTI Model

Tier 1: CORE ACADEMIC AND BEHAVIORAL INSTRUCTION; UNIVERSAL SUPPORTS; universal screening and INSTRUCTIONAL and BEHAVIORAL

INTERVENTIONS

(at least 80%)

Tier 2: TARGETED INTERVENTIONS and progress monitoring

(15%)

Academic Behavior

Significantly Low Underachievement

Insufficient Response to Intervention

Tier 3: INTENSIVE INTERVENTIONS

(5%)

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Components of an Effective School-wide Model

Adapted from Logan City School District, 2002

Curriculum and

InstructionAssessment

Instructional Environment

and Resources

Student Success

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Connecting effective teaching Connecting effective teaching principles to the tasks and principles to the tasks and challenges of graduating challenges of graduating students with disabilitiesstudents with disabilities

Connecting effective teaching Connecting effective teaching principles to the tasks and principles to the tasks and challenges of graduating challenges of graduating students with disabilitiesstudents with disabilities

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Assessment Instruction CycleAssessment Instruction CycleAssessment Instruction CycleAssessment Instruction Cycle

Initial Assessment• collect historical data• formal standardized assessment• diagnostic assessment

Instructional Design• analyze content for sameness• select range of examples• select language of instruction• sequence language and examples• organize into daily lessons• schedule practice of examples• provide for cumulative review

Progress Monitoring• determine appropriate starting level• monitor progress frequently• graph student scores• evaluate progress• determine need for instructional

modifications

Instructional Delivery•secure attention•pace briskly

-frequent responses-adequate think time

•monitor student performance•provide feedback

-systematic corrective-specific reinforcement Madigan, Hall, & Glang (1997)

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InstructionalDesign

Instructional Delivery

Effective Teaching

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Ten Effective Teaching PrinciplesTen Effective Teaching PrinciplesTen Effective Teaching PrinciplesTen Effective Teaching Principles

1. Active Engagement

2. Providing the Experience of Success

3. Content Coverage and Opportunity to Learn

4. Grouping for Instruction

5. Scaffolded Instruction

Bost & Riccomini, 2006; Ellis, Worthington, et. al., 2001

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Ten Effective Teaching PrinciplesTen Effective Teaching PrinciplesTen Effective Teaching PrinciplesTen Effective Teaching Principles

6. Addressing Forms of Knowledge

7. Organizing & Activating Knowledge

8. Teaching Strategically

9. Making Instruction Explicit 10. Teaching Sameness

Bost & Riccomini, 2006; Ellis, Worthington, et. al., 2001

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1. Engaged Time1. Engaged Time

Principle 1: Students learn more when they are engaged actively during an instructional task.

…time is an important instructional variable!!

Engaged Time Achievement

Engaged Time

Achievement

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Engaged TimeEngaged TimeEngaged TimeEngaged Time

Three aspects of time that directly impact student learning:

1. time allocated for the activity

2. degree to which students are engaged during the allocated time

3. the rates of success the students experience while engaged in the activity

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Engaged TimeEngaged TimeEngaged TimeEngaged Time

Academic Engaged Time

The amount of allocated time a student spends actively engaged in appropriate tasks that she/he can perform

with a high rate of success.

This is learning!!!

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ALLOCATED TIME 79%the amount of time allocated for instruction in a content area

Time and the School DayTime and the School DayTime and the School DayTime and the School Day

AVAILABLE TIME 6 hours = 100%the amount of time available for all school activities in a school year

ENGAGED TIMEthe amount of time the student is actively engaged in learning tasks Average = 42% Range: 25% - 58%

ACADEMIC LEARNING TIME (ALT)the amount of time successfully engaged in academic tasks Average = 17% Range: 10% - 25%

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– affects attitude as well as achievement– Success is important in the areas of

schoolwork (e.g., academic success, good grades, success on high stakes assessment) as well as personal and social issues (McPartland, 1994)

– how much time being successful?– how successful should they be?– what is critical for success?

