Independent Work Time I.W.T

1. Independent Work TimeI.W.T A time EVERY DAY when. . . Students learn to work independently Teachers meet individual student needs Presented by Susana Melgoza And Martha Aldana

2. I.W.T.

3. Purpose of IWT • Students work independently • Students work collaboratively • Students practice/review materials taught in the lessons

4. Goals of IWTTeacher • a component of every Open Court lesson • the subject of the Program Appendix at every grade level • a structure that allows the teacher to conduct extra teaching/extra practice • an opportunity for the teacher to observe, assess, and conference • Meet with EVERY student EVERY week

5. Goals of IWTStudents • an opportunity to develop the idea of worthwhile use of free time • a vehicle for developing responsibility and independence • an opportunity for students to develop leadership capabilities • a time to conduct research and other types of exploration of interest to the students • a chance to READ, READ, and READ some more • an opportunity to write and work on writing

6. Procedure • Evolves from very structured to student-choice over the course of the year • Explicitly taught procedures • Post rules • Organize classroom to accommodate different IWT activities

7. IWT Rules • Speak in a quiet voice • Share • Be polite • Take turns with materials and put them away when you are done • If the teacher is working with someone else, please don’t interrupt!

8. Phases of IWT

9. Phase 1Procedure • whole class • one “must do” • teacher monitors • debrief

10. What is debriefing? • An opportunity for the students and teacher to reflect on the successes and problems during IWT. • Ask students: • What went well today? • What were the problems encountered today? • How might we change things to make it more successful tomorrow? • This is also a perfect opportunity for students to quickly share new learning, projects, and experiences from IWT. • Debriefing should happen EVERY day.

11. Phase 1How long? • 1-2 weeks • 10-15 minutes per day

12. Phase 1Characteristics • Teacher introduces the rules and procedures for IWT • Materials at the student’s independent work level are used and explained. . . remember, they can’t ask you for assistance. . .and you want 100% success • Teacher sets specific time frame for IWT with students • Teacher monitors within the room, though does not engage with students. . .at all! • Teacher ends IWT at predetermined time and pulls group together for “debriefing”

13. Phase 1Breakdown of Time 15 minutes Teachers Students

14. Phase 2Procedure • “menu” introduction • teacher monitors • debrief

15. Phase 2How long? • 1-2 weeks • 15-18 minutes per day

16. Phase 2Characteristics • Rules and procedures are revisited • Teacher introduces the “menu” management format • It looks like: “Must Do” and “Choices” • Let the students know that they will have some fun “choices” if they can be successful at their “must do” activities • Students are to experience the “must do” activity during the allotted time (no choices yet) • The teacher monitors, taking notes to help guide the debriefing session, especially concerning the students’ ability to transition themselves.

17. Phase 2 Breakdown of Teacher’s Time 18 minutes Teacher Students

18. Phase 3Procedure • “menu” in place • multiple tasks • teacher pulls one targeted needs group • debrief

19. Phase 3How long? • Rest of the year • 15-20 minutes per day or longer depending on grade level

20. Phase 3Characteristics • Students are introduced to the concept of the teacher working with a small group and the “no interruption” concept. • The “menu” is fully in place. Students are given a “must do” activity and a few “choices”. • Teacher pulls one group for reteaching or preteaching based on need through observation or assessment. • Teacher provides intervention, then monitors whole group before ending and debriefing.

21. Phase 3 Breakdown of Teacher’s Time 20 minutes Students Teacher

22. Universal AccessReading Difficulties or Disabilities • Preteaching • Scaffolded instruction • Reteach • Phonemic awareness activities

23. Universal AccessAdvanced Learners • Provide academic challenge activities • Borrow next grade materials • Use next grade decodable books • Extend writing activities

24. Universal AccessEnglish Learners • Provide lessons that will meet the ELD standards (use ELD portfolio) • Practice phonemic awareness • Preteach activities including vocabulary for upcoming stories • Be aware of phonological differences between English and the students primary language

25. Guidelines • Encourage responsibility and independence • Encourage cooperation and collaboration • Encourage respect for individual differences • Establish areas and times • Encourage group projects • Look for special talents and abilities • Encourage children to try new things

26. IWT Areas • NO rotational centers • use the word AREA instead of CENTER • there do not need to be tables or formal “areas” set up to have a successful IWT • Materials can be kept in baskets, on shelves, zip-lock bags, or in any numbers of organizers

27. Set-Up • Thinking Maps • Reading Area • Writing • Listening • Fluency • Specific Teacher Created Activities • Games

28. IWT Management • management • clothes pins • photos of area • markers or paint • procedures • materials • reinforce rules • debrief

29. IWT Examples

30. Your Turn! • Refer to TE appendix • Review IWT • Plan for IWT with grade level using SOAR data

31. Thank you for your attention and participation.