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Instructional Model

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Title: Instructional Model


1
Instructional Model
Product Demo
2
Learning Sequence
INSTRUCT Direct instruction explains and models
the skill
PRACTICE Guided practice while the student learns
how and when to apply the skill
APPLY Students apply the skill independently in a
new context
INDIVIDUALIZE Pre- and post-tests are given to
individualize the content for each student
3
Instruction
  • In reading, achievement gains are associated with
    direct instruction of reading strategies
    (Guthrie, 1996).
  • Effective instruction includes
  • What the strategy is
  • How to do it
  • When to do it
  • What it looks like in practice ? Modeling or
    Think Aloud Protocol

"the most important thing we can teach our
students is how to learn. Or, put another way,
the most powerful thing we can teach is strategic
knowledge, a knowledge of the procedures people
use to learn, to think, to read, and to write"
Wilhelm Jeffry 2002 (p.7).
4
Guided Practice
  • In addition to explicit instruction, learners
    must have personal, active experiences in
    practicing and applying new concepts to master a
    new strategy.
  • Links between confidence comprehension1
  • Audio scaffolding for struggling learners2
  • Technology has been shown effective in
    encouraging students to persist in solving
    problems and take greater risks3
  • Perception of success and completion promotes
    intrinsic motivation4
  • Academically heterogeneous classrooms--struggling
    gifted readers. Comprehension abilities are
    impacted if a student has not reached a threshold
    of fluency, vocabulary, non-linguistic abilities,
    engagement, purpose, domain knowledge, and
    cognitive/metacognitive strategy development 5

5
Application
  • Using the concept independently in a different
    context. Another context could be
  • another section of the same text used in the
    practice
  • the same concept addressed in the practice but
    now practiced in a different activity type
  • writing, using the writing tool (including
    graphic organizer with input)
  • Application involves the performance of the
    just-learned skill in connection with a new
    example. (Gagne, 1985). This application is the
    one of the most challenging design elements and
    one of the most important for differentiating
    RVDP products from other instructional resources.
  • Application expands the sense of usefulness of
    information and skills. In other words, this
    creates the context for knowledge transfer. This
    creates the context for higher-order
    decision-making skills.

6
Learning SequenceDR III IV
7
Learning SequenceReflected in Unit Structure
(I)NSTRUCT  Direct instruction explains concepts
models the concepts (P)RACTICE  Guided
practice as the student learns how and when to
apply strategies (A)PPLY  Students apply the
strategy independently in a new context
LESSON 1 (Pre-Reading) Genre Vocabulary LESSON 2 (Pre-Reading) Reading Comprehension I LESSON 3 Strategic Reading LESSON 4 (Application) Reading Comprehension II
Learning Objectives Learning Objectives Learning Objectives Learning Objectives
Genre Study (I) Comprehension Skill (IP) Reading Passage (1 or 2) Comprehension Skill (IA)
Build Background (I) Comprehension Strategy (IP) Comprehension Quiz Comprehension Strategy (IA)
Vocabulary Strategy (IPA) -Short Text Passage
8
Assessment
Product Demo
9
Assessment
  • New design Questions appear on the screen!
  • NEW reading passages
  • Help students transfer strategic knowledge (more
    like classroom and high stakes tests)
  • Complete RP per test
  • Passages always travel with the item
  • Same theme (background knowledge)
  • Same genre
  • Tests
  • Course
  • 3 tests for each course
  • 20 questions per course test
  • Unit
  • 2 tests per unit (60 unit tests per course)
  • 15 questions per unit test
  • Lesson
  • 2 tests per lesson (240 lesson tests per course)
  • 10 questions per lesson test
  • Prescription Model ? Whole Strand

10
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11
Webbs Depth of Knowledge
Depth of Knowledge Definition Example Reading
Level 1 (Easy) knowledge recall recalls facts, information, procedures, definitions support ideas by reference to details in text identify figurative language in a reading passage
Level 2 (Medium) comprehension basic application of a skill or concept translates, comprehends, or interprets information summarize, organize, compare, use context clues to identify the meaning of unfamiliar words predict a logical outcome based on information in the text, identify and summarize the major events in a narrative
Level 3 (Hard) distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
analysis strategic thinking distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
  distinguishes, classifies, uses reasoning, develops a plan or sequence of steps, has some complexity explain, generalize, connect ideas, determine authors purpose, analyze and describe characteristics of various types of literature
12
Prescription Logic
  • Reading passages always travel with prescribed
    activities
  • Assumes a low-touch implementation
  • Unit prescription Assign all resources from
    that unit that can help the student master a
    concept
  • Lesson prescription Assign units from that
    lesson or prior to help students master a concept

