Intensifying Instructional Delivery in the Classroom Strategies for

Intensifying Instructional Delivery in the Classroom Strategies for Meeting the Needs of All Learners New York City Response to Intervention

Intensifying Instructional Delivery in the Classroom I am using evidence based strategies in my core instruction…but they just don’t seem to get it… What now? ! 2

Categories of Practice for Intensifying Instruction Change dosage or time Change the learning environment to promote attention and engagement Combine cognitive processing strategies with academic learning Modify delivery of instruction (Vaughn, Wanzek, Murray, & Roberts, 2013) 3

Intensifying Instructional Delivery in the Classroom Changes in instructional delivery can intensify instruction. These changes include: § Explicit instruction § Systematic instruction § Opportunities for student response and feedback (Center on Instruction, 2012) 4

Intensifying Instructional Delivery in the Classroom These changes have a positive impact on all struggling students, not just students with disabilities, learning differences, or those requiring intensive intervention. 5

Explicit Instruction: What is it? Work with your grade level peers and chart what you think Explicit Instruction is. -10 minutes - Share out 6

Checklist for Effective Instruction § Please review the walkthrough packet and self assess: • Effective Instruction: Explicit Systematic • Grouping for Instruction • Scaffolded Practice 7

Explicit Instruction Overtly teaching the steps or processes needed to understand a construct, apply a strategy, and/or complete a task, including: § Teacher presentation of new material § Teacher modeling § Step by step instruction 8

Explicit Instruction § Instructional Strategies • • State purpose and learning goal of lesson Provide models with clear explanations Use pictures, manipulatives, or “think-alouds” Provide guided practice opportunities Center on Instruction, 2012 9

Explicit Instruction • Develop students’ background knowledge by introducing the vocabulary and information necessary for understanding a new skill or text. Frontload Example: K-W-L chart 10

Explicit Instruction • Discuss the importance of the particular strategy and how it will help them grasp the new skill or text. Introduce Example: Graphic organizer 11

Explicit Instruction • Model how to use the strategy and include self-instruction techniques so that students can talk themselves through the task. Model Example: Think aloud 12

Explicit Instruction • Help students memorize the steps for monitoring their application of the strategy. Drill & Practice Example: Check for understanding 13

Explicit Instruction • Support students as they practice using the strategy while applying the self-instruction and self-monitoring techniques Support Example: Conferencing during guided reading 14

Explicit Instruction • Reinforce when students use the strategy and self-regulation strategies independently. Apply Example: Have students explain their thinking when answering a question. (Vaughn, et al. , 2013; The IRIS Center for Training Enhancements, 2005) 15

Explicit Instructional Focus: Identifying the Beginning Sound in a Word The first sound in man is /mmm/. Everyone, say the first sound in man, /mmm/” “Man starts with the same sound as the first sound in mountain, mop, moon, and money. Does anyone know other words that begin with the same sound as man? ” Which is more explicit? University of Texas & Texas Education Agency, 2010 16

Example Lessons Handout Example Lesson 1 Less Explicit vs. More Explicit Instructional Focus: Generating questions about text 17

Frontload – Introduce – Model – Drill & Practice – Support – Apply Example Lesson 1 Example Lessons Handout Less Explicit Instruction Read: Take 1 minute to read the less explicit instruction lesson for Lesson 1. Think: How can this be made more explicit? 18

Frontload – Introduce – Model – Drill & Practice – Support – Apply Example Lesson 1 Example Lessons Handout More Explicit Instruction Read: Take another minute to read the more explicit adapted lesson for Lesson 1. Share: What are some ways the lesson was adapted to be more explicit? 19

Example Lessons Handout Think-Pair-Share What are some strengths and challenges you see with implementing this strategy? 20

Systematic Instruction 21

Systematic Instruction Break down complex skills Smaller, manageable chunks Sequence Learning Chunks From easier to more difficult Scaffold Temporary supports Center on Instruction, 2012 22

Systematic Instruction § Instructional Strategies • • Break down tasks into smaller steps Break down instruction into simpler segments Use step-by-step strategies Provide temporary support that can be reduced over time Center on Instruction, 2012 23

Systematic Instruction Understanding the 5 Critical Components Within a Comprehensive Core Reading Program Where is the learning gap? The National Reading Panel, 2000 24

Systematic Instruction Systematic phonics instruction that progressed from smaller to larger units, and sequenced from easier to more difficult sounds and word types, was more effective in increasing word reading than less systematic instruction. -The National Reading Panel, 2000 25

Systematic Instruction Less Systematic vs. More Systematic Instructional Focus: Vc-e Rule 26

Systematic Instructional Focus: VC-e Rule Words with an e at the end have the long vowel sound. This word (make) has an e at the end so it has the long sound /a/. The word is make. Let’s read some more words with e at the end. Remember to say the long vowel sound. Whole Group Discussion: Is this systematic? How can this be made more systematic? (University of Texas & Texas Education Agency, 2010) 27

Whole Group Discussion Is this systematic? How can this be made more systematic? 28

Explicit and Systematic Instruction with the highest outcomes for students provide explicit and systematic instruction together. (Fletcher, Lyon, Fuchs, & Barnes, 2007; Swanson et al. , 1999) 29