Doing What Works... A Look Inside RtI !

Doing What Works...A Look Inside RtI!

Recommendations or Practices

The Practice of Explicit Teaching and how it connects with the common core.

What is Intentional Teaching?

What is Explicit

Teaching?

What is explicit teaching?When should explicit teaching occur?

Explicit teaching is directing student attention toward specific learning in a highly structured environment.

Focusing on a goal using metacognitive processing.

CRAConcrete – Representation- Abstract

Well-known and familiar – How do students make sense

of this schema?How do teacher’s lessons

reflect this notion?

How does Explicit Teaching aid students who need intervention?

Focuses students on using techniques which aid them in making

connections using representational strategies.

Looking at two types of representational/visualization techniques for connecting the

concrete to abstract…

Problem- Schemata Identification

Strip Diagrams

Problem Schemata Identification and Representation

Facilitates conceptual understandingIdentifies the separate features of

each problem type (change, group, compare)

Organizes the relevant information in the story

Conceptually different than the part/part/whole organizer

Change Story SituationJohn had 47 baseball cards in his collection. He lost

15 of them when his family moved to from Florida to New York. Now he has 32 baseball cards.

Change Set15 baseball cards

47 baseball

cards

32 baseball

cards

Beginning Set Ending Set

Notice the continuous

line and arrow

Group Story SituationTimmy has 54 coins in his piggy bank. 34 are

pennies, and the remaining coins are nickels.

20 coins

34 coins

Pennies and Nickels

54

Compare Story Situation

Martha has 46 cookies and Mabel has 71. Mabel has 25 more cookies than Martha.

71 Cookies46 cookies

25 cookies

Martha Mabel

Compared Set Difference Set Referent Set

Problem Schemata Identification and Representation

Find the problem patternRead the problem carefullyAsk if whether the problem is a

change, group, or compare problem type.

Organize and represent the information using schemata diagrams

Map the known information into the diagrams

Flag the unknown with a question mark.

Using strip diagrams to assist students in visualizing the problem.

Visualizing allows the student to begin to

connect the operation to the problem.

Strip diagrams also help the student

conceptualize magnitude of number.

“How big will this number

be?”

“What operation goes

with this problem?

”

Jenna planted 43 flowers. Some of them started blooming. If 29 have blooms on them, how many do not?

43 Total Flowers

Flowers that do not have blooms

Flowers that bloomed.29 14

Roberto saved $78. He saved $29 more than Mary. How much did Mary save?

$78

?$29

A farmer has 7 ducks. He has 5 times as many chickens as ducks. How many more chickens than ducks does he have?

7

?

Ernesto spent 2/5 of his money on a CD. The CD cost $20. How much money did Ernesto start with?

$20

?

Which diagram goes with this problem?

Jerome has 75 more baseball cards than his friend, Elmo who has 189 baseball cards. How many baseball cards does Jerome have?

? 75

189

Elmo’s 189 baseball cards

75 baseball cards

Jerome’s ___ baseball

cards

How might explicit instruction support students in conceptualizing word problems?

How does this technique differ than the type of procedurally explicit

teaching that often occurs in classrooms?

As a coach, how might this be best taught or shared?