13
Unit Prescription Logic
Genre Strand  
Lesson 1 1.1 Recognize distinguishing features of mysteries Genre Strand
Lesson 1 1.2 Recognize the author's purpose in writing mysteries Genre Tutorial
Vocabulary Strand Context Clues  
Lesson 1 1.3 Learn the meanings of grade-level and content Vocabulary words in context Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 1 1.4 Use context clues to determine the meanings of unfamiliar words Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 1 1.5 Write a paragraph about a mysterious event that includes context clues for grade-level Vocabulary Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
Lesson 3 3.4 Use context clues while reading a mystery to improve comprehension of Vocabulary Vocabulary Strand o        Vocabulary Tutorial o        Vocabulary Practice Game o        Vocabulary Apply Game  
14
Unit Prescription Logic
Comprehension Strand  
Lesson 2 2.1 Recognize the purpose for drawing conclusions Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 2 2.2 Identify reasonable conclusions based on evidence in a mystery Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 2 2.3 Identify evidence, or clues, to support a reasonable conclusion Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 3 3.1 Read a mystery to build Vocabulary, fluency, and comprehension Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 3 3.3 Draw conclusions while reading a mystery Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
Lesson 4 4.1 Draw conclusions using evidence from a mystery text Comp Skill Strand o        L2 Comp Skill Tutorial o        L2 Comp Skill Practice Game o        L3 Strategic Reading Passage o        L3 SR Quiz o        L4 Comp Skill Intro (mini-tutorial) o        L4 Comp Skill Practice Game o        L4 Comp Skill Apply (if exists)  
15
Teacher Support
Product Demo
16
Teacher Support
  • User Guides Located Directly in LMS
  • DR III IV User Guides
  • Research basis
  • Comprehension skills, vocabulary strategies, and
    genres in SS
  • Best practices for classroom implementation
    including instruction assessment
  • Letter home introducing the program
    (Spanish/English) so that parents and caregivers
    can connect with the student on the learning
  • Use of courseware tools, for example
  • Sticky notes use while you read to answer
    prompts, etc.
  • Printed stories use them for fluency
    assessments (running records). Mark the following
    paragraphsetc.
  • Description of writing tools, saving, and how to
    evaluate student work
  • Offline/online connections
  • Each Unit
  • Unit Opener (2 pages)
  • 1 or 2-page lesson plan for each lesson
  • Blackline masters
  • Lesson Plans

17
Lesson Plans
  • Graphically laid out lesson plans (those found in
    the DR III IV user guides) are now available
    when PDF is selected

18
Summary
  • Creates a rich, interactive media experience,
    engaging and motivating todays student.
  • Uses research-based methodologies outlined in the
    National Reading Panel and the Alliance for
    Excellent Educations Reading Next report.
  • Effectively links assessment with your state
    standards to individualize instruction to meet
    the needs of all learners from struggling
    readers to ELL to gifted and talented.
  • Includes a wide variety of nonfiction and fiction
    genres while building competency in other
    subjects.
  • Leverages multiple approaches to building
    understanding by structuring lessons with a blend
    of explicit instruction, exploration and practice
    elements.

19
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20
Team Activity
  • Favorite Activity
  • Best Reading Prompt
  • Activity Demonstrating Best Modeling
  • Activity Demonstrating Best Example I-P-A
  • Favorite Activity To Do In Whole Class
  • Most Motivating/Engaging Part Of The Unit
  • Rewards?
  • Best Electronic Interaction
  • Best Sticky Note Cue

21
Appendix
22
A Literacy Crisis in Grade 4-12
  • The number of students in grades 4-12 classified
    as struggling readers is greater than 8 million1
  • Only 39 of white eighth graders are proficient
    in reading
  • Only 15 of Hispanic eighth graders are
    proficient in reading
  • Only 12 of African American eighth graders are
    proficient in reading2
  • Students performing in the lowest 25 of their
    class are 20 times more likely to drop out of
    school than the higher performing students3
  • Our struggling readers are not illiterate, they
    can read. They just cant comprehend/understand
    what it is they are reading.4

