Effective Teaching Strategy

8/9/2019 Effective Teaching Strategy

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3rd Annual National Reading First ConferenceReno, Nevada - July 18-20, 2006

Using Effective Teaching Strategies

to Increase Intensity of Instruction

David Howe - WRRFTAC


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David Howe 2006

Sections of Presentation

1. Teaching Students with Reading Difficulties

2. Intensity of Instruction

3. Sufficient & Differentiated Intensity of

Instruction for All Students


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David Howe 2006

1. TEACHING STUDENTS WITH READING

DIFFICULTIES

A Simple Model of Learning

Characteristics of Studentswith Reading Difficulties

Learning/Instruction


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skill unknown maintenancefluencyaccuracy

Stages in Skill Development


practice the skill correctly

David Howe 2006

practice it correctly a sufficient

number of times to develop fluency

review the skill enough to maintain it


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How Much Repetition is Needed?

Number ofcorrect repetitions in a rowof a newword needed to automatize the word - NICHD

Type o f e a r n e r N u m e r o f

epe t i t ion

o t e o r

e ra e 4- 4

e a t e + ( )

(R. Lyon, 1997

David Howe 2006


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Practice Makes Perfect


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If you practice a skill incorrectly,

you learn it incorrectly!

Practice Makes Permanent!

David Howe 2006


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Vince Knows LearningVince Knows Learning

Students learn new skills by correctlypracticingthe skills repeatedly until the skills are mastered.

Practice does not make perfect. Onlyperfect

practice makes perfect. - Vince LombardiDavid Howe 2006


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David Howe 2006





DIFFICULTIES


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How Reading Difficulties Begin

Students who have failedto learn to read generally:

enter school lacking important skillsand knowledge

have difficulty practicing new skillscorrectly

often do not receive enough correctpractice to learn new skills fluently

David Howe 2006


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Persistent Reading Failure

When students start behind and havedifficulty learning to read, they fall

further behind. This leads to:

a decrease in selfa decrease in self--esteem andesteem and

motivationmotivation

an increase in offan increase in off--task behaviorstask behaviors

and avoidance behaviors as earlyand avoidance behaviors as earlyas kindergartenas kindergarten

David Howe 2006


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K 1 2 3

Persistent Reading Failure & Catching Up

Students who have experienced persistent reading

failure through Grade 3 have a hard time catching up.

they have fallen far behind their peersthey have fallen far behind their peers

they have learned to readthey have learned to read more slowly than theirmore slowly than theirpeerspeers

if they are to catch up, they must learn to read atif they are to catch up, they must learn to read ataa faster rate than their peers!faster rate than their peers!

David Howe 2006


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David Howe 2006





DIFFICULTIES


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Learning and instruction are two side of one coin.

David Howe 2006


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Instructional Design

To learn to perform newskills fluently, students

must practice skills

correctly and repeatedly.

Thus, teachers must designinstruction for correct

practice and with many

opportunities to practice.

David Howe 2006


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K 1 2 3

Helping Struggling Readers Catch Up

To catch up, struggling readers will haveTo catch up, struggling readers will haveto increase their rate of learningto increase their rate of learning

Thus, teachers will have to increase theThus, teachers will have to increase theeffectiveness of their teachingeffectiveness of their teaching

David Howe 2006


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David Howe 2006

2. INTENSITY OF INSTRUCTION

Defining Intensity of Instruction Teaching Strategies for Increasing

Intensity of Instruction

3 Variables for Increasing Intensity ofInstruction


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Perfect Practice Events

Each time a teacher gets a student to practice

a skill correctly, it helps the student learn the skill!

Thats right! Joe Torgesen calls

each practice event a

Positive instructional interaction.

David Howe 2006


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Positive Instructional Interaction (Pii

Instructional Interaction -

The teacher explicitly explains andmodels a skill while students are engaged

The teacher guides students while they

practice the skill and, if needed, providescorrective feedback

The teacher provides opportunities for

students to perform the skill themselves

and reinforces their correct responses

Positive -

The students perform the skill correctly

David Howe 2006


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Positive Instructional Interaction

www.hasslefreeclipart.com

The atom of learning/instruction!

QuickTime and aTIFF (Uncompressed) decompressorare needed to see this picture.


