Response To Intervention Module 1 Teaching and Learning

Response To Intervention Module 1: Teaching and Learning 2 nd Coaching Session (Week of March 27, 2017) Presenter: Brent Johnson, Instructional Director

Agenda 1 Review differentiation, student centers, and flexible groups. Modify small groups and student centered rotation schedules. 4 Identify and Understand each phase of the Gradual Release of Responsibility Model.

Objectives Participants will be able to. . 1 1 2 3 Understand how to transition from whole group, direct instruction to independent activities or assessments. Understand how to use effective instructional practices to support student learning. Use the Gradual Release of Responsibility to provide instruction in whole group and small group instructional formats. 3

Key “Look Fors” for This Session Teacher observations show evidence of instructional practices that are focused on meeting the RTI goals of individual/small groups learners. (3. 2) Look Fors are derived from the tool used for each school’s RTI Needs Assessment in collaboration with VIDE.

Let’s Review: How Students Learn Auditory Learn best by hearing Kinesthetic Learns best by movement or physically Visually Learn best by seeing Aural Logical Learn best musically or rhythmically Learns best mathematically Social Learns/Works best in a group Solitary Learns/Works best alone

4 Ways to Differentiate Content • Based on Webb’s Depth of Knowledge. Process • Based on learning styles. Product • Based on completion of a task, activity, or project. Learning Environment • Small groups, whole group, or independently.

Review: Types of Flexible Groups Homogeneous Students are on the same level. Heterogeneous Students are on varying levels. Random May be on different levels. • No plan or purpose for grouping.

Review: Student Centers Rotation Schedule What changes have you made (if any) from the previous session? Have you tried to use centers in your class since the previous session? • What were some of your best practices? • What were your experiences? How did you differentiate your groups? What type of flexible groups did you choose?

Student Center Rotation Schedule Examples Reading Stations (one a day) Centers Monday Tuesday Wednesday Thursday Friday Word Work Group 1 Group 2 Group 3 Group 4 Group 5 Technology Group 2 Group 3 Group 4 Group 5 Group 1 Guided Reading Group 3 Group 4 Group 5 Group 1 Group 2 Seat Work Group 4 Group 5 Group 1 Group 2 Group 3 Read to Self Group 5 Group 1 Group 2 Group 3 Group 4

Student Center Rotation Schedule Examples Reading Stations (2 hour block; Five 20 minute rotations, daily) Rotations Word Work Technology Guided Reading Seat Work Read to Self 1 Group 2 Group 3 Group 4 Group 5 Group 1 3 Group 4 Group 5 Group 1 Group 2 Group 3 5 Group 1 Group 2 Group 3 Group 4

Examples of Group/Centers Charts

Examples of Group/Centers Charts

Examples of Group/Centers Charts

Review Teacher-Led Groups Whole Group Used to introduce new materials and strategies to the entire class. Identifies students’ prior knowledge and experiences that will affect new knowledge acquisition. Builds common experiences and provides a shared basis for further exploration, problem solving, and skill development. Small Group Independent, Teacher directed activity Provides opportunities for working with students who have common needs such as reinforcement or enrichment. Reinforces skills needed to work independently or supports students who work best alone.

Gradual Release of Responsibility Model What is it? A successful approach for moving classroom instruction from teachercentered, whole group delivery to student-centered collaboration and independent practice What does it do? The GRR scaffolds instruction so that the teacher is able to strategically guide students through the lesson and eventually position them to a level of independent understanding and task completion. When is it used? How is it structured? When introducing a new skill or concept or reviewing a previously learned skill or concept during whole group instruction. The GRR is structured into 4 phases: “I Do”, “We Do”, “You Do It Together”, and “You Do”

GRR: “I Do” (Direct Instruction) Teache r Models the skill/strategy or provides instruction on the content. Uses a think aloud strategy to model student thinking. Provides understanding of goals, objectives, and purpose. Student Observes Takes Notes Participates by listening and not speaking. Handout 1

GRR: “We Do”(Guided Instruction) Teacher Guides students through understanding of skill/strategy/content using method used during the “I Do” Supports student understanding by answering questions Prompts students and provides additional modeling if necessary Student Participates in conjunction with teacher Asks questions and gains clarity Handout 1 Works with peers and supports the learning of each other

