Instructional Guide

Developmental Reading 6-8

Advantages of the Alternate Block System

Increased student achievement---Can be "dramatic" (Queen, Algozzine, and Watson, 2008)

Grades and Grade point averages increase (Zepeda and Smith, 2006)

Teachers have more time to develop Key Concepts (Huff-1995)

Teachers report more time for differentiated Instruction (Bryant and Claxton, 1996)

Teachers can have students apply new concepts immediately (Huff,1995)

Advantages of the Alternate Block System – cont.

Improved Interaction with students (Adams and Salvaterra, 1998)

Positive student discipline gains (Canady and Retting, 1997)

Increased opportunity to use varying instructional strategies (Queen, Algozzine, and Eady, 1996)

80% of students more positive about the block schedule-Would not return to non-block (Huff, 1995)

72% of Secondary Schools in the US have some sort of Block Schedule. (Queen, 2009)

Essential Support Systems for Block Scheduling (Queen, 2009)

Curriculum Alignments which identify the scope an sequence of what is to be taught (Academic Plans)

Pacing Guides for each course for daily, weekly, and semester use (Academic Plans and Essential Concept Instructional Guides-ECIG)

Incorporation of Essential Concepts into the Pacing Guide with time management defined (ECIG)

Changing the classroom structure/tasks a minimum of every 20 to 25 minutes (ECIG)

Essential Support Systems for Block Scheduling (Queen, 2009)-cont.

Teachers should have a minimum of five strategies for student activities (Cadre resources)

Students practice the skill or concept under the teacher's direction (ECIG)

Direct Instruction for all---Especially critical for at-risk students (Also Klesius and Searls,1990) (ECIG)

Formative and Summative Student Assessments (FORF MAZE, FAIR, FCAT, CBA, etc.)

Entire classroom time needs to be used for instruction (ECIG)

Instructional TransitionsI DO WE DO YOU DO

Higher Order Thinking

Entice, Enlighten, Engage, Extend, Enact

Plan - Do - Study - Act

Monitoring

Responsibility for Learning

Teaching to Learning

TEACHER STUDENT

Elements of Instructional Guide Logically sequenced, integrated content

Appealing to multiple learning styles

Engaging events of instruction

Aligned with standards

Incorporates school initiatives

Incorporates movement

Identifies available resources

Follows Systematic, Explicit Instruction Model

Systematic Explicit Instruction During the provision of Systematic Explicit Instruction in reading the teacher typically:

1 Informs the students of WHAT is going to be learned. 2 Informs the students of WHY it is being learned.

3 EXPLAINS/MODELS the skill/strategy being learned (Examples

and non-examples). 4 Provides SUPPORT/CORRECTIVE FEEDBACK to the

students in learning the skill/strategy.

5 Provides PRACTICE opportunities for the students to stabilize the

skill/strategy. 6 Ensures appropriate student APPLICATION of the skill/strategy. 7 Establishes STUDENT SELF MONITORING of the

skill/strategy and its application.

Direct Instruction

GuidedPractice

Higher Order ThinkingAssess/Introspection

Direct Instruction Direct Instruction typically starts a unit or a new

skill within the unit and/or anytime that students need more instruction to gain more understanding. (i.e. assessment shows need for additional instruction).

It includes the building of adequate Background Knowledge for students in need of such support.

Direct instruction is explicit and systematic.

What, Why, Model/Explain

Guided Practice Points to Consider:

Guided Practice = Perfect Practice or Practice with Support and/or Corrective Feedback.

Feedback is constructive.

Practice is not an assessment.

Students are able to try the new skill/concept without penalty and with teacher support.

Perfect Practice Sample1. -13x(5y · 7z) = 13x(7z · 5y) ______________________

2. -13x(5y · 7Z) = (-13x · 5y)7z ______________________

3. -13x(-3y + 2z) = +39xy – 26xz ______________________

4. -13x +(5y +7z) = -13x+(7z+5y) ______________________

5. -13X +(5y+7z) = (-13x+5y)=7z ______________________

Find a number that lies between 0.01 and 0.012

Explain Reasoning for Answers

1. Commutative property of addition -13x +(5y +7z) = -13x+(7z+5y)

2. Commutative property of multiplication -13x(5y · 7z) = 13x(7z · 5y)

3. Associative property of addition -13X +(5y+7z) = (-13x+5y)=7z

4. Associative property of multiplication -13x(5y · 7Z) = (-13x · 5y)7z

5. Distributive property -13x(-3y + 2z) = +39xy – 26xz

Density property (0.011 is one number that lies between 0.01 and 0.012)

Students use notes to check reasoning for answers.

Assessment only Perfect Practice = Opportunity to Check Understanding

Front = Problems Back = Answers

2

Name:_______________Period: ______________Directions: Write the letter of the definition for each word in the “Your Answer Choice” box. When you have completed your sections, check your answers and complete the reflection questions.

