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Essential Concept Instructional Guide (ECIG)

Essential Concept Instructional Guide (ECIG). School District of Lee County Intensive Reading: LANGUAGE!. Congratulations!!!!!!. “A” School District 47 “A” schools → 60 “A” schools Improved from 34 th state student achievement ranking to 22 nd in the state. Congratulations!!!!!!.

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Essential Concept Instructional Guide (ECIG)

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  1. Essential Concept Instructional Guide(ECIG) School District of Lee County Intensive Reading: LANGUAGE!

  2. Congratulations!!!!!! • “A” School District • 47 “A” schools → 60 “A” schools • Improved from 34th state student achievement ranking to 22nd in the state

  3. Congratulations!!!!!! • Lee County is 23rd in the state for Levels 3-5 Reading scores. • Lee County is 13th in the state for reading gains. • Lee County is 18th in the state for making reading gains with the lowest 25% students.

  4. 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)

  5. 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)

  6. 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)

  7. 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)

  8. Instructional Transitions I DO WE DO YOU DO Teaching to Learning Responsibility for Learning Monitoring TEACHER STUDENT Plan - Do - Study - Act Entice, Enlighten, Engage, Extend, Enact Higher Order Thinking

  9. Daily Plans Short term Difficult to track progress, strategies, and structures over time Instructional practices can often 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 Differences in Plans

  10. Elements of the ECIG • Logically sequenced, integrated content • Appealing to multiple learning styles • Engaging events of instruction • Aligned with standards • Incorporates school initiatives • Based on SBRR • Incorporates movement • Identifies available resources • Follows Systematic, Explicit Instruction Model

  11. Direct Instruction Guided Practice Higher Order Thinking Assess/ Introspection

  12. Primacy-Recency Effect • By dividing the learning time into segments, there is more prime learning time than down time. • Research has shown a positive correlation between the amount of movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).

  13. Primary-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: • Focus drifts and mental fatigue sets in. • Boredom with the item occurs. • Depth not Breadth!

  14. Three or More Activities Per ECIG • Need not be equal in length • Large/small group – Interactive activity • Individual productivity – Introspective activity • Teacher-centered – Introduction • Informational, Instructional Activity • Vary the amount and time of activities

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

  16. Components of ECIG:Curriculum and Unit Alignments • Let’s define each one of the Lesson Alignments boxes and where the information will come from.

  17. Elements of ECIG :Unit Alignments • Schedule • What • Why • Explain/Model • Support/Corrective Feedback • Perfect Practice • Self-Monitor/Application • Introspection/Learning Processes Reflection

  18. Why is a Planned Schedule Important? • Ensures required instructional content is covered at the necessary rate • Is critical part of differentiation • Predicts grade level achievement • Protects students from the “tyranny of time”

  19. Elements of ECIG • Date: What is the length of unit? The teacher is in the “I DO” phase of the learning model; the teacher determines the length of instructional time based on the needs of students.

  20. Date • This section will be listed by unit and lesson.

  21. Time and Order • Each of the Lesson Alignment Columns requires an estimation of the time that will be spent on that component of the lesson. • There is also a block that can be used delineate the order of activities within a component of the lesson.

  22. 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

  23. Elements of the ECIG • What: What are the Sunshine State Standards and Essential Concepts that aligned in the Academic Plan that the students will learn? The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning.

  24. What? The needs to be written with the end in mind. -What is the Essential Concept? -What is expected level of complexity? - How will the Essential Concept be applied?

  25. What? • The What? will be a paraphrase of the transition statement for each step in the lesson. • There will be six statements per lesson. • The What? should become Lesson Objectives that are shared as Advanced and Post Organizers.

  26. Elements of the ECIG: Direct Instruction Why: Why should the student learn the Essential concept? Why is Essential Concept going to make the student a better reader? • The teacher is in the “I DO” phase of the learning model; students understand what the content, strategy or process is for learning; teacher sets purpose or anchors the content, strategy and/or process for learning.

  27. Why? • The Why? sets the rationale for learning. • The rationale may be based on the challenges that student encounters in the academic arena and will encounter in the world of work.

  28. Elements of the ECIG: Direct Instruction • Explain/Model: How am I going to explicitly teach the Essential Concept? The teacher is in the “I DO” phase of the learning model; the teacher explicitly and systematically instructs the Essential Concepts for students.

  29. Explain/Model • Explain/Model will include the activities in which the purpose is direct instruction. • This is the “I Do” section. • You will need to read through each step’s activities to determine if the purpose is direct instruction.

  30. Elements of the ECIG: Guided Practice • Guided Practice is Perfect Practice and Support/Corrective Feedback. • Feedback is constructive and supportive. • Practice is not an assessment. • Students are able to try the new skill/concept without penalty and with the level of support that ensures success.

