Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response...
-
Upload
jaden-kelley -
Category
Documents
-
view
215 -
download
0
Transcript of Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response...
Copyright: Learning-Focused Solutions
Balanced Achievement:High Impact – Rapid Response
Instructional Practices
Dr. Max Thompson&
Learning Concepts, Inc.
LEARNING STRATEGIES THAT WORK!
www.learningfocused.com
Copyright: Learning-Focused Solutions
Essential Questions
1. What are the essential elements of exemplary practice?
2. What is so important about a prioritized, mapped curriculum?
3. What are some research-based, high impact instructional practices that get rapid responses in learning and achievement?
Cover Page
Copyright: Learning-Focused Solutions
Exemplary Practice Research
US Department Education Eight research labs spread across the country
with focus on learning and teaching Two research labs on higher level thinking and
brain research European Union sponsors four research labs
on learning and teaching
Copyright: Learning-Focused Solutions
Exemplary Practice Evaluations
The Education Evaluation Consortium Staffed from 9 different centers or labs with a total
of over 300 education evaluators) Funded by the US Department Education & the
Pew Educational Forum Evaluates educational practices in 1400+ schools
per year in 9 – 14 countries 700+ Typical Schools & 700+ Exemplary
Schools Meta-Analysis of All Data Analyze Data for Patterns: What strategies are
found in the exemplary schools that are not found in the typical schools?
Copyright: Learning-Focused Solutions
One Example School: Demographics
1479 Students on February 1, 2007 39 new teachers in 2006 – 2007 school year Students: African-American: 20%; Asian: 8%;
Caucasian: 3%; Hispanic: 65% 92% eligible for Free/Reduced Meals 75% of students do not have English as native language 54% served in ESOL program 601 2006-2007 students were at this school in 2005-2006 Only 15% of 2006-2007 5th graders attended this school
in 1st grade 50%+ mobility rate
Copyright: Learning-Focused Solutions
Achievement and AYP
AYP met in all subgroups last 4 years
Acknowledged as Distinguished Title 1 School
One Example School: AYP
Copyright: Learning-Focused Solutions
2005/2006 School Year Percent Passing CRCT ALL Reading/Language: 85% Math:
91% Black 88%
90% Hispanic 81%
91% ESL 77%
88% SWD 67%
84% Economically Disadvantaged 84% 93%
SWD = + 30 in Reading in 3 years; + 45 in Math in 3 years
LEP = + 31 in reading in 3 years; + 44 in Math in 3 years
All other subgroups at least +15
One Example School: AYP
Copyright: Learning-Focused Solutions
2006 / 2007 Goals
95% passing Math in all subgroups
80% passing Reading in SWD and ESL
90% passing Reading in all other subgroups
One Example School: Goals
Copyright: Learning-Focused Solutions
School Strategies To Meet Goals
ONLY grade level content in ALL classrooms
Monthly focus for reading comprehension strategies (Tested Seven)
Connect reading comprehension strategies to extending thinking
Extended reading passages for all students
Collaboration planning time using the Learning-Focused Strategies (LFS) Lesson and unit planning model
One Example School: Strategies
Copyright: Learning-Focused Solutions
Monitoring/Evaluation (6 strategies EVERY Classroom)
1. LFS unit focus with Student Learning Maps guiding and structuring learning and LFS lesson planning format
2. Writing Process consistent and pervasive in student writing with a focus on expository writing
3. Graphic Organizers USED BY STUDENTS for writing, reading comprehension
4. Vocabulary in classroom readable, well organized, and ONLY grade level content
5. Rubrics used by students and teachers 6. Student Writing samples posted with extended
writing responses on answering essential questions
One Example School: Classrooms
Copyright: Learning-Focused Solutions
Balance …
Copyright: Learning-Focused Solutions
Balanced Achievement …
Mapped,Prioritized Standards
ResearchBased
Instruction
IntegratedLiteracy
K-12
AccelerationScaffolding
BenchmarkAssessments
Page 2
Copyright: Learning-Focused Solutions
Prioritizing Worksheet
Essential Important Compact(Master) (Introduce/Extend) (Maintain)Top 50% Next 30% Last 20%
Page 3
Copyright: Learning-Focused Solutions
Prioritizing Worksheet
Essential Important Compact(Master) (Introduce/Extend) (Maintain)Top 50% Next 30% Last 20%
InstructionTime: 70% 20% 10%
Page 3
Map Units Across Year / Course
-- Units 2, 5, 6, 7, 9, 10 are the most critical, the most “Essential” take the most time!-- Units 1, 4, 11 are “Important” but not as critical.-- Units 3, 8 are part of the course, but are the least important. You can “Compact” them.