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Intensity of InstructionIntensity of Instruction

10 minutes of instruction that includes 10

Piis is more intensive than 10 minutes of

instruction with only 5 Piis.

Joe Torgesen defines Intensity of instructionas the number of Positive Instructional

Interactions (Piis per minute. For example:

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Intensity of Instruction vs. Unit of TimeIntensity of Instruction vs. Unit of Time

MICROlevel MACROlevel

David Howe 2006

Per Hour:number of

Piis

PerDay:number of

Piis

Per Year:

number of

new skills

mastered

2005-2006

Per Minute:number of

Piis


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Increasing Intensity of InstructionIncreasing Intensity of Instruction

David Howe 2006

Per Year:

MORE

skills

learned

2005-2006

Per Hour:MORE Piis PerDay:MORE PiisPer Minute:MORE Piis


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Increasing Intensity of InstructionIncreasing Intensity of Instruction

We can increase instructional intensity by designingand delivering instruction that provides:

extra support to initially practice newskills correctly

extra opportunities to practice newskills to a fluent level.

David Howe 2006


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David Howe 2006

Defining Intensity of Instruction

Teaching Strategies for IncreasingIntensity of Instruction




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Effective Teaching Strategies

1. Big Ideas1. Big Ideas

2. Teaching at instructional level2. Teaching at instructional level

3. Explicit instruction3. Explicit instruction

. Systematic instruction. Systematic instruction

5. Many opportunities to respond5. Many opportunities to respond

6. Immediate error correction6. Immediate error correctionPractice skills to

fluent level

Practice skillscorrectly

X

X

X

David Howe 2006


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1. Big Ideas

Highly selected concepts . . . that facilitate the most

effective and broad acquisition of knowledge.

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

Reading FluencyReading Fluency

VocabularyVocabulary

Text ComprehensionText Comprehension

5 Essential Components of Beginning Reading

Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 8.

David Howe 2006


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2. Teaching at Instructional Level

Students achieve optimally when they are

responding correctly at roughly 70% of the time

in newmaterial.

100% correct responding indicates students100% correct responding indicates students

are not being challenged enough, that is,are not being challenged enough, that is,perhaps too much of the material is not new.perhaps too much of the material is not new.

Roughly 70% overall correct responding isRoughly 70% overall correct responding is

optimal for student achievement.optimal for student achievement.

50% correct responding, for example, would50% correct responding, for example, would

indicate the instruction is too difficult forindicate the instruction is too difficult for

students.students.

David Howe 2006


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2.a. Instructional Reading Level

Because so many of the words in readingmaterials are words students recognize

automatically (not new , the percentage of

words correct for instructional level

reading material is a higher.

independent reading level is 95independent reading level is 95--97%97%

correctcorrect

instructional level is 90% correctinstructional level is 90% correct

frustration level is below 90%frustration level is below 90%

Armbruster, Lehr, and Osborn, 2001, p. 27.

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3. Explicit Instruction

Explaining and demonstrating allnecessary steps in a task simply,

clearly, and thoroughly.

All steps are made apparent so

that nothing has to be inferred bythe students.

I guess this aintdiscovery learnin.

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3.a. Modeling

Teacher performs all steps in the task

Teacher performs the steps in theproper order

Teacher performs the steps at theproper pace

Teacher demonstrates how to perform the task:

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4. Systematic Instruction

The direct teaching of a set of letter-sound

relationships in a clearly defined sequence.

Systematic instruction is: presenting all important skills within a subject

presenting them in a logical order

presenting easiest skills first and then more

difficult skills

Armbruster, Lehr, and Osborn, 2001, p. 13.

Systematic Phonics Instruction

David Howe 2006


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5. Many Opportunities to Respond

Students rates of learning are proportional tothe rate at which they respond correctly.

Giving students more opportunities to respond

is a way to increase their rates of learning.

more rapid pacing of instructionmore rapid pacing of instruction

choral responding facilitated by signalschoral responding facilitated by signals

calling on low performers more oftencalling on low performers more often

We can increase opportunities to respond for by:

David Howe 2006


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5.a. Judicious Review

Successful reading instruction must be reviewed

to ensure retention and extended understanding.

(1 The review must be sufficient to enable a

student to perform the task without

hesitation.

(2 It must be distributed over time.

(3 It must be cumulative with information

integrated into more complex tasks.

