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Alternate Block Schedule Research & Instructional Guide

Alternate Block Schedule Research & Instructional Guide

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Alternate Block Schedule Research & Instructional Guide

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  1. Alternate Block Schedule Research & Instructional Guide High School Great Source W,X,Y,Z

  2. Outcomes • Understand how to work within the alternate block schedule • Understand how to use the Essential Concepts Instructional Guide (ECIP) for planning purposes • Understand the concept of “Perfect Practice” as an instructional strategy

  3. 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)

  4. 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)

  5. Essential Support Systems for Block Scheduling (Queen, 2009) • Curriculum Alignments which identify the scope and 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)

  6. 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)

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

  8. Creating a Guide for Block Instruction How do we make the most of the 80-minute block?

  9. Elements of Instructional Guide • Logically sequenced, integrated content • Appealing to multiple learning styles • Engaging events of instruction • Aligned with standards • Incorporates school initiatives • Incorporates movement • Identifies available resources • Follows Systematic, Explicit Instruction Model

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

  11. Direct Instruction • Direct Instruction typically starts a unit or a new skill within the unit and/or anytime that students need additional 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

  12. Guided Practice Points to Consider: • Guided Practice = Perfect Practice or Practice with Support and/or Corrective Feedback. • Feedback is constructive. • Practice is not an assessment. • Students are able to try the new skill/concept without penalty and with teacher support.

  13. meteor angel music morph psych -ology -ic -al hero -ology -less -ology book cartoon -ology -ologist zoo -ologist -ist -ology -ly -er -s -ian Perfect Practice Sample Sort Activity The above words will be handed to each group by word parts – students are to create as many words as possible, then using their knowledge of suffixes, explain the meaning of each word. They may use their informational sheets that have the suffix definitions. Students will be given a sheet with all the answers to check their work. Assessment only Perfect Practice =Opportunity to Check Understanding

  14. Answer sheet for Word Sort meteorology – the study of meteors meteorological-relating to the study of meteors zoology – the study of animals morphology – the study of morphs (form) heroic – relating to a hero psychologically-to act in a way related to the psychology – the study of the mind study of the mind meteorologist – one who studies meteors cartoonist – one who draws cartoons did not use –less (without) zoologist – one who studies zoology musical – relating to music angelic – relating to an angel books – more than one book psychologist – one who studies the mind cartoons- more than one cartoon musician – one who works with music psychological – relating to the study of the mind

  15. Perfect Practice # 2 - The Reading ProcessThe entire reading process can be described in a few easy-to-follow steps. • Set a purpose. • Create some personal connection to the text. • Reread to find out things you might have missed the first time through. After During • Remember what you learned. • Plan a reading strategy. • Pause, reflect, and look back to see if you found information that fits your purpose. Before • Preview the reading. • Read with a purpose.

  16. The Reading Process • The entire reading process can be described in a few • easy-to-follow steps. • Before • Set a purpose. • Preview the reading. • Plan a reading strategy. • During • Read with a purpose. • Create some personal connection to the text. • After • Pause, reflect, and look back to see if you found information that fits your purpose. • Reread to find out the things you might have missed the first time through. • Remember what you learned.

  17. Higher Order Thinking • Application • Assessment Considerations: Three Types • Introspection solidifies or enhances the learning. Consider questions like: • 1. What helped me with the learning? • 2. How did I learn it? • 3. What didn’t work or inhibited my learning? • 4. What would have helped me learn more successfully?

  18. Instructional Guide Assessment • Three Types of Assessment ensures that there is always something for the students to work toward. • Due Now (within class period) • Due Later this Week • Due Long Term

  19. Steps for Success • Determine the length of your essential concept. • Consult your academic plan to determine the standards that must be taught within the unit. • Determine what assessments you will use, when you will assess, and how often. • Plan your daily lessons determining your sequence of events as it relates to the Systematic, Explicit Instruction Model. • Plan your movement and instructional strategies and decide where these will best fit in the Systematic, Explicit Instruction Model.

  20. Sample Academic Plan

  21. Electronic Template

  22. Resource Guide

  23. Daily Plans Short term Difficult to track progress, strategies and structures over time Instructional practices can 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

  24. Primacy-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!

  25. Three or More Activities Per Instructional Guide A. Need not be equal in length 1. Large/small group – Interactive activity 2. Individual productivity – Introspective activity 3. Teacher-centered – Introduction, Informational, Instructional Activity B. Vary the amount and time of activities

  26. 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

  27. Engaging Activities • Reciprocal Teaching • Kagan Strategies (Cooperative Learning) • Inquiry Based Learning • Simulations • And more!

  28. Assessing Your Instructional Guide • Does the unit target my standards? • Does my unit meet the requirements of the Academic Plan? • Does my unit target all the areas of the Systematic, Explicit Instruction Model? • Does my unit include movement and/or engaging activities? • Does my unit include instructional strategies and/or initiatives of my school? • Do I need to adjust my timeline and/or plan? • What does my data show? • What are the strengths of the unit? • What are some weaknesses of the unit? • Are there any threats to my success? • Was there learning? • Was there retention?

  29. Rubric

  30. Questions/Concerns?Now, we want you to have a chance to work with the ECIG!