Researched-based Curricula, Practices and Materials for Effective Instruction

1. Researched-based Curricula, Practices and Materials for Effective Instruction Juli Callahan/Sarah Johnston Inclusion/Program Specialist LISD 2009

2. AGENDA Introductions • Effective Instructional Strategies • Curriculum Materials • Learning Strategies • Content Enhancement • Differentiation Technology Sampling • KU Strategies Training - LISD

3. Students who feel their teacher cares about them will typically perform better in class! Spend time getting to know your student and learning to appreciate their uniqueness Good rule of thumb: Identify the student’s strength, then: • verbally acknowledge strengths to students, as well as in front of others • find ways to provide encouragement and support to the student POSITIVE IMPACT CAN NOT BE STRESSED ENOUGH!

4. The characteristics of a well-designed reading program include both instructional content and instructional design. National Institute for Literacy

5. Instructional Content:Five Essential Skill Areas for Effective Reading Instruction • Phonological Awareness • Phonics / Decoding • Fluency / Oral Reading • Vocabulary • Comprehension

6. Five Strands of Mathematical Proficiency (NICHCY) • Conceptual Understanding ~ Comprehension of mathematical concepts, operations, and relations • Procedural Fluency ~ Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • Strategic Competence ~ Ability to formulate, represent, and solve mathematical problems • Adaptive Reasoning ~ A capacity for logical thought, reflection, explanation, and justification • Productive Disposition ~ Habitual inclination to see how mathematics is sensible, useful, worthwhile, and doable

7. Effective Instructional Strategies

8. Instructional Design Elements include: • Explicit Instructional Strategies • Coordinated Instructional Sequences • Multiple Practice Opportunities • Aligned Student Assessments

9. Systematic and Explicit Instruction • detailed, precise, instruction through a defined instructional sequence • based on assessed prior knowledge • involves teacher modeling (thinking aloud through problem solving process) • appropriate pacing based on student need • repeated student practice • includes memory devices, strategy steps in easy-to-remember ways • do not need a pre-written curriculum (i.e., reading comprehension, ID penny and counting)

10. Self-Instruction(self-regulation strategies to manage learning and stay on task, learned and practiced in actual context of problem solving) • Setting goals • Keeping on task • Checking work as you go • Remembering to use a specific strategy (i.e. teach to talk to self) • Monitoring own progress • Being alert to confusion/distraction/taking corrective action (i.e., marking out unnecessary information) • Checking answers for sense and accuracy

11. Peer Tutoring • Most effective when students of different abilities are paired • Use highly structured activities (materials, lesson, or structured teaching routines) • Provide materials prior to lesson • Pre-teach roles (tutor/tutee), purpose, and expectations • Have students switch roles during assignment • Provide on-going monitoring and feedback

12. Visual Representations Most effective technique: Concrete representation of concept (CRA) (i.e., manipulatives such as plastic pie pieces to represent ¼) Demonstrate in representational terms (i.e., pictures, such as drawing the pie split into 4ths) Symbolic or abstract items (i.e., numbers, fractions)

13. UNIVERSAL DESIGN FOR LEARNING “Universal design removes barriers to access.” UDL provides a framework to create and implement lessons with flexible goals, methods, materials, and assessments that support learning for all students. • Multiple Means of Representation - (what?) • Multiple Means of Engagement – (how?) • Multiple Means of Expression – (why?)

14. Universal Design for Learning On-going assessment is essential • to inform and guide instruction • to evaluate and provide evidence of learning

15. Direct Instruction & Strategy Instruction • Swanson, et. Al (1999) maintain that strategy instruction and direct instruction both follow a sequence of similar events: • State the learning objective, concept to be learned, and expectations • Review pre-requisite skills • Present info., give examples, demonstrate • Pose questions assessing level of understanding/correct misconceptions

16. Direct Instruction & Strategy Instruction (cont.) • Provide group instruction and independent practice. Give opportunity to demonstrate new skills and learn new information on their own • Assess performance/provide feedback. Review independent work/quiz. Give feedback for correct answers/reteach if needed • Provide distributed practice and review

17. Curriculum Based Measurements(CBMs) 1. An alternative to commercially prepared tests 2. CBM’s allows teachers to closely monitor students rate of educational programs 3. Measures student skills in basic subject areas (reading, writing, and math) 4. Student is given brief, timed exercises to complete using materials drawn directly from the child's academic program 5. Mastery of skill, measures or monitor in short-term and long-term progress in key academic areas

18. Differentiation Universal Design for Learning Differentiated Instruction

19. Differentiated Instruction “Differentiation is not a set of tools, but a philosophy that a teacher embraces to reach the unique needs of every learner.” Differentiated Instructional Strategies, One Size Doesn’t Fit All, Gayle H. Gregory and Carolyn Chapman Teachers can differentiate: • The content that students learn • The assessment tools being used • The performance tasks selected • The instructional strategies used