• Question: How many more activities would you be willing to actively participate before you shutdown?

2. 2. Success RateSuccess Rate

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SuccessSuccessSuccessSuccess

• When you are not successful at something, it is only a matter of time before you will stop.

• When students are continually asked to complete tasks they cannot do for a variety of reasons:– Lack of preskills– Lack of prior knowledge– Lack of motivation

• THEY WILL SHUTDOWN!!!!

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• The more taught (well), the more learned• Curriculum determination

– what is taught– how to cover more….BETTER and EFFICIENTLY

• Teacher planning– Is time built into the day/week for teachers to plan and

make instruction decisions based on instructionally relevant data

– Match between appropriate material and student level– Teach explicitly and logically organized– Teach efficiently

• Professional Development– Differentiating instruction based on student needs is

not an easy task to complete.– Focused and continuous professional development is

needed

3. 3. Content Coverage/Opportunity to Content Coverage/Opportunity to LearnLearn

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More on Content CoverageMore on Content CoverageMore on Content CoverageMore on Content Coverage

Textbooks Influence Instruction• 75-90% of classroom instructional

activities are dictated by the textbook used by the teacher

• Textbooks represent the primary means of presenting new content to students

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More on Content CoverageMore on Content CoverageMore on Content CoverageMore on Content Coverage

Problems with Textbooks– Lack of “match” for the learning needs

of students with disabilities– Inconsiderate to naïve and slow learners – Overemphasize conceptual knowledge

or procedural knowledge– Require modifications before to meet

the needs of low performing students and students with disabilities

– Textbook and/or curriculum operates as the foundation before teachers begin mix and matching

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– Group = achievement– Advantages of grouping for

instruction•more instruction•better instruction•more on-task time•practice critical behaviors

– Group across classrooms and grades•Easier in elementary and middle•More of challenge in secondary

4. 4. Grouping for InstructionGrouping for Instruction

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– Grouping allows for more focused instruction

– The challenge is finding EXTRA TIME– After school is not always the best

option– Reconfiguring the school day can

provide additional instructional time.– Can you find this time????

Grouping = Additional ALTGrouping = Additional ALT

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Reading Instruction at Secondary Reading Instruction at Secondary LevelsLevels

Reading Instruction at Secondary Reading Instruction at Secondary LevelsLevels

• More and more schools are screening 9th graders entering high school for reading problems/deficits

• Students identified with reading problems/deficits are placed in structured corrective reading programs designed for adolescents struggling to read

• Example programs include :– Corrective Reading-Scientific Reading Associates– Language!-Sopris West

• NOTE: 75% of students with reading problems in 3rd grade exhibit reading problems in 9th grade (if their still in school)– TIME is not an effective intervention!!!!!

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• temporary and adjustable support• reduce task to fewest steps• initial explicit demonstration• promote student elaboration• promoting cueing• scaffolding and explicit instruction

5. 5. Scaffolded InstructionScaffolded Instruction

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• Special education teachers provide TOO much support

• Regular education teachers DO NOT provide ENOUGH support

• Whatever support is provided must be systematically FADED so that students become function independently

5. 5. Scaffolded InstructionScaffolded Instruction

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Instructional ScaffoldingInstructional ScaffoldingInstructional ScaffoldingInstructional Scaffolding

• Instructional – is a process in which a teacher adds

supports for students to enhance learning and aid in the mastery of tasks.

• 3 Levels of Instructional Scaffolding– Content– Task– Material

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3 Levels Instructional 3 Levels Instructional ScaffoldingScaffolding

3 Levels Instructional 3 Levels Instructional ScaffoldingScaffolding

• Content Scaffolding– the teacher selects content that is not

distracting (i.e., too difficult or unfamiliar) for students when learning a new skill.