1U.S. DOE, 2003 2National Assessment of
Educational Progress 3Carnevale, 2001 4Alliance
for Excellent Education, 2003
23
Who Are These Students?
  • Tech-savvy
  • 90 of children ages 5-17 use a computer1
  • Over 75 of children ages 9-12 use the internet1
  • 81 of kids in grades 6-12 have an e-mail address
    2
  • 43 of children ages 4-18 own at least one
    wireless device (cell phone, pda) 3
  • 24 have created their own websites4
  • 3 billion text messages a day5
  • 77 of public schools had a majority of teachers
    who used the Internet for instruction during the
    0304 school year (up from 54 in 1998-99)5

This generation of students is more likely to be
armed with cell phones, laptops, and iPods than
with spiral notebooks and 2 pencils. -
Edutopia, October 2005
24
What are they doing outside of school?
  • An average day 1
  • 6.5 hours with media
  • Given a choice of media, what is your favorite2
  • 33 of students picked the Internet
  • 26 chose television
  • 21 telephone
  • 15 radio
  • 2.25 hours hanging out with parents and friends
  • 74 report getting along with their parents3
  • 1.5 hours physical activity
  • Basketball, soccer and baseball/softball are
    favorites4
  • 50 minutes doing homework
  • 1/3 of teenagers multi-task while doing homework5
  • 30 minutes doing chores
  • 20 minutes reading non-school-related books (time
    on all mediabooks, magazines, and newspapers 40
    minutes)6

25
Why Engagement?
  • Engaged readers have been shown to
  • Ask more questions as they read2
  • Decide when and how to use strategies as they
    read3
  • Have learning experiences that are more permanent
    and internalized (rather than temporary and
    superficial)4
  • Engagement is cited as a primary concern of many
    teachers5
  • Motivation was identified as a top component of a
    successful adolescent literacy program6
  • Disconnected
  • As they get older, many students see reading as
    disconnected from their lives7
  • They dont understand the purpose for learning
  • Reading is not an authentic activity for them,
    and as a result uninteresting and unimportant4

todays youth are not ADD but EOEEngage me Or
Enrage me. - Mark Prensky
26
Characters
  • Experts provide instruction
  • Buddies Model struggles readers face connect
    concepts to daily life interact with students
  • Course III Kori Jordan
  • Course IV Abby Mike

27
Wide Variety of Genres
  • Informational text
  • Magazine Article
  • Newspaper Article
  • Brochure
  • Encyclopedia Entry
  • Persuasive Text
  • Letter to the Editor
  • Editorial
  • Speech
  • Advertisement
  • Historical Nonfiction
  • Scientific / Technical Nonfiction
  • Narrative Nonfiction
  • Biography
  • Autobiography
  • Graphic Sources
  • Reference Sources
  • Fiction
  • Drama (Play)
  • Adventure Fiction
  • Realistic Fiction
  • Classic Fiction
  • Historical Fiction
  • Mystery
  • Science Fiction
  • Fantasy
  • Tall Tale
  • Folk Tale

28
Meeting the Need for Individualization
  • Measure
  • Formative Assessment
  • Data-Driven Instruction
  • NCES Reports that on a weekly basis, teachers use
    a variety of instructional approaches
  • 98 whole group
  • 96 individualized instruction
  • 86 small group instruction

Technology has provided the hub that links
pertinent data from individual learners.... -
Jacobs 2003
29
Vocabulary
  • Many studies, in fact, report positive
    correlations between background knowledge and
    achievement. (Nagy, Anderson, Herman, 1987
    Bloom, 1976 Dochy, Segers, Buehl, 1999
    Tobias, 1994 Alexander, Kulikowich, Schulze,
    1994 Schiefele Krapp, 1996 Tamir, 1996
    Boulanger, 1981)
  • ? Build background multimedia slide shows and
    videos to inform inspire
  • The National Reading Panel outlined recommends
    the pre-teaching of vocabulary (NICHD, 2000b,
    p.14).
  • ? DR includes 6-9 high utility and/or academic
    vocabulary terms per unit.
  • As important to pre-teaching vocabulary is
    modeling and teaching students to use vocabulary
    strategies while reading (Blachowicz, C.,
    Fisher, P. 1996).
  • ? Vocabulary strategies (indirect instruction)
    are found in every unit
  • Present words in context. Provide multiple
    exposures to words (McKeown, Beck, Omanson,
    Pople, 1985).
  • ? Vocabulary is always introduced in context
  • ? Students get multiple exposures to words
  • lesson passages (100-150 words. Same theme)
  • central passages
  • assessment
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