20. Differentiated Assessment Tasks: • Design a video • Complete a portfolio • Design a survey and interview • Conduct a demonstration • Illustrate a story • Create a puppet play • Design a bulletin board • Create a time line on the computer • Write a persuasive article • Write lyrics for a song • Make a mural • Plan a trip • Conduct a panel • Create a magazine • Develop a display • Create a talk show about… • Choreograph a dance • Draw a comic strip • Teach a lesson • Create a flow chart • Role-play the story

21. Give Student test options with choices such as: Traditional 20 right and wrong answers to volume and area problems • memorized formulas and no calculator • points given for correct formula, answer, and label of answer Or… Use of calculator and formula sheet during a test • problems were applications to real life, thus not perfect math numbers. • shapes are real ice cream cones or lawn sprinklers and show actual use of formulas in everyday life • involves in-depth thinking a multi-step problems, and allowed some room for alternative answers (thus possible parital credit)

22. Planning for Differentiated Instruction: 6 Step Planning Model 1. Outcomes / Standards / Essential Questions – what should students know and be able to do? Assessment tools for data collection: (logs, checklists, journals, observations, portfolios, rubrics, contracts) 2. Content – concepts, facts, vocabulary, essential skills 3. Activate – Pre-assessment strategy Pre-assess prior knowledge well in advance (quiz, test, surveys, K.W.L. Journals, Brainstorm, etc.) Focus Activity - use emotional hooks to engage and capture attention through challenge, novelty and unique experiences

23. Planning for Differentiated Instruction: 6 Step Planning Model 4. Acquire: Total group or small group What and how they will acquire the concepts: (Lecture, presentation, demonstration, video, field trip, guest speaker, text, etc.) 5. Apply and Adjust –practice and active engagement for retention Grouping decisions (random, heterogeneous, homogeneous, interest-based, by task, etc.) Assign tasks according to ability level: (Learning centers, projects, contracts, compact/enrichment, inquiry, research, etc.) 6. Assess – decide or provide choices how students will demonstrate what they know (Diversity honored – Learning styles, Multiple Intelligences, personal interest, etc.) (Quiz, test, performance, products, presentation, demonstration, portfolio, rubric, etc.)

24. Curriculum Materials

25. Implementing Universal Design for Learning and Assistive Technology in RTI Models 2009 CLD Conference October 2, 2009 Dave Edyburn, Ph.D.University of Wisconsin-Milwaukee

26. UD Tech Toolkitshttp://udltechtoolkit.wikispaces.com Hands-on Exploration of Current Events ResourcesNews 2 Youhttp://www.news2you.com/ • Kid’s News Roomhttp://www.kidsnewsroom.org/ • Uncle Jay Explains the Newshttp://unclejayexplains.com/ • The Week in Raphttp://theweekinrap.com/ • Prime Time in No Timehttp://primetime.tv.yahoo.com/

27. Hands-on Exploration of Current Events Resources • Today’s Front Pageshttp://www.newseum.org/todaysfrontpages/ • Newsmaphttp://newsmap.jp/ • 10 by 10, 100 Words and Pictureshttp://www.tenbyten.org/ • Google Newshttp://news.google.com/ • Weekly Readerhttp://www.weeklyreader.com/ • Scholastic Newshttp://www2.scholastic.com/browse/scholasticNews.jsp • Student Newshttp://www.cnn.com/studentnews/

28. Planning for Academic Diversity; Locating materials for teacher use 4 Teachershttp://4teachers.org/42Explore: Thematic Pathfindershttp://42explore.com/Blue Web'nhttp://www.kn.pacbell.com/wired/bluewebn/Googlehttp://www.google.com/Kathy Schrock's Guide for Educatorshttp://school.discovery.com/schrockguide/TrackStarhttp://trackstar.hprtec.org/Thinkfinityhttp://www.thinkfinity.org/

29. Reading in the Content Areas: I. Strategies for Students that Struggle to Access and Comprehend Text A. Utilize Existing Tiered Reading Materials 1. Ben’s Guide to U.S. Government for Kidshttp://bensguide.gpo.gov/2. Windows to the Universehttp://www.windows.ucar.edu/3. The Brain From Top to Bottomhttp://thebrain.mcgill.ca/ B. Create Your Own Tiered Reading MaterialsContact Prof. Edyburn for more information (edyburn@uwm.edu) C. Cognitive Rescalinghttp://www.uwm.edu/~edyburn/Cognitiverescaling.pdf D. Simplified Language1. Simple English Wikipediahttp://simple.wikipedia.org/