– allows students to focus on the skill being taught, without getting stuck or bogged down in the content

• 3 Techniques for Content Scaffolding– Use Familiar or Highly Interesting Content– Use Easy Content– Start With the Easy Steps

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Example of Content Example of Content ScaffoldingScaffolding

Example of Content Example of Content ScaffoldingScaffolding

• Math Word Problems Strategy Instruction– Remove irrelevant information– Include answer in the problem (i.e., no

question)– Allows students to focus in process of strategy

• For example:– Robert planted an oak seedling. It grew 10

inches the first year. Every year after it grew 1 ¼ inches. How tall was the oak tree after 9 years?

– An oak seedling grew 10 inches in the first year. Every year after it grew 1 inch. After 9 years the oak tree was 18 inches tall.

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Instructional ScaffoldingInstructional ScaffoldingInstructional ScaffoldingInstructional Scaffolding

• Task Scaffolding– Specify the steps in a task or instructional

strategy– Teacher models the steps in the task,

verbalizing his or her thought processes for the students.

– the teacher thinks aloud and talks through each of the steps he or she is completing

– Even though students have watched a teacher demonstrate a task, it does not mean that they actually understand how to perform it independently

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Example of Task Example of Task ScaffoldingScaffolding

Example of Task Example of Task ScaffoldingScaffolding

Lesson 1: – Teacher:

• Names the strategy step

• Describes the first step • Models its use

• Lesson 2: – The students:

• Name the first step

– Teacher: • Describes the first step • Models its use

COPS (a strategy for editing paragraphs)COPS (a strategy for editing paragraphs)

Lesson 3: – The students:

• Name the first step

• Describe the first step

– The Teacher: • Models its use

• Lesson 4: – The students:

• Name the strategy step

• Describe the first step

• Model its use

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ScaffoldingScaffoldingScaffoldingScaffolding

• How much scaffolding is necessary?

• BOTTOM LINE:

As much as the students require to learn and be

successful!

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Instructional ScaffoldingInstructional ScaffoldingInstructional ScaffoldingInstructional Scaffolding

• Material Scaffolding– Material scaffolding involves the use of written

prompts and cues to help the students perform a task or use a strategy.

– This may take the form of cue sheets or guided examples that list the steps necessary to perform a task.

– Students can use these as a reference, to reduce confusion and frustration.

– The prompts and cues should be phased out over time as students master the steps of the task or strategy.

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Example of Material Example of Material ScaffoldingScaffolding

Example of Material Example of Material ScaffoldingScaffolding

• Concepts Maps—better to use a few rather than 50 different concepts maps

• Posters and bulletin boards are other examples. Remember they must be faded over time

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Example of Material Example of Material ScaffoldingScaffolding

Example of Material Example of Material ScaffoldingScaffolding

• Guided examples: A step-by-step instructional guide for how to apply a strategy or complete a task.

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a. Declarative•facts, vocabulary

b. Procedural•how to use steps of a rule or strategy

c. Conditional•when and where to use rules or strategies

6. 6. Address Forms of KnowledgeAddress Forms of Knowledge

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• assist students in organizing, storing, and retrieving knowledge

• goal of education is transfer of knowledge• therefore, students need to access and

use knowledge• problem areas

• insufficient knowledge base• poorly organized knowledge base• conditional knowledge

7. 7. Activate and Organize Activate and Organize KnowledgeKnowledge

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ExamplesExamplesExamplesExamples

1. Name the Great lakes.

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ExamplesExamplesExamplesExamples

1. Name the Great lakes.

HOMES

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ExamplesExamplesExamplesExamples

1. Name the Great lakes.

H uron

O ntario

M ichigan

E rieS uperior

HOMES

Did that help you activate and retrieve the desired information?

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Breakout ActivityBreakout ActivityBreakout ActivityBreakout Activity

With a partner, list 2-3 other organizational devices that you use to help students or yourself.

1.

2.

3.