1. Map out your course(s).2. Develop content maps first for the essential
units and then for all the others. 3. Put course maps and content maps online
1 2 3 4 5 6 7 8 9 10 11
Page 4
1 2 3 4 5 6 7 8 9 10 11
1 2 4 5 6 7 9 10 11
Curriculum Map For Typical Course/Students
Curriculum Map For At-Risk Students In Same Course/Grade
Copyright: Learning-Focused Solutions
Kindergarten Social Studies Content Map of Units
Unit 1:
Rules to Live By
Compact Unit
Unit 2:
GoodCitizens/GettingAlong
Important Unit
Unit 3:
My FamilyAnd Me
Essential Unit
Unit 4:
My HomeSweet Home
Important Unit
Unit 5:
MyCelebrations
Essential Unit
Unit 6:
My CommunityHelpers
Essential Unit
Unit 7:
My NeedsVs. My Wants
Important Unit
Unit 8:
My Earth
Essential Unit
Kindergarten/Social Studies: My Earth
Key Learning: Geography, climate, and natural resources affect the way people live and play.
Maps &Globes
Climate &Weather
Taking Care of the Earth
Unit Essential Question: What affects the way we live and play?
LEQs: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?
LEQs:1. What are natural resources?2. Why do we need to recycle?
LEQs:1. What is climate?2. What are the 4 seasons?
Vocabulary:Earth oceancountry lakemountain forestjungle
Vocabulary:natural resourcerecyclereusereduce
Vocabulary:climate seasonFall AutumnSpring SummerWinter weather
My Earth
Maps &Globes
Climate &Weather
Taking Care of the Earth
Unit Essential Question: What affects the way we live and play?
Maps &Globes
Climate &Weather
Taking Care of the Earth
Unit Essential Question: What affects the way we live and play?
LEQ: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?
Vocabulary:Earth oceancountry lakemountain forestjungle
My Earth
Maps &Globes
Climate &Weather
Taking Care of the Earth
Unit Essential Question: What affects the way we live and play?
LEQ: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?
LEQ:1. What is climate?2. What are the 4 seasons?
Vocabulary:Earth oceancountry lakemountain forestjungle
Vocabulary:climate seasonFall AutumnSpring SummerWinter weather
My Earth
Maps &Globes
Climate &Weather
Taking Care of the Earth
Unit Essential Question: What affects the way we live and play?
LEQ: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?
LEQ:1. What are natural resources?2. Why do we need to recycle?
LEQ:1. What is climate?2. What are the 4 seasons?
Vocabulary:Earth oceancountry lakemountain forestjungle
Vocabulary:natural resourcerecyclereusereduce
Vocabulary:climate seasonFall AutumnSpring SummerWinter weather
My Earth
Interdependency of Life: 7th Grade ScienceKey Learning: All living things have needs and are interdependent as they grow and change in a fragile world of survival.
Unit Essential Question: Why is it called the ‘web of life’?
Concept: Ecosystems
LEQ(s):1. What makes up an ecosystem?2. What feeding relationships are found in an ecosystem?3. How do organisms cooperate and compete in an ecosystem?