30. E. Characteristics of a Text1. Text Content Analyserhttp://www.usingenglish.com/resources/text-statistics.php F. Audio Support1. Vozmehttp://vozme.com/2. ReadPleasehttp://www.readplease.com/ 3. Text Aloud http://www.nextup.com/ G. Language Translation1. Babelfishhttp://babelfish.altavista.com/2. Google Translationhttp://translate.google.com/ 3. Visuwordshttp://www.visuwords.com/

31. C. Plagiarism 1. Plagiarism Learning Centerhttp://www.plagiarism.org/ 2. TurnItIn http://www.turnitin.com/ 3. Glatthttp://www.plagiarism.com/ 4. CopyCatchhttp://www.copycatchgold.com/ 5. EVE2http://www.canexus.com/eve/index.shtml

32. H. Vocabulary Support 1. Visuwordshttp://www.visuwords.com/ 2. Visual Thesaurushttp://www.visualthesaurus.com/ 3. Voycabularyhttp://www.voycabulary.com/ I. Alternatives to Print 1. BrainPop, BrainPop Jr. and BrainPop Espanolhttp://www.brainpop.com/ II. Other Types of ToolsA. Access to Literature 1. SparkNoteshttp://www.sparknotes.com/ 2. Lit 2 Gohttp://etc.usf.edu/lit2go/B. Add Speech to PowerPoint 1. PowerTalkhttp://fullmeasure.co.uk/powertalk/

33. Technology Tools for Student Researchers III. StandardsA. Developing Educational Standards http://edstandards.org/Standards.htmlB. Use the Internet With Big6 Skills to Achieve Standardshttp://www.janetsinfo.com/big6info.htmC. ALA Information Literacy Standards (pdf download)http://www.ala.org/aasl/ip_nine.html IV. Teaching About ResearchA. Resources1. Big6 http://www.big6.com/2. The Research Cycle http://questioning.org/module/cycle.html

34. 3. A Research Guide for Students http://www.aresearchguide.com/index.html V. Getting StartedA. Project Management1. Assignment Calculator http://www.lib.umn.edu/help/calculator/B. Selecting a Topic 1. 42explorehttp://42explore.com/2. Ask for Kids http://www.askforkids.com/3. KidsClick!http://www.kidsclick.org/4. Hot Topic Papershttp://www.nwmissouri.edu/library/courses/english2/termindex.htm

35. VI. Search AidsA. Preparing to Search1. Finding Information on the Internet http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.htmlB. Worksheets, Concept Maps, and Search Strategies 1. TEK Mom’s Search Tools for Students http://www.tekmom.com/search/2. Research Strategy Worksheet http://www.tuc.edu/lrc/worksheet.htm3. Note Taking Worksheet http://www.ri.net/schools/East_Greenwich/notesheet.htm4. Zoho Notebook http://notebook.zoho.com/

36. C. Assessing the Readability of Various Web Sites 1. NetTrekker DI http://www.nettrekker.com/di/ 2. Text Content Analyserhttp://www.usingenglish.com/resources/text-statistics.php D. Summarizing What I Read 1. AutoSummary http://www.uwm.edu/~edyburn/Cognitiverescaling.pdf VIII. Preparing a First DraftA. Drafting Tools 1. Inspiration http://www.inspiration.com/ 2. DraftBuilder http://www.donjohnston.com/products/draft_builder/index.html 3. iDictate http://www.idictate.com/

37. B. Citation Tools 1. Son of Citation Machine http://citationmachine.net/ 2. NoodleBibhttp://www.noodletools.com/ 3. Easy Bib http://www.easybib.com/ IX. RevisionA. Peer/Teacher Feedback 1. Track Changes (Microsoft Word)B. Vocabulary 1. WordSmyth http://www.wordsmyth.net/ 2. Merriam-Webster Toolbar http://www.m-w.com/downloads/index.htm 3. Visuwordshttp://www.visuwords.com/

38. Math Tools and Strategies General Math Illuminationshttp://illuminations.nctm.org/WebMathhttp://www.webmath.com/National Library of Virtual Math Manipulativeshttp://nlvm.usu.edu/en/nav/vlibrary.htmHot.mathhttp://hotmath.com/Math Forumhttp://mathforum.org/Math TVhttp://www.actionmath.com/Multimedia Math Glossaryhttp://www.hbschool.com/glossary/math2/index_temp.html

39. A+ Mathhttp://www.aplusmath.com/Cool Math Siteshttp://cte.jhu.edu/techacademy/web/2000/heal/siteslist.htmInternet Resources for the Math Classroomhttp://www.internet4classrooms.com/math.htmAlgebraAA Mathhttp://www.eyepleezers.com/aaamath/alg.htmAlgebra Fourhttp://www.shodor.org/interactivate/activities/AlgebraFour/Algebra Helphttp://www.mathpower.com/video.htmAlgebra Homework Helphttp://www.algebra.com/Algebra Worksheet Generatorhttp://www.math.com/students/worksheet/algebra_sp.htm • Comprehensive Review and Ranking of Algebra Websiteshttp://csam.montclair.edu/mathsci/classroom/math_project_desc.htm