(4) It must be varied, so as to illustrate the wideapplication of a students understanding of

the information.

Kameenui, Carnine, Dixon, Simmons, and Coyne, 2002, p. 14-15.


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Massed Practice vs. Distributed Practice

Minutes of Instruction PerDay on New Skills

Mon.Mon. Tues.Tues. Wed.Wed. Thurs.Thurs. Fri.Fri.

20 20101010

vs.

1030

0 030

David Howe 2006


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5.b. Choral Responses

Choral responses are unison responses of allstudents when prompted by the teacher.

The teacher explains the taskThe teacher explains the task

The teacher models the taskThe teacher models the task

The teacher signals for all students to respondThe teacher signals for all students to respond

The students respond in unisonThe students respond in unison

The little car is red.

David Howe 2006


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5.c. Individual Responses

A teacher can maximize student engagement by:

not calling on students with their

hands raised

asking a question and then calling ona students

calling on low performers more often

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5.d. Brisk Pacing

Teacher presents at a brisk pace to keep

students engaged:

Teacher uses short, simpleexplanations

Teacher minimizes teacher talk

Teacher maximizes studentresponding

Teacher uses signaling to keepup the pace

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6. Immediate Error Correction

model (demonstrate task to students)model (demonstrate task to students)

lead (perform tasks with students)lead (perform tasks with students)

group test (have students perform task)group test (have students perform task)

individual testindividual test delayed testdelayed test

When students respond incorrectly, they mustbe corrected immediately and effectively.

Continued incorrect practicing of a task

results in learning the task incorrectly.

David Howe 2006


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David Howe 2006

Defining Intensity of Instruction

Teaching Strategies for IncreasingIntensity of Instruction




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3 Ways to Increase Instructional Intensity

1.1. AddAdd moremore effectiveeffective teachingteachingstrategiesstrategies intointo thethe instructioninstruction..

2.2. ProvideProvide moremore instructionalinstructional timetime..

3.3. ReduceReduce instructionalinstructional groupgroup sizesize..

David Howe 2006


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ALTERABLE VARIABLES TO INTENSIFY INSTRUCTIONALTERABLE VARIABLES TO INTENSIFY INSTRUCTION

AlterableAlterableVariableVariable

Level of Specific EnhancementLevel of Specific Enhancement

OptionsOptions 1.1. 2.2. 3.3. 4.4.

Program/Program/

InstructionInstruction

Use comprehensiveUse comprehensivereading program toreading program tosystematically & explisystematically & expli--citly teach priority skillscitly teach priority skills

Use intervention coreUse intervention corewith students wellwith students well--below grade levelbelow grade level

Add extensions of theAdd extensions of thecore programcore program

PrePre--teach & reteachteach & reteachskillsskills

Add instructionalAdd instructionaltemplatestemplates -- increaseincreaseexplicitness, correctionsexplicitness, corrections

Use supplementalUse supplemental

program with theprogram with the

comprehensive readingcomprehensive reading

programprogram

Place students notPlace students notmaking adequatemaking adequateprogress in compreprogress in compre--hensive readinghensive readingprogram into anprogram into anintervention coreintervention coreprogramprogram

TimeTime

(Opportunities(Opportunities

to Respond)to Respond)

Schedule & deliver 90Schedule & deliver 90

minutes of daily readingminutes of daily reading

instruction duringinstruction during

protected reading blockprotected reading block

Increase OTR during 90Increase OTR during 90minute reading blockminute reading block

choral respondingchoral responding

increase paceincrease pace

call more often on lowcall more often on lowperformersperformers

Increase reading blockIncrease reading block

to 120 minutes and/orto 120 minutes and/or

add supplementaladd supplemental

period daily (90 min. +period daily (90 min. +

30min. or 90 min. + 4530min. or 90 min. + 45

min.)min.)

Schedule twoSchedule two

intervention sessionsintervention sessions

daily (a double dose ofdaily (a double dose of

90 min. + 90 min.)90 min. + 90 min.)

GroupingGrouping

forfor

InstructionInstruction

Within comprehensiveWithin comprehensivereading program, checkreading program, checkgroup placement &group placement &provide combination ofprovide combination ofwhole & small groupwhole & small groupinstructioninstruction

Walk to readWalk to read Schedule additionalSchedule additional

small group instructionsmall group instruction(9(9--10 students) for10 students) forspecific skill practicespecific skill practice

Reduce group size to 6Reduce group size to 6--8 or to 38 or to 3--5.5.