LEQ(s):1. How do ecosystems ‘recycle’?
Concept: Population Concept: Cycles
LEQ(s):1. What factors affect changes in populations?2. What can happen when an organism is “out of place”?3. What patterns occur when organisms are “out of place”?
Vocabulary:Destructive predatorshuman impact protectthreatened resourcessurvival endangeredextinction herbicidescontrol issuesbalance of nature
Vocabulary:ecosystem relationshipsorganism cooperatecompete habitatcommunity producersconsumers decomposerscarnivoresfood chains/webs
Vocabulary:nutrient & energy recyclingnatural cyclesrecycle
Instructional Tools:Anticipation Guide
Paired ReadingCause & Effect Organizer
3-2-1 Summarizer LEQ Written Response
Inductive Reasoning OrganizerResponse Rubric
Key Learning: Weather is the name givento the changing conditions of the atmosphere which surrounds the Earth.
Unit Essential Question:What causes weather?
Fronts TemperaturePrecipitationPressureSystems
LEQs:1. What is an air mass?2. How do they change our weather?
LEQs:1. What is temperature?2. How does it affect us?3. How does it affect weather changes?
LEQs:1. What is humidity?2. How is humidity related to precipitation?
LEQs:1. What is a high pressure?2. What is a low pressure?3. How does each affect us?
Weather Unit Map: 4th Grade Science
Vocabularyair massfrontswind velocity
Vocabularypressure systemBarometer
VocabularyhumidityPrecipitation
VocabularytemperatureThermometer
InstructionalTools
- Cause / Effect- Barometer- Thermometer- Weather Station
8th Grade Social Studies: The Lewis and Clark ExpeditionInstructional Tools:
Key Learning(s): Exploration is motivated by political, economic, scientific, & social factors. Individuals and their values Impact history. Patterns in one historical event can be found in other historical events.
Unit Essential Question(s):The Lewis and Clark Expedition: What’s the big deal?
Lesson Essential Questions:
Vocabulary:
Students will know:* Purpose of the Lewis & Clark Expedition* Key People* Effects of the expedition
Students will be able to:* Construct support for a position* Recognize and describe patterns in information * Use primary sources * Write persuasively
Lesson Essential Questions:
Vocabulary:
Lesson Essential Questions:
Vocabulary:
Motivation The Corps ofDiscovery
Significance Processes
Why did you send them, Thomas Jefferson?
How can you support Jefferson’sdecision?
Who were they andwhy were they chosen?
What were the contributions of the expedition?
How can we find patternsin historical events?
How is the Lewis andClark Expedition like other events in history?
ConstructingSupport
Abstracting
• Expedition• Louisiana Purchase• Northwest Passage• economic• political
• corps• adventurous• leadership• teamwork• perseverance
• accomplishment• impact• significance
Multiplication: 3rd Grade Math
Key Learning:Multiplication is a more efficient way of adding.
Essential Question: How do we use multiplication?
Concept: Meaning
LEQ(s):1. How can arrays help you understand multiplication?2. How is multiplication repeated addition?3. How can you use skip counting to find a product?
LEQ(s):1. How do you multiply factors to get a product?2. What patterns can help you remember the multiplication facts?3. How can we find errors in multiplying?
Concept: Real-Life ApplicationConcept: Process
LEQ(s):1. Where is multiplication used in real-life?
Vocabulary:large lotsbudgetingfinding areashoppingIndustry
Vocabulary:arraysrepeatedproduct digitvalue
Vocabulary:factorsproductreversinglattice methodpatternserrors
Instructional Tools:Graph Paper
Multiplication ChartsCalculator
Real Life Problems(finding area)
Sequence Chart of Steps
English Literature: High School
Key Learnings: To define and understand the elements and characteristics of Shakespearean tragedy. Explore the tragic heroes in the Shakespearean tragedies and identify the flaws, events, and influences that led to the tragedy of each hero.
Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?
Concept: Character Analysis
LEQ(s):1. Why do we call them tragic heroes?2. What are the common characteristics of William Shakespeare’s tragic heroes?
LEQ(s):1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?
Concept: Drama Characteristics Concept: Literary Analysis
LEQ(s):1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero?
Vocabulary:
MonologueSoliloquyAsideFoilCatastropheStaging
Vocabulary:
ProtagonistIntellectualVirtuousAvengingFlawedAntagonist
Vocabulary:
SettingCharacterizationThemePlot/ConflictImageryDramatic Irony
Instructional Tools:Plays: Hamlet, Julius Caesar, MacbethKnow: Concepts of Shakespeareancharacterization, drama, & tragedies
Do: Compare / Contrast Essay Persuasive Essay
Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?
Character Analysis Drama
Characteristics Literary Analysis
Shakespeare’s Tragedies
Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?
Character Analysis Drama
Characteristics Literary Analysis
Shakespeare’s Tragedies
1. Why do we call them tragic heroes?2. What are the common characteristics of Shakespeare’s tragic heroes?
Vocabulary: ProtagonistIntellectualVirtuousAvengingFlawedAntagonist
Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?
Character Analysis Drama
Characteristics Literary Analysis
Shakespeare’s Tragedies
1. Why do we call them tragic heroes?2. What are the common characteristics of Shakespeare’s tragic heroes?
Vocabulary: ProtagonistIntellectualVirtuousAvengingFlawedAntagonist
1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?
Vocabulary:SettingCharacterizationThemePlot/ConflictImageryDramatic Irony
Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?
Character Analysis Drama
Characteristics Literary Analysis
Shakespeare’s Tragedies
1. Why do we call them tragic heroes?2. What are the common characteristics of Shakespeare’s tragic heroes?
Vocabulary: ProtagonistIntellectualVirtuousAvengingFlawedAntagonist
1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?
Vocabulary:SettingCharacterizationThemePlot/ConflictImageryDramatic Irony
1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero?
Vocabulary:MonologueSoliloquyAsideFoilCatastropheStaging
Curriculum Maps andStudent Learning Maps:
Why are they so important?Communication device
Conceptualize a unit
Enable consistent curriculum pacing and planning
Highlight important vocabulary
Enable students to "see" the knowledge gained over time and their learning
Topic / Grade Level
Concept Concept Concept
Instructional Tools:
Assessment: ________________________________________________________________
Unit Essential Question(s): ______________________________________________________
LessonEssentialQuestions:
LessonEssentialQuestions:
LessonEssentialQuestions:
Vocabulary: Vocabulary: Vocabulary:
Curriculum Map/Student Learning Map of Unit
Know:
Do:
Key Learning: _______________________________________________________________
Page 5
Strategies That Most Impact Achievement
Rank Strategy Effect
Size
Percentile
Gain
1 Extending
Thinking Skills
1.61 45
2 Summarizing 1.00 34
3 Vocabulary In
Context
.85 33
4 Advance
Organizers
.73 28
5 Non-Verbal
Representations
.65 25
(Marzano, 2001;US Department of Education: 2002) Page 6
Copyright: Learning-Focused Solutions
Make Connections
Don’t just pick a strategy Connect strategies across lessons and
units in an appropriate sequence
It is all about planning! It is all about where strategies go and how
often in lessons and units
Levels of Learning
I. Acquisition
Essential questionLinking prior knowledge
Scaffolding/previewCollaborative pairsDistributed practice
Distributed summarizingGraphic organizers
II. Extending& Refining
Cause/EffectCompare/Contrast
ClassifyConstruct Support
Analyze PerspectivesJustification
InductionDeduction
Error AnalysisEvaluationAbstracting
Example To IdeaIdea To ExampleWriting Prompts
III. Authentic, Meaningful Use and Mastery
Decision MakingProblem Solving
InvestigationInvention
Experimental InquiryPage 7
Levels of Learning
I. Acquisition
Essential questionLinking prior knowledge
Scaffolding/previewCollaborative pairsDistributed practice
Distributed summarizingGraphic organizers
II. Extending& Refining
Cause/EffectCompare/Contrast
ClassifyConstruct Support
Analyze PerspectivesJustification
InductionDeduction
Error AnalysisEvaluationAbstracting
Example To IdeaIdea To ExampleWriting Prompts
III. Authentic, Meaningful Use and Mastery
Decision MakingProblem Solving
InvestigationInvention
Experimental Inquiry
50%
Copyright: Learning-Focused Solutions
The Finding of Hugglbos
It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators. In recent years the Hugglbos have knotabled in Fedrobela. It seems they have clokafied about twice a year. Fedrobela is much more protified for the results of Hugglbos.
