Maximizing Academic Learning Time Direct Interactive Instruction

1. Maximizing Academic Learning TimeDirect Interactive Instruction

2. Jason Willoughbyjwilloughby@actionlearningsystems.comOmar Ezzeldineoezzeldine@actionlearningsystems.comLiz Steinhartlsteinhart@actionlearningsytems.com

3. Keep Connected with ALS www.actionlearningsystems.com www.facebook.com/ActionLearning1 Twitter: @Student_Success

4. High Performing Districts/Schools Believe: • All students can learn • Success breeds success • We control the conditions of success

5. What Conditions DO WE Control? The Focus Principle Focus on what ALL students should know and be able to do successfully. The focus of a school includes clearly defined performance standards across the disciplines and through the grade levels. The Alignment Principle Align all programs, practices, procedures, and policies to what we want ALL students to know and be able to do. The Expectations Principle Expectations are high for ALL stakeholders (students, teachers, administrators, staff, and parents). What we expect, align, and allocate time to is “what we will get.” The Opportunity Principle Opportunity for ALL stakeholders (students, teachers, administrators, staff, and parents) at their highest potential is ensured by schools and districts that provide increased time, duration, frequency, and access to research-based strategies known to increase achievement.

6. Academic Learning Time

7. Direct Interactive Instruction

8. Demonstration Lesson Direct Interactive Instruction

9. Standards and Measurable Objectives Standard: A standard is a basis of comparison, a reference point against which things can be evaluated, the ideal in terms of which something can be judged, a widely and regularly used, public “expectation” that communicates and provides direction to a wide audience. Standards-level assessment tends to be summative and long-term. Objective: An objective is a specific, measurable, observable student behavior, the description of a performance you want learners to be able to exhibit before you consider them competent, the intended result at the end of a lesson, a unit, a course, or a year of instruction. Objectives-level assessment tends to be formative and short-term.

10. Three Essential Features of a Standard or Objective

11. Lesson Structure and Sequence • Standard(s) and Lesson Objective(s) • Explicitly introduced and clarified • Connecting To Prior Knowledge • Students making the connection to new learning • Input and Model • “I do, and you watch” • Structured Practice • “We do it together” • Guided Practice • “You do it, and I support” • Independent Practice • “You do it” • Standard(s) and Lesson Objective(s) • Revisited and reflected upon

12. Student Engagement: Multiple Levels of Communication Student Engagement: the multiple levels of communication and the various ways that teachers and students interact T TS TS TS S

13. Lesson Structure and Engagement Opportunities

14. Student Engagement: Structured Student Interaction • Teacher provides prompt/question. • Teacher tells students how long they have to think about the question. • Students think about the topic. • Teacher provides sentence frames. • Teacher tells students how long they have to talk to their partners about the question. • Students talk to their partners about the topic. • Teacher monitors student interaction. • Teacher calls on students to share with class. • Students share with class in complete sentences.

15. Correctives and Feedback

16. Pre-Correctives • A caution light to avoid making a mistake on new learning. • Teacher analyzes the content and competence of the lesson and identifies potential student errors/ misunderstandings.

17. Correctives • When a student gives a response that is incorrect or not entirely correct • Teacher conducts an error analysis • There are FOUR overarching types of errors that students can make: • Motor Error • Memory Error • Discrimination Error • Process Error • Systematic way of correcting the student so that he/she knows the correct response and why he/she made the error to begin with • Corrective should be immediate, explicit, unambiguous, and targeted to the student(s)

18. Explicit Feedback • Direct and explicit feedback given to student to reinforce or redirect student learning • Context-directed feedback to guide process • Content-directed feedback to guide learning objectives

19. Proactive Classroom Management • The momentum of the instruction is forward moving and fast-paced, leaving little opportunity for behavioral interruptions. • The teacher has a high degree of “withitness.” • The teacher uses a variety of strategies to limit behavior issues. • Minimal “downtime” with smooth transitions. • Classroom management is positive, preventative, and embedded within the instruction.

20. Proactive Classroom Management: Strategies for Implementation

21. Direct Interactive Instruction

22. Achievement-Focused Coaching

23. Organized Abandonment • What do we STOP doing? • What do we KEEP doing? • What do we START doing?

24. Next Steps