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Doing What Works... A Look Inside RtI !

Doing What Works... A Look Inside RtI !. Recommendations or Practices The Practice of Explicit Teaching and how it connects with the common core. What is Explicit Teaching? . What is Intentional Teaching?. What is explicit teaching? When should explicit teaching occur?.

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Doing What Works... A Look Inside RtI !

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  1. Doing What Works...A Look Inside RtI! • Recommendations or Practices • The Practice of Explicit Teaching and how it connects with the common core.

  2. What is Explicit Teaching? What is Intentional Teaching?

  3. What is explicit teaching?When should explicit teaching occur? Explicit teaching is directing student attention toward specific learning in a highly structured environment. Focusing on a goal using metacognitive processing.

  4. CRAConcrete – Representation- Abstract • Well-known and familiar – • How do students make sense of this schema? • How do teacher’s lessons reflect this notion?

  5. How does Explicit Teaching aid students who need intervention? Focuses students on using techniques which aid them in making connections using representational strategies.

  6. Looking at two types of representational/visualization techniques for connecting the concrete to abstract… Problem- Schemata Identification Strip Diagrams

  7. Problem Schemata Identification and Representation • Facilitates conceptual understanding • Identifies the separate features of each problem type (change, group, compare) • Organizes the relevant information in the story • Conceptually different than the part/part/whole organizer

  8. Change Story Situation John had 47 baseball cards in his collection. He lost 15 of them when his family moved to from Florida to New York. Now he has 32 baseball cards. Change Set 15 baseball cards Notice the continuous line and arrow 47 baseball cards 32 baseball cards Beginning Set Ending Set

  9. Group Story Situation Timmy has 54 coins in his piggy bank. 34 are pennies, and the remaining coins are nickels. 20 coins Pennies and Nickels 54 34 coins

  10. Compare Story Situation Martha has 46 cookies and Mabel has 71. Mabel has 25 more cookies than Martha. Martha Mabel 25 cookies 46 cookies 71 Cookies Compared Set Difference Set Referent Set

  11. Problem Schemata Identification and Representation • Find the problem pattern • Read the problem carefully • Ask if whether the problem is a change, group, or compare problem type. • Organize and represent the information using schemata diagrams • Map the known information into the diagrams • Flag the unknown with a question mark.

  12. Using strip diagrams to assist students in visualizing the problem. “How big will this number be?” Visualizing allows the student to begin to connect the operation to the problem. Strip diagrams also help the student conceptualize magnitude of number. “What operation goes with this problem?”

  13. Jenna planted 43 flowers. Some of them started blooming. If 29 have blooms on them, how many do not? 43 Total Flowers 14 29 Flowers that bloomed. Flowers that do not have blooms

  14. Roberto saved $78. He saved $29 more than Mary. How much did Mary save? $78 $29 ?

  15. A farmer has 7 ducks. He has 5 times as many chickens as ducks. How many more chickens than ducks does he have? 7 ?

  16. Ernesto spent 2/5 of his money on a CD. The CD cost $20. How much money did Ernesto start with? ? $20

  17. Which diagram goes with this problem? Jerome has 75 more baseball cards than his friend, Elmo who has 189 baseball cards. How many baseball cards does Jerome have? 189 ? 75 75 baseball cards Elmo’s 189 baseball cards Jerome’s ___ baseball cards

  18. How might explicit instruction support students in conceptualizing word problems? How does this technique differ than the type of procedurally explicit teaching that often occurs in classrooms?As a coach, how might this be best taught or shared?

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