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Supporting Students in the Secondary Content Areas

Supporting Students in the Secondary Content Areas. Allegheny Intermediate Unit 3 Adapted from, PaTTAN Harrisburg Pam Kastner Allen Muir Teresa Stoudt.

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Supporting Students in the Secondary Content Areas

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  1. Supporting Students in the Secondary Content Areas Allegheny Intermediate Unit 3 Adapted from, PaTTAN Harrisburg Pam Kastner Allen Muir Teresa Stoudt

  2. The Pennsylvania Training and Technical Assistance Network is an initiative of the Pennsylvania Department of Education working in partnership with families and local education agencies to support programs and services to improve student learning and achievement. PaTTAN’s Mission

  3. District, IU, Preschool, Agency Policy Your local district’s policies regarding paraprofessional job descriptions, duties, and responsibilities provide the final word!

  4. Agenda • Introduction and Learner Outcomes • Overview of Effective Instruction • Effective Instruction Within Secondary-Level Reading & Math • Principles of Effective Instruction • Strategies for Implementing Effective Instruction

  5. Learner Outcomes Participants will: • Identify key principles of effective instruction • Identify strategies for incorporating the key principles in a secondary setting • Clarify the role of a paraprofessional supporting the teacher in implementing secondary-level reading and math instruction

  6. Two Engagement Strategies • Think-Pair-Share • Give 1/Get1

  7. Definition of a Strategy • Individual’s approach to a task • Systematic “plans” that one uses to accomplish a learning task • Cognitive Strategies are the “Tools” • Metacognitive Strategies are the “Process”

  8. Ten Principles of Effective Instruction Principle 1: Engagement Time Students learn more when they are actively engaged in instructional tasks. Ellis & Worthington (1994),Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  9. Engagement Time-Definition • Academic Engaged Time • The amount of allocated time a student spends actively engaged in appropriate tasks that s/he can perform with a high rate of success. This is learning!!!

  10. Engagement Time • Students learn more when they are actively engaged in instructional tasks • Three aspects of time that directly impact student learning: 1. Time allocated for the activity 2. Degree to which students are engaged 3. Rates of Success that students experience

  11. #1: Time Allocated How much time do we allocate to content areas? Based on: • State Recommendations/Standards • District/School Goals and Objectives • Characteristics of students “We don’t have control over many of these decisions!”

  12. Increase Intrinsic Motivation - Gain attention for 10-90 min. CHOICES RELEVANT ENGAGING Increase apathy and resentment Gain attention for 10 min or < REQUIRED IRRELEVANT PASSIVE #2: Degree of Engagement We do have control of this aspect of time!

  13. #3: Rates of Success • The rates of success the students experience while engaged in the activity directly impacts student learning. • Success rate is a critical variable: when students are provided with high rates of success during instructional activities, student learning is increased. • They say that practice makes perfect, but only • perfect practices makes perfect, therefore it is important to aim for 90% engagement.

  14. Engagement Time: Selected Strategies • Response Cards (yes, no, why) • Choral Responding • Think-Pair-Share • Think-write-pair-discuss • Reciprocal Teaching Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  15. Ten Principles of Effective Instruction Principle 2: Incorporate High Rates of Success Students who experience high and moderate success rates are correlated positively with student learning outcomes. Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  16. Incorporate High Rates of Success • High student success rates (and to a less extent, moderate success rates) correlate positively with student learning outcomes. • Low success rates correlate negatively with student learning outcomes.

  17. Incorporate High Rates of Success • Selected Strategies: • “Errorless” Learning • Constructive Feedback • Skill Sequencing • Pacing Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  18. Incorporate High Rates of Success • Selected Strategies: Constructive Feedback Is…Is Not… Highly Specific Non-Specific advise blame or praise Compares current performance Assuming that the to a standard process (instruction, hard work, advice) is enough to reach the goal Frequent, on-going, timely Delayed or erratic

  19. High Rates of Success Activity • Given a list of potential feedback, identify examples and non-examples of constructive feedback.

  20. Incorporate High Rates of Success Selected Strategies: Formative Assessment • Formative assessment is assessment forlearning. • Using formative assessment provides students with feedback that helps students take control of their own learning and become successful self-regulated learners. • paraprofessionals should provide feedback which includes opportunities to improve and guidance on how to improve.

  21. Ten Principles of Effective Instruction Principle 3: Content Coverage/ Opportunities to Learn Increased opportunities to learn content is correlated positively with increased student achievement. Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  22. Content Coverage/Opportunities to Learn Selected Strategies: • Identify Essential Content • Reduce Transition Time • Begin and End Lessons on Time

  23. Ten Principles of Effective Instruction Principle 4: Grouping for Instruction Students achieve more in classes where they spend the most of their time being directly taught by a teacher. The manner in which a paraprofessional delivers instruction is an important instructional principle that directly impacts student achievement. Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  24. Grouping for Instruction Selected Strategies: • Small Group Instruction • Individual Instruction • Whole Group Instruction • Flexible Grouping

  25. Ten Principles of Effective Instruction Principle 5: Scaffolded Instruction Students become independent, self-regulated learners through instruction that is deliberately and carefully scaffolded. Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  26. ScaffoldedInstruction • Skillfully structuring the environment to make it easier for students to achieve more than they can on their own. • Scaffolded instruction serves as a temporary and adjustable support for students to develop new skills and abilities.