  31. Elements of the ECIG: Guided Practice • Support/Corrective Feedback: As the student begins to apply what I have directly instructed, how can I scaffold/guide instruction to help students succeed? • Teachers/Students begin the “We Do” phase of the learning process where the students try to apply the content, strategy and/or processes for learning with teacher support.

  32. Support/Corrective Feedback • In Support/ Corrective Feedback, the teacher is still directly involved but the purpose is to begin to guide the student through applying the learned Essential Concept. This begins the “We Do.” • You will need to read through each step’s activities to determine if the purpose is direct instruction.

  33. Guided Practice • Perfect Practice: As the student independently practices what has been directly instructed and practiced with support, what kind of support does the student need to successfully practice to achieve mastery? • Supplants the teacher support; students tries content, strategy and/pr process with the support of answers, notes, study guides, models, textbooks, etc.

  34. Perfect Practice • Initially, Perfect Practice will be implemented by classroom activities. Students will be provided with activities and support. • As we increase our knowledge of Perfect Practice, we will be adding classroom activities and moving to perfect practice homework.

  35. Perfect Practice Sample Front = Questions Back = Answers Unit 13 Lesson 9 Step 5 Supporting Details and Transition Words Read the sentence below: Bicycles have many purposes. Write 3 supporting detail sentences that include transition words that would explain the multiple purposes bicycles have. Answers will vary. Supporting Detail: One purpose for a bicycle is for transportation.__________________ _______________________________________________________________________ Supporting Detail: Another purpose for a bicycle could be for exercise.___________ _______________________________________________________________________ Supporting Detail:­­­­­­­­­­­ A final purpose for bicycles would be for fun.__________________ Refer to Book C Student Text page 302 for additional support. Unit 13 Lesson 9 Step 5 Supporting Details and Transition Words Read the sentence below: Bicycles have many purposes. Write 3 supporting detail sentences that include transition words that would explain the multiple purposes bicycles have. Supporting Detail:­­­________________________________________________________ _______________________________________________________________________ Supporting Detail: ________________________________________________________ _______________________________________________________________________ Supporting Detail:­­­­­­­­­­­________________________________________________________ _______________________________________________________________________

  36. Perfect Practice:Student Study Cards Front of Card What is a GERUND? Back of Card What is a VERB FORM ENDING IN –ING THAT IS FORMED WHEN THE PRESENT PARTICIPLE FORM OF A VERB IS TRANSFORMED INTO AN ACTIVITY?

  37. Elements of the ECIG: Higher Level Thinking • Webb’s Depth of Knowledge is an example of how students may self monitor their use of higher level thinking skills with each concept they are learning.

  38. Components of the ECIG:Higher Order Thinking • Self-Monitor/ Application: How am I going to ask the student to demonstrate mastery of the Essential Concepts? • Student begins the “You Do” phase of the learning process; student independently applies the content, strategy and/or process for learning (assessments, projects, higher order questioning, etc)

  39. Content Mastery Assessments Content Mastery Retakes Summative Assessment Progress Indicator Assessment Self-assessment Multi-media Project Research Projects Self-Monitor/Application Self- Monitoring/ Application includes, but is not limited to:

  40. Self-Monitor/Application • Consider questions like: -What did I learn? -What did I do with what I learned? -How well did I use/apply what I learned? -What else could I have done with what I learned?

  41. Self-Monitor/Application • The three types of Self-Monitor/Application ensures that there is always something for the students to work toward. • Due Now (within class period) • Due Later this Week • Due Long Term

  42. Introspection/Learning Processes Reflection • The student uses metacognitive/think aloud skills to self-evaluate their learning. • Student/teacher introspection and reflection dialog will result in • Most effective teaching practices • Most effective learning strategies

  43. Introspection/Learning Processes Reflection • Introspection/Learning Processes Reflection requires the student to assess • What helped me with the learning? • How did I learn it? • What didn’t work or inhibited my learning? • What would have helped me learn more successfully?

  44. Components of ECIG: Curriculum Alignments • Curriculum Power Standards • Unit Reading Standards • Movement Strategies • ESOL/ESE Strategies • Florida Goal 3 Standards

  45. Where Do I start? • Start at the Essential Knowledge Concepts. • The Essential Knowledge Concepts will always be the Six Steps of LANGUAGE!

  46. Standard Alignment • The Standards Alignment will be taken from the Academic Plan for each of the following books: • Books A/B • Books C/D • Books E/F

  47. Reading Standards/Strategies • The Reading Standards have been included in the Standards Alignment above.

  48. Interactive Learning Strategies • Research has shown a positive correlation between the amount of purposeful movement the classroom teacher used and the percentage increase of students' test scores (Gilbert, 1997).

  49. Interactive Learning Strategies • Movement Strategies should be based on: • Purpose • Group Type • Activity

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