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INTERVENTIONS RELATED TO INTERVENTIONS RELATED TO ACTIVATION AND ORGANIZATION ACTIVATION AND ORGANIZATION

OF KNOWLEDGEOF KNOWLEDGE

INTERVENTIONS RELATED TO INTERVENTIONS RELATED TO ACTIVATION AND ORGANIZATION ACTIVATION AND ORGANIZATION

OF KNOWLEDGEOF KNOWLEDGE

• memory devices– Mnemonic Devices

• advance organizers• review of prerequisite skills• graphic organizers• structured study guides***• organized lectures with guided notes

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Structured Note-Taking Structured Note-Taking GuidesGuides

Structured Note-Taking Structured Note-Taking GuidesGuides

• Simple Technology At Work• Proving students a structured note-

taking guide to allow students to copy and paste notes was most efficient for completeness and accuracy of notes as well as for delayed recall of information (i.e., studying and retaining information) Igo, Riccomini, Bruning, & Pope, 2006; Igo & Riccomini, (in press).

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Structured Note-Structured Note-Taking Sheet for Taking Sheet for Copy and PasteCopy and Paste

Structured Note-Structured Note-Taking Sheet for Taking Sheet for Copy and PasteCopy and Paste

• Students copy-pasted notes into structured note-taking sheet

• Students reported copy and paste was easier because they did not have to worry about spelling or typing (Igo et al., 2006)

• Other students reported that they could actually read and study their notes (Igo & Riccomini, in press)

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Memory Aids and DevicesMemory Aids and DevicesMemory Aids and DevicesMemory Aids and Devices

• Mnemonics• Are devices, such as formulas or rhymes

or pictures, used as aids in remembering.

• Mnemonics are instructional strategies suited for students who have difficulties focusing attention and exhibit poor motivation.

• Mnemonics are enjoyable, engaging, and highly successful

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Example of Keyword Example of Keyword MnemonicMnemonic

Example of Keyword Example of Keyword MnemonicMnemonic

• Testing your Disney character knowledge.• Identify which one is Chip and which one

is Dale from the picture below.

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Keyword Mnemonics MethodKeyword Mnemonics MethodKeyword Mnemonics MethodKeyword Mnemonics Method

• Used to strengthen the connection between a new word and its associated information.

• Three ways to put information into a more meaningful and memorable forms (Reconstructive Elaborations)1. Keyword method (acoustic reconstructions)-

using similar-sounding keywords.2. Symbolic Reconstructions- abstract information

is reconstructed into a symbolic picture.3. Pictorial or mimetic reconstructions- used to

remember familiar or concrete information.

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• focus on becoming an independent, self-regulated learner

• how to learn versus teaching content• all students use strategies, but some are

not very efficient or effective• don’t generate strategies or learn them

observationally (Pattern Activity & MultiStep Problem)

• use scaffolding, active student participation with the goal of independent strategy use

8. 8. Strategic InstructionStrategic Instruction

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Five Strategic Instructional Five Strategic Instructional GuidelinesGuidelines

Five Strategic Instructional Five Strategic Instructional GuidelinesGuidelines

1.Preskills of a strategy are taught before the strategy itself is presented

2. Instances that are consistent with a strategy are introduced before exceptions

3.High utility skills are introduced before less useful ones.

4.Easy skills are taught before more difficult ones.

5.Separate skills that are easily confused.

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Strategy Instruction Model Strategy Instruction Model ProgramsPrograms

Strategy Instruction Model Strategy Instruction Model ProgramsPrograms

University of Kansas Center on Research

http://www.ku-crl.org

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a. make goals, objectives, and expectations explicitb. make instructional content explicitc. make the structure of the lesson explicit

9. 9. Making Instruction ExplicitMaking Instruction Explicit

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• The National Research Council (Kilpatrick,et al., 2001) call for a mix of explicit instruction with opportunities to apply principles using real-life problems.