1. What are Hugglbos?2. Where have the Hugglbos knotabled?3. When did the Hugglbos clokafie?
Copyright: Learning-Focused Solutions
New Question Stems for The Finding of Hugglbos
1. What is the main idea of the selection?
2. How would you describe Hugglbos?
3. What is your opinion about Hugglbos?
4. Why do you think it would be fun to be a Hugglbos?
5. Explain an experience that is similar to that of finding the Hugglbos.
Copyright: Learning-Focused Solutions
The Bull Frog and The Young Cricket
The following story is about a wise ‘ole bull frog who tries to trick a young cricket.
Copyright: Learning-Focused Solutions
The Bull Frog and The Young Cricket
(Question Stem From Test)
1. What is the story mainly about?a. A bull frog eating a young cricket.b. A young cricket outsmarting a bull frog.c. A bull frog helping a young cricket.d. A young cricket and a bull frog
becoming friends.
Copyright: Learning-Focused Solutions
3rd Grade State Test: Math Item
There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect.
Identify the five incorrect answers.
Levels of Learning
I. Acquisition
Essential questionLinking prior knowledge
Scaffolding/previewCollaborative pairsDistributed practice
Distributed summarizingGraphic organizers
II. Extending& Refining
Cause/EffectCompare/Contrast
ClassifyConstruct Support
Analyze PerspectivesJustification
InductionDeduction
Error AnalysisEvaluationAbstracting
Example To IdeaIdea To ExampleWriting Prompts
III. Authentic, Meaningful Use and Mastery
Decision MakingProblem Solving
InvestigationInvention
Experimental InquiryPage 7
Learning Units
Launch Activities for Unit * Content Map * Key Vocabulary * Activating Prior Knowledge
Culminating Activity * Meaningful Authentic Use * Performance or Product
Test (If Applicable)
Acquisition Lessons
Extending / Refining Activities * Thinking Skills * Writing
(An essential unit)
Page 8
An Acquisition Lessonfor Learning
- Activating- Previewing - Graphic Organizers
- Distributed Practice- Distributed Summarizing
- Summarizing- Answering the Question
What is the Essential Question of the Lesson?
Page 9
Copyright: Learning-Focused Solutions
High ImpactRapid Response Strategies
1. Vocabulary 2. Reading comprehension3. Summarizing4. Writing to raise achievement
-- Summary Point Writing-- Writing To Inform
5. Additional organizational / instructional focus with previewing for students with disabilities
(USDOE, 2006)
Scaffolding Grade-Level Content the Single Most Critical Component in Meeting AYP
Page 10
Copyright: Learning-Focused Solutions
High Impact Strategy (1)Vocabulary
Vocabulary of the Curriculum Content Preview key vocabulary at start of units and lessons
using Research-Based Vocabulary Strategies Emphasize the key vocabulary during lesson Students summarize and use key vocabulary at end
of lessons
Purpose of Vocabulary = Literacy Reading for comprehension Writing to inform NOT just to acquire vocabulary out of context!
