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Instructional Intervention Teams Level 1 Training

Instructional Intervention Teams Level 1 Training. Beliefs, Behaviors and the Basic Skills of Collaborative problem-solving Part 2 July 2011. Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996. 2. Objectives. Participants will:

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Instructional Intervention Teams Level 1 Training

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  1. Instructional Intervention Teams Level 1 Training Beliefs, Behaviors and the Basic Skills of Collaborative problem-solving Part 2 July 2011

  2. Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996 2

  3. Objectives • Participants will: • gain an understanding of the problem-solving process and how teams function, • increase awareness about the influence of culture, • be introduced to the stages of problem-solving, and • explore and practice communication skills.

  4. Review of Day One - History and Goals - Influence of Culture - IIT Beliefs and Process - Instructional Triangle - Communication Skills

  5. Questions and Feedback

  6. Key Communication Skills • Paraphrasing • Perception Checking • Clarifying Questions • Requesting Clarification • Summarizing • Relevant Questions • Offering Information • Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

  7. Communication SkillsPractice • Paraphrase, perception check, clarify… NO Questions

  8. CONTRACTING • Introduction, describes process • Shared understanding and agreement about how to proceed

  9. PROBLEM IDENTIFICATION & ANALYSIS • Most important and likely longest stage • All aspects of the triangle considered • Critical questions

  10. Critical Questions • What does the student know? • What can the student do? • Are there patterns to the student’s work? • How does the student approach unknowns? • Now, what do I do, as the teacher? Gickling; IC Teams Manual 2002

  11. Observable and Measurable • What we can see • What we can measure • Selected information, NOT the only information

  12. Mismatch Match Working Memory Overloaded Working Memory Functioning Optimally Student Looks Frustrated, Unhappy, Inattentive Student Looks Happy, Attentive Student Learning Student not Learning Impact of Instructional Match on Emotions and Learning

  13. The problem is the mismatch When a gap exists between what the student knows and is able to do and what the learning environment demands, we have an instructional mismatch and need to intervene to make a match.

  14. Prior Knowledge!* • Sight word knowledge • Vocabulary knowledge • Math facts • Experiences with particular content • Culture • Comprehension strategies/skills * Dorchy, Segers, & Buehl, 1999

  15. What percentage of words does an adult need to read and understand in order to comprehend 5th grade text?

  16. The Houssin Verker Once when I was a tomble, my blubs and I were waiting in mok to get tink a big houssin verker. Finally, there was only one botzo in front of us at the winckle oont. This botzo made a big serton on me. There were fluntee or tonty suppa krot, including the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. Joppel by their verox, many of the frugs seemed very poor. We thought it would probably be the first houssin verker they had ever snety. The krot were very well grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the preery. As the krot and their learsels waited in mok, they were frakle shump about the horace, his yoders, and all of the zearing quinks they would snet at the verker.

  17. Working Memory Age Capacity Drill & Practice 3 0 5 00 70% to 85% Knowns 7 000 9 0000 11 00000 13 000000 15 0000000 Comprehension 93%-97% Knowns Repetition IQ 120= 25X IQ 100= 35X IQ 80= 55X Gravois & Gickling (2005) Underlying Principles for Instructional Match

  18. Working Memory Activity • Divide your table in half. • Half the table reads the NYTimes article. • Half the table reads the Marzano article.

  19. Problem Identification Scripts • Look for Communication Skills • Look for comments that could contribute to “Upward or Downward Spirals” • Look for tasks of stage that have been addressed • Are all aspects of the triangle explored?

  20. LUNCH BREAK

  21. STRATEGY/INTERVENTION DESIGN • Strategy/activity to help student reach goal • Details • At least part classroom based, even if more is needed

  22. INTERVENTION IMPLEMENTATION & EVALUATION • Putting the plan into action • Determining the effectiveness of the implemented plan

  23. Resources for Intervention Design • IIT Wiki: http://hcpss-iit.hcpss.wikispaces.net • Interventioncentral.org • Intranet • Document Repository • Staff • Other

  24. Accessing Resources Reading Writing Math Behavior

  25. Where have we gone?!Questions

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