GRR: “You Do It Together” (Peer Collaboration) Teacher Circulates the classroom to: Observe student interactions Provide support to struggling learners Prompt or cue Provide feedback Address any confusion to ensure understanding Student Works in pairs or a small group to gain understanding Applies understanding of information using the strategy learned during the “I Do” on a task or shortened assignment and gains clarity Supports understanding of other peers Handout 1

GRR: “You Do” (Independent Activity) Teacher Provides individual feedback Evaluates understanding of students individually Student Works independently Uses notes and understanding of information through three previous phases to complete task Asks for additional support if necessary Handout 1

Activity: Modeling the GRR Observe the presenter conducting a lesson on the Area Model of Multiplication. Use your Frayer Model sheet to note your observations during each phase of the GRR. Handout

Activity: Group GRR Directions: • Review the assigned standard. • Work with your group to explain and/or model how you would support your students through each phase of the GRR with that standard. K-2 CCSS. ELA-LITERACY. W. 1. 1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 3 -5 CCSS. ELA-LITERACY. W. 4. 3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 6 -8 CCSS. ELA-LITERACY. W. 6. 1. B Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Examples of Ways to Implement the GRR Example 1 • Monday: GRR, Tuesday-Thursday (or Friday): Small Group Centers Example 2 • Monday: I Do and We Do, Tuesday-Thursday: You Do it together (Small Group Centers), Friday: You Do (Assessment) Example 3 • Monday: I Do and We Do, Tuesday-Thursday: You Do it together (Small Group Centers), Friday: You Do (practice and assessment) Example 4 • Reading Block: Monday: GRR (30 minutes), Small Group Centers (1 hr, 30 minutes), Tuesday-Thursday (Small Group Centers), Friday (assessment)

I Do We Do - Review key terms such as character and narrator. - Guide students on completing the Venn Diagram by identifying how the two texts are different. - Review previously read text (i. e. The Three Little Pigs) - Identify story elements from the text. - Fill in the Venn Diagram based on the discussion. - Provide meaning of compare and contrast and point of view. - Assist students with identifying story elements from each text. - Identify the point of view of the characters in the text. - Read the True Story of the Three Little Pigs text. - Discuss one or two commonalities between the - Model completing a Venn Diagram to texts. CCSS. ELA-LITERACY. RL. 4. 6 compare and contrast the texts. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations. You Do It Together - Work with a partner to identify the commonalities between each texts. - Direct the students to complete the Venn Diagram together. - Circulate the room and provide support wherever needed. - Provide the students two passages that discusses changes that schools should make: 1) Students Need More Arts Programs 2) STEM for Success - Have the students read both texts. Complete a Venn Diagram to identify the point of view of each author. - Circulate the room to ensure understanding.

Activity: Lesson Plan Use your lesson plan for next week to identify a lesson that you can modify using the GRR. • What will each phase look like in your classroom? How will you guide students through understanding? How will you check for understanding? Use the Frayer Model to demonstrate what each phase will look like. I Do We Do Lesson You Do It Together How will you transition into student centers? You Do

Reflection What did your practice look like before this strategy? What does it look like now?

Gradual Release of Responsibility Model What is it? A successful approach for moving classroom instruction from teachercentered, whole group delivery to student-centered collaboration and independent practice What does it do? The GRR scaffolds instruction so that the teacher is able to strategically guide students through the lesson and eventually position them to a level of independent understanding and task completion. When is it used? How is it structured? When introducing a new skill or concept or reviewing a previously learned skill or concept during whole group instruction. The GRR is structured into 4 phases: “I Do”, “We Do”, “You Do It Together”, and “You Do”

Activity: Google Form Directions Please complete the Google Form from your email. Use the Frayer Model you completed to fill in each component of the GRR for the lesson you chose. Submit the form once you’ve completed it.

Next Steps Modify your lesson plan for next week for reading or math. • Include each step of the Gradual Release of Responsibility Model. • Display how you intend on transitioning to student centers from whole group. Create a schedule that shows how you intend on meeting with your Tier 2 students for interventions. Confirm student groups and your schedule for student centers. • Display using one of the previously viewed charts. What barriers do you anticipate? Let’s collaborate to overcome them.

Feedback Please complete the feedback forms before you leave. Handout

Brent Johnson Instructional Director, NAEP (678) 770 -0561 bjohnson@naepartners. org