40. Study Guides, Quizzes, and Tests: Tools and Strategies Tools for Creating Quizzes and TestsHot Potatoeshttp://hotpot.uvic.caQuizStarhttp://quizstar.4teachers.org/ClassMarkerhttp://www.classmarker.com/Quiz Schoolhttp://www.proprofs.com/quiz-school/Easy TestMakerhttp://www.easytestmaker.com/Test Talkerhttp://www.freedomscientific.com/LSG/products/testtalker.asp Tools for Creating Flash Cards Flashcard Exchangehttp://www.flashcardexchange.com/Personal Educational Presshttp://www.educationalpress.org/

41. Don Johnston Start to Finish The universally-designed Start-to-Finish Publishing series provides age-appropriate narrative and informational texts that are written at two readability levels and delivered in three media formats. Ability Grade Level 1.5-5.5 • Interest Grade Level 5-12 Read How Start-to-Finish Can Be Used To: • Supplement Curriculum • Support Intervention Initiatives • Differentiate Instructions • Encourage Independent Reading • Collect Formative Data

42. Project ReadComprehensive language arts program designed to provide explicit, direct instruction in a structured reading curriculum • Teaching approach includes visual, kinesthetic, auditory , tactile strategies, and the use of body language • Whole or small group instruction may be implemented by teachers in general education , special education or Title I settings • May also utilized as an intervention reading program (1st through 6th grade)or with adolescents and adults who struggle with reading or language learning.

43. Project Read Strands: • Encoding/Decoding - phonics instruction targeted for early education; Pre-kindergarten/Kinder students; Primary Phonics for 1st-3rd grade students • Linguistics - a decoding/encoding program for older, (4th-12th grade), struggling readers • Reading Comprehension - provides instruction in three different forms: • Story Form Literature Connection-focused on narrative text for grades 1-5 • Report Form-with emphasis on expository text for students for grades 3-12 • Story Form-focused on narrative text grades 6-12 • Written Expression (Framing Your Thoughts), provides systematic and sequential instruction for written expression

44. Read Naturally Designed to promote oral reading fluency by combining teaching modeling, repeated reading, and progress monitoring on tape or computer Utilizes non-fiction passages at grade levels 1-8 Levels based on cumulative skill development Multiple examples and opportunities to practice Levels contain criterion-referenced performance, mastery tests, and individual reading checkout yielding detailed data about performance Promotes independence (Daily lessons are 35-40 min. of teacher-directed and independent student application) Motivating point system

45. Corrective Reading SRAResearch-based direct instruction teaching model • Scripted program designed to provide differentiated, individualized instruction for students who do not read accurately , fluently, and/or struggle with comprehension • Designed for ages 7-14 years; works well for pull-out resource/ALS populations • Fully integrated assessments monitor progress and guide movement through the program • Upon completion, progresses into Reading Mastery program

46. MathLine • MathLine is the first supplemental tool with one-to-one correspondence between the concrete object and the abstract symbol. • MathLine’s simple design allows it to be used by ALL students and is successfully implemented in: • Regular Education/Mainstream Curriculum • Special Education Programs/IEP’s • Remedial/Intervention Programs

47. Advantages of MathLine • One research based , cost effective, supplemental tool • All students use the same tool • Multi-sensory ~ incorporates all modes of learning (audio, visual, tactile, kinesthetic) • Self-contained so students keep their learning organized; pieces can’t get lost or dropped and students don’t get lost in their counting • Offers on line instructional demonstrations, sample lessons, RtI, and interactive webinars

48. Mountain Math • Available in K-6, General Math (7-8), Pre-Algebra, and Algebra • Can be used as a warm-up activity, part of a seat work assignment, bell ringer, etc. • Is generally displayed on a bulletin board; although there are other ways to utilize the materials. There will be a picture on your kit that shows you examples of how it could be displayed. • Teacher decides how many problems the student will solve each day. It is recommended that students complete the board work weekly for continued review of previously taught material.

49. Using Mountain Math • Black line master worksheets are provided and remain the same throughout the year. Students solve daily problems on a worksheet. • Upon completion of worksheet, the teacher will flip the cards on the board, giving new problems to be worked on during the next time period. • There is no required completion time. • 24 problems provided under each number on the board. • Students can write story problems to correlate with problems on the board.

50. Mountain Math kits include: • General instruction • Math problem cards • Black line master of student worksheet (Kindergarten will have a page of suggested questions instead of a worksheet) • A list of concepts reviewed under each grade level • Set of numbers