  27. Scaffolded Instruction Ultimate goal Initial instruction Teacher assumes most of the control Independent self-regulated learning

  28. ScaffoldedInstruction: the Process Student Mastery Prompts Corrective Feedback Independent Practice Teacher Student Student Efforts Modeling Explicit Student Participation

  29. ScaffoldedInstruction Examples: • Guided Notes • Think Alouds • Verbal Prompting • Physical Prompting

  30. Ten Principles of Effective Instruction Principle 6: Addressing Forms of Knowledge The critical forms of knowledge must be addressed in order for students to become independent, self-regulated learners. Ellis & Worthington (1994), Coyne, Kame’enui and Carnine (2007), Marzano, Pickering and Pollock (2001)

  31. Addressing Forms of Knowledge • Declarative (the what) – factual information • Procedural (the how) – how to use the knowledge in specific ways • Conditional (the when and where) – knowing when and where to apply the knowledge

  32. Ten Principles of Effective Instruction Principle #7- Activating and Organizing Knowledge Learning is increased when teaching is presented in a manner that assists students in organizing, storing, and retrieving information. • Organizing • Storing • Retrieving

  33. Activating and Organizing Knowledge Why the inability to access prior knowledge? • Students lack sufficient knowledge base. • Students have poorly organized knowledge so have difficulty retrieving it. • Students are unaware of the conditions under which the knowledge they possess is relevant.

  34. Activating and Organizing Knowledge • Selected Strategies • Mnemonics • Note taking • Content Organizers • Study Guides • Instructional Organizers/Graphic Organizers • Advance Organizers • Lesson Organizers • Post-Organizers

  35. Activating and Organizing Knowledge Guided Practice Activity: • Complete Frayer Diagram 1 to illustrate the term “Constructive Feedback”. • Share your results with the Group.

  36. Chinese Graphic Organizer

  37. Activating and Organizing Knowledge Independent Practice Activity: At each Table: • Set of sample content organizers: • Timeline • Compare/Contrast with Summary • KWLS • Select one that you would use to support a student with an instructional task • Share your work with the group

  38. Ten Principles of Effective Instruction Principle #8: Teaching Strategically Strategic instruction is designed to teach students how to apply techniques, principles, or rules in order to solve problems and complete tasks successfully and independently and will help students to become more independent, self-regulated learners.

  39. Goal of Teaching Strategically To teach students how to learn effectively

  40. Expert learners Know how and when to use specific cognitive strategies Access particular strategies with flexibility Develop a repertoire of cognitive and metacognitive strategies spontaneously Novice Learners (ineffective) Do not have a repertoire of problem solving strategies Do not exhibit strategy flexibility Have difficulty integrating subskills Teaching Strategically: What the Research Says Jones, et al (1987)

  41. Definition of a Strategy • Individual’s approach to a task • Systematic “plans” that one uses to accomplish a learning task • Cognitive Strategies are the “Tools” • Metacognitive Strategies are the “Process”

  42. Teaching Strategically Steps: • Discuss thinking process associated with strategy steps. • Determine opportunities for transfer. • Highlight empowerment that accompanies use of strategy. • Model reflection - allow students to think through the solutions to their academic problems.

  43. Teaching Strategically Examples: • Ten-Two • Card Sort • KWLS (Know/Want to Know/Learned/Still want to know)

  44. Instructional Principles: Paraprofessionals ScaffoldedInstruction MaintainActive Engagement Incorporate High Rates of Success Activate/OrganizeKnowledge Teach Strategically

  45. Ten Principles of Effective Instruction Principle #9: Making Instruction Explicit Teachers and paraprofessionals can increase their students’ achievement through instruction that is explicit.

  46. Making Instruction Explicit Selected Strategies: • Controlled Instruction and Practice • Demonstrate/Model/I do • Guided Practice • Independent Practice • Instructional level match • Opportunities for maintenance and generalization

  47. Ten Principles of Effective Instruction Principle #10: Teaching Sameness in the Curriculum Teaching sameness is linking a single concept with many ideas and providing students with numerous examples to promote generalization.

  48. Teaching Sameness in the Curriculum Selected Strategies: • Thematic units across subject areas. • Teach to generalization and/or transfer. • Scavenger hunts. • Inspirations software – concept webs, graphic organizers.

  49. Learner Outcomes • Participants Will: • Identify key principles of effective instruction • Identify strategies for incorporating the key principles in a secondary setting • Clarify the role of a paraprofessional supporting the teacher in implementing secondary-level reading and math instruction

  50. References • Ellis, E. and Worthington, L. (1994). Research Synthesis on Effective Teaching Principles and the Design of Quality Tools for Educators. National Center to Improve the Tools of Educators, University of Oregon • Keller, C., Bucholz, J. & Brady, M.,(2006). Yes, I Can! Empowering Paraprofessionals to Teach Learning Strategies. TEACHING Exceptional Children, 39(3)18-23 • Marzano, R.(2003) What Works in Schools. Alexandria, VA: ASCD • Thompson, M. (2006) Leadership, Achievement, and Accountability: Benchmarking to Exemplary Practice. Boone, NC: Learning Focused Solutions

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