• As teachers we recognize that students do and should construct their own knowledge. However, we must guide them in their discovery

Explicit vs. Explicit vs. ImplicitImplicit

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Explicit & Implicit Explicit & Implicit ProgressionProgression

Explicit & Implicit Explicit & Implicit ProgressionProgression

• Explicitly model all critical steps• Demonstrate the most efficient

strategy multiple times with many examples

• Challenge students to develop “their own” way to become problem solvers

• (i.e., Ski example)

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To promote transfer and generalization

By teaching sameness in and across skills, we promote the ability to access knowledge in new situations.

10. Teaching 10. Teaching SamenessSameness

Teachers can teach more content in less time and encourages students to build important foundational ideas for the development of more complex cognitive structures (i.e., problem solving skills)

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More on SamenessMore on SamenessMore on SamenessMore on Sameness

By nature, we constantly seek out sameness, we attempt to figure out the strategy.

Our goal as educators: Build APPROPRIATE cognitive structures

AVOID learner misconceptions

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Example of SamenessExample of SamenessExample of SamenessExample of Sameness

• Parallelogram vs. Rectangle

If we do not purposefully and explicitly make connections (teach sameness) students end up trying to learn many many separate concepts and ideas.

Rubenstein & Thompson (2002). p. 110

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Assessment Instruction CycleAssessment Instruction CycleAssessment Instruction CycleAssessment Instruction Cycle

Initial Assessment• collect historical data• formal standardized assessment• diagnostic assessment

Instructional Design• analyze content for sameness• select range of examples• select language of instruction• sequence language and examples• organize into daily lessons• schedule practice of examples• provide for cumulative review

Progress Monitoring• determine appropriate starting level• monitor progress frequently• graph student scores• evaluate progress• determine need for instructional

modifications

Instructional Delivery•secure attention•pace briskly

-frequent responses-adequate think time

•monitor student performance•provide feedback

-systematic corrective-specific reinforcement Madigan, Hall, & Glang (1997)

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Effective Instruction Effective Instruction SummarySummary

Effective Instruction Effective Instruction SummarySummary

• Educators can only control what they can control—Alterable variables most notably the Curricular Materials and Daily Instruction

• Some aspects can be completed at the Teacher Level while others are more of a System issue

• No assumptions other than: We (teachers) can always plan and deliver a more effective lesson!

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20 Ways to Make Instruction 20 Ways to Make Instruction More EffectiveMore Effective

20 Ways to Make Instruction 20 Ways to Make Instruction More EffectiveMore Effective

1. Use Big Ideas for Lesson Foundation2. Sequence Information Strategically3. Develop a Structure for Instructional

Lessons4. Connect New Content to Prior Knowledge5. Explain New Content Clearly6. Correct Errors Quickly7. Make Abstract Concepts Conrete8. Increase Allocated and Engaged Time9. Increase Opportunities for Responding10.Use Effective Questioning Techniques

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20 Ways to Make Instruction 20 Ways to Make Instruction More EffectiveMore Effective

20 Ways to Make Instruction 20 Ways to Make Instruction More EffectiveMore Effective

11.Maintain a Brisk Pace12.Use Guided Practice13.Alternate Using Examples and Nonexamples14.Use Flexible Grouping15.Monitor Student Progress16.Use Assessment Data to Inform Instruction17.Use Reminders (mnemonics)18.Provide Guided Notes19.Teach Concepts Maps20.Demonstrate Self-Monitoring & Adjusting

Skills

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“Insanity is continuing to do what you have always done and expecting different results”

Albert Einstein

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Questions?Questions?Questions?Questions?

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Thank You!Thank You!Thank You!Thank You!

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Contact Information:Contact Information:

Paul Riccomini, [email protected]@clemson.edu

Clemson UniversityClemson University215 Holtzendorf Hall 215 Holtzendorf Hall Clemson, SC 29631Clemson, SC 29631

864-656-5992864-656-5992

www.ndpc-sd.orgwww.ndpc-sd.org© 2007 Clemson University – All rights reserved