Provide individualProvide individualinstruction if neededinstruction if needed

INCREASING INTENSITY

Modification of Kameenui, Simmons, Coyne & Harn 2003


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4. Systematic instruction4. Systematic instruction


6. Immediate error correction6. Immediate error correction

Facilitating Effective Teaching Strategies

David Howe 2006

What

How

Smaller

groups

facilitate

More

time

facilitates


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David Howe 2006

3. SUFFICIENT & DIFFERENTIATED INTENSITY

OF INSTRUCTION FOR ALL STUDENTS

Planning

Monitoring

Observing in the Classroom


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Planning Appropriate Groups & Programs

InstructionalInstructional

LevelLevel

GroupGroup ProgramProgram ContentContentCoverageCoverage

At GradeAt GradeLevelLevel

(Grade 2)(Grade 2)

Students who can stayStudents who can stay

at grade level using theat grade level using the

Comprehensive ReadingComprehensive ReadingProgram (CRP)Program (CRP)

1. Grade Level1. Grade Level

CRPCRP

1. All lessons in1. All lessons in

CRPCRP

SomewhatSomewhatBelow GradeBelow Grade

LevelLevel

1. Students who can1. Students who canreach grade level usingreach grade level usingthe CRP plus:the CRP plus:

2. Small groups for pre2. Small groups for pre--teaching & reteachingteaching & reteaching

3. Small groups for3. Small groups for

targeted skillstargeted skills

1. Grade Level1. Grade LevelCRPCRP

2. CRP2. CRP oror supsup--plemental matlsplemental matls

3. Supplemental3. Supplemental

materialsmaterials

1. All lessons1. All lessonsin CRP plus:in CRP plus:

2. Pre2. Pre--teachingteaching& reteaching& reteaching

3. Supplemental3. Supplemental

materialsmaterials

SignificantlySignificantly

Below GradeBelow Grade

LevelLevel

Small groupSmall group -- StudentsStudents

who need an Intervenwho need an Interven--

tion Core Program (ICP)tion Core Program (ICP)

to reach grade levelto reach grade level

1. Instructional1. Instructional

Level ICPLevel ICP

1. Up to two1. Up to two

levels of the ICPlevels of the ICP

in one yearin one year


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Intervention Core Program

Intervention core programs generally aredesigned to:

focus more on the 5 essential elements ofreading

include more effective teaching strategiesthan comprehensive reading programs

David Howe 2006

provide teachers guidance on whichactivities students need

teach less more thoroughly!

provide teachers scripted instructions forstudents


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Intervention Core Program Caveats

Intervention core programs generally are

powerful enough to bring students withsevere reading difficulties to grade level

only if:

substantial amounts of extra instructionaltime is provided to the students

the teacher is well-trained in and fluentwith the program

David Howe 2006

students are grouped homogeneously forinstruction

groups are not too large


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Content Coverage

Make differentiated instructional plans that are

sufficient to: keep grade level students at least at grade level

bring students below grade level up to grade level

The teacher teaches all the above lessons

The teacher plans to teach sufficientlessons in all the materials appropriatefor each group

David Howe 2006

The students pass all the in-programassessments


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Pacing Calendar

Teachers can create a schedule of the specific

lessons they plan to cover on each day ofinstruction for the school year. This pacing

calendar provides:

coaches and teachers a way to judgeif the lesson completed on a particular

day puts the teacher on schedule tocomplete all planned lessons by theend of the year

teachers a schedule that will allow

them to complete the desired numberof lessons by the end of the year

David Howe 2006


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Planning Sufficient Amounts of Time

GroupGroup ContentContentCoverageCoverage

TimeTime

Students who can stay atStudents who can stay at

grade level using thegrade level using the

Comprehensive ReadingComprehensive ReadingProgram (CRP)Program (CRP)

1. All lessons1. All lessons

in CRPin CRP

1. 901. 90--120 min. reading block120 min. reading block

1. Students who can1. Students who canreach grade level usingreach grade level using

the CRP plus:the CRP plus:

2. Small groups for pre2. Small groups for pre--teaching & reteachingteaching & reteaching

3. Small groups for