Page 11
Copyright: Learning-Focused Solutions
Exemplary Vocabulary Strategies
Word Map Frayer Graphic Model Concept Maps Semantic Mapping Word Sorts Cloze Sentences Vocabulary Elaboration Strategy Semantic Feature Analysis
How many teachers in your school use these strategies?
Page 11
Copyright: Learning-Focused Solutions
Vocabulary of Extending / Refining
Abstracting: important, summarize, pattern, association
Constructing Support: persuade, proof, justify, defend
Deductive Reasoning: conclude, predict, if … then, conclusion
Inductive Reasoning: hypothesis, probability, assumptions
Page 11
Copyright: Learning-Focused Solutions
From the National Testing Service:
12 Must-Know Words for Standardized Tests – that trip up “at-risk” students
1. Trace 7. Analyze
2. Infer 8. Evaluate
3. Formulate 9. Describe
4. Support 10. Explain
5. Summarize 11. Compare
6. Contrast 12. Predict
Page 11
Copyright: Learning-Focused Solutions
Reading Comprehension Strategies &
Assignments Comprehension strategies guide reading
assignments Strategy immersion across all literacy blocks
High Impact Strategy (2)Reading Comprehension
Page 12
Copyright: Learning-Focused Solutions
Reading Comprehension Strategies
Focus on Tested Seven Strategies: Main Idea Sequencing Compare/Contrast Fact & Opinion Cause/Effect Literary Elements Inferences
Page 12
Copyright: Learning-Focused Solutions
High Impact Strategy (2) Reading Comprehension
Reading Comprehension Focus K-12 Content teachers do not need to teach reading ... They
need to use reading comprehension strategies as they assign reading in their content areas
Consistently focus organizers & questions toward those comprehension strategies
Assignment:: Focus strategy based on how to THINK while they
read Students read and fill out a graphic organizer that is
linked to strategy After reading, students answer comprehension
questions from their graphic organizer Page 12
Copyright: Learning-Focused Solutions
Reading ComprehensionFlip Charts
Explanation
Signal Words
Tips
Questions
Graphic Organizers
Copyright: Learning-Focused Solutions
Reading Instruction
Pre-K to 3 = 80% Narrative – 20% Expository
4-5 = 60% Narrative – 40% Expository
6-8 = 40% Narrative – 60% Expository
9-12 = 20% Narrative – 80% Expository
Page 12
Copyright: Learning-Focused Solutions
Student Summarizing Summarizing distributed across lesson
Classroom organized into numbered heads/pairs
Students summarize at lesson closure (+ answering essential question)
High Impact Strategy (3)Summarizing
Page 13
Copyright: Learning-Focused Solutions
An Acquisition Lessonwith Distributed Summarizing
- Activating- Previewing- Focus Vocabulary
- Active Teaching, etc- Graphic Organizers- Distributed Summarizing
- Summarizing- Answering the Question
What is the Essential Question of the Lesson?
Page 13
Learning-Focused Lesson Plan
1. Essential Question:
2. Activating Strategies:
3. Teaching Strategies:
4. Summarizing Strategies:
1 _____ 2 ____ ____ ____ 3 ?
Copyright: Learning-Focused Solutions
Summary Point Writing At some point in lesson, teacher asks students
to summarize, clarify, explain, list, give example, etc IN WRITING
Writing To Inform Teachers use Writing Standards Map with
Assignments Guide when making writing assignments
Each discipline has a required number of writing assignments per month (1-3)
Writing Assignments in All Content Areas
High Impact Strategy (4)Writing To Raise Achievement
Page 14
Copyright: Learning-Focused Solutions
“In virtually every typical school we have evaluated, student scores on creative writing are significantly higher than informative and narrative writing scores.
As a contrast, teachers in the most successful schools placed a very high emphasis on informative, expository writing.”