Vocabulary Word Your Answer Choice Definition Choices

affirmative A. hateful; evil

banishment B. determined; impossible to clam or pacify

implacable C. to block or prevent; to frustrate

thwart D. positive

transgression E. against

versus F. an instance of breaking the law or going against a command

vile G. the act or state of being driven away from a country or place

Vocabulary Word Your Answer Choice

Definition Choices

implacable B A. hateful; evil

vile A B. determined:Impossible to calm or pacify

banishment G C. to block or prevent;to frustrate

transgression F D. Positive

versus E E. Against

affirmative D F. an instance of breaking the lawor going against a command

thwart C G. the act or state ofBeing driven awayfrom country or place

Comprehension Check: Check your answers from the vocabulary review.

Number Correct: ________ Reflection:

What context clues do you use to help you with your definition choices? ____________________________________________________________

Why are context clues important to use to find the meaning of unfamiliar words?____________________________________________________________

Example: Vocabulary Perfect Practice

Back page contains

the answers

Higher Order Thinking Application

Assessment Considerations: Three Types

Introspection solidifies or enhances the learning. Consider questions like:

1. What helped me with the learning?

2. How did I learn it?

3. What didn’t work or inhibited my learning?

4. What would have helped me learn more successfully?

Instructional Guide Assessment

Three Types of Assessment ensures that there is always something for the students to work toward.

A. Due Now (within class period)

B. Due Later this Week

C. Due Long Term

Steps for Success Determine the length of your essential concept.

Consult your academic plan to determine the standards that must be taught within the unit.

Determine what assessments you will use, when you will assess, and how often.

Plan your daily lessons determining your sequence of events as it relates to the Systematic, Explicit Instruction Model.

Plan your movement and instructional strategies and decide where these will best fit in the Systematic, Explicit Instruction Model.

Daybook Example

Differences in PlansDaily Plans Short term Difficult to track progress,

strategies and structures over time

Instructional practices can be unspecified

Generated by skills Breadth not depth Usually tied to resources

Instructional Guide Long-range view Easy to track progress,

strategies and structures over time

Instructional practices get careful consideration

Generated by essential concepts and Systematic, Explicit Teaching Model

Depth not breadth Lasting – not tied to

resources

Primacy-Recency Effect

During a learning episode, we remember best what comes first, second best what comes last and least what comes just past the middle.

An adolescent normally can process an item in working memory intently for 10-20 minutes then:

1. Focus drifts and mental fatigue sets in.2. Boredom with the item occurs.3. Depth not Breadth!

Three or More Activities Per Instructional Guide

A. Need not be equal in length 1. Large/small group – interactive activity 2. Individual productivity – Introspective activity 3. Teacher-centered – Introduction, Informational, Instructional Activity

B. Vary the amount and time of activities

Momentum ConsiderationsA. Time Management 1. Use a timer 2. Use a time schedule (display) 3. Allow students some control of class time useB. Provisioning 1. Have all materials ready and in place 2. Plan AheadC. Movement 1. Plan for movement 2. Share responsibility and expectations for movement with students

Engaging Activities Reciprocal Teaching

Kagan Strategies (Cooperative Learning)

Inquiry Based Learning

Simulations

And more!

Assessing Your Instructional Guide Does the unit target my standards?

Does my unit meet the requirements of the Academic Plan?

Does my unit target all the areas of the Systematic, Explicit Instruction Model?

Does my unit include movement and/or engaging activities?

Does my unit include instructional strategies and/or initiatives of my school?

Assessing Your Instructional Guide Do I need to adjust my timeline and/or

plan?

What does my data show?

What are the strengths of the unit?

What are some weaknesses of the unit?

Are there any threats to my success?

Was there learning?

Was there retention?

Rubric

Teacher Name:

CATEGORY 4 3 2 1

Systematic, Explicit Instruction Model Considerations

Each component (column) is thoroughly addressed by the end of the essential concept.

Each component (column) is addressed by the end of the essential concept.

Each component (column) is partially addressed by the end of the essential concept.

Each component (column) is minimally addressed by the end of the essential concept.

Aligns with Standards from Academic Plans

Thoroughly addresses the standards for the essential concept according to the Academic Plan.

Addresses the standards for the essential concept according to the Academic Plan.

Partially addresses the standards for the essential concept according to the Academic Plan.

Minimally addresses the standards for the essential concept according to the Academic Plan.

Movement/Engagement Considerations

Thoroughly incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Partially incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Minimally incorporates movement and/or engaging activities to address the Primary-Recency Effect.

Assessment Considerations

Thoroughly incorporates data collection throughout the plan to analyze student achievement/ need.

Incorporates data collection throughout the plan to analyze student achievement/ need.

Partially incorporates data collection throughout the plan to analyze student achievement/ need.

Minimally incorporates data collection throughout the plan to analyze student achievement/ need.

Date Created: Jun 01, 2009 01:38 pm (CDT)

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