D. B. Reeves, Accountability in Action: A Blueprint for Learning Organizations.
On High Performing, Exemplary Schools…
Page 14
Copyright: Learning-Focused Solutions
Kindergarten Writing Norms
4 Sentences by December 20
8 Sentences by May 30 …
Copyright: Learning-Focused Solutions
Writing Assignment Sequence for K
Heavy emphasis on vocabulary from day 1 Frequency-in-print words Focus on Content Grade-Level words
Write a 3 – 4 word sentence on something just learned in a lesson “Sean ate lunch.”
Have a lesson and then expand number of sentences
Goal = 4 sentence writing by December 20
Copyright: Learning-Focused Solutions
Looks like? What does it eat?
Where does it live? Tell 1 more thing about it …
Butterfly
Vocabulary into Sentences
Copyright: Learning-Focused Solutions
Double Dose (Additional Time) Inclusion/Co-teaching setting for grade-level
curriculum Double dose each day as a preview to
inclusion class Double dose time scaffolds grade-level content
and assignments Can be accomplished in K-5 classrooms by
grouping and re-grouping within one classroom
Page 15
High Impact Strategy (5)Additional Instructional Focus for Students with
Previewing for Students with Disabilities
Copyright: Learning-Focused Solutions
Acceleration/Previewing for All “Extra-Help” Students in Grade-Level Subjects and Courses
Previewing key vocabulary
Advance organizers & unit maps
Scaffolding grade-level expectations
Acceleration Labs linked to key courses
Page 15
Copyright: Learning-Focused Solutions
Acceleration:
Acceleration:
1 – 3 Days Preview
Main Lesson
Remediation/Review
1. Combined w/ remediation, "catches kids up" 2. Acts as “scaffolding” for new learning; gives learners
advance organizer & structure3. Best ratio seems to be 60-70% acceleration, and 30-
40% remediation4. Most effective for below grade level students in
tutoring, summer school, special education, ESL5. Summer school = first 3-6 weeks of next grade
Previewing Essential Knowledge and Skills
Page 16
Copyright: Learning-Focused Solutions
Acceleration/Previewing is . . .
An instructional model that addresses the root causes of learning difficulty for many students ---
which are:the lack of prior knowledge, the lack of
vocabulary, and the lack of experiences that are necessary to connect to new knowledge &
skills.
Page 16
Copyright: Learning-Focused Solutions
No Background, No Vocabulary Just Too Much
Copyright: Learning-Focused Solutions
Acceleration Acts As Velcro for the Mind
Copyright: Learning-Focused Solutions
The 100 Point Scale and Averaging
If we average scores, then, statistically, each score should have equal weight
Too many people have used an emotional issue to try to change the averaging with the 100 point scale – “Bless their hearts!”
It is a statistical issue, not an emotional issue
Page 17
Copyright: Learning-Focused Solutions
If You Are Going To Average Scores,Blocks for Each Grade Must Be Equal
10
10
10
10
60
ABCD
F
NOW
Page 17
Copyright: Learning-Focused Solutions
It Can Be Fixed!
90 - 100
80 - 89
70 - 79
60 - 69
50 - 59
ABCDF
4321
0
90 - 100
80 - 89
70 - 79
60 - 69
0 - 59
OR
Page 17
Copyright: Learning-Focused Solutions
Or Even …
80 - 100
60 - 79
40 - 59
20 - 39
0 - 19
ABCDF
90 - 100
80 - 89
70 - 79
60 - 69
0 - 59
Page 17
Copyright: Learning-Focused Solutions
Keys To Successful Exemplary Practice
Adapt, Don’t Adopt Thoughtful implementation … not
mindless Focus on quality … not just doing it
Consistent and Pervasive (2-3) All the time Everybody
Accountability Focused (Look Fors and Ask Fors) Data-Based (Routine throughout year) Quality
Copyright: Learning-Focused Solutions
Those who laugh…last!
For more information…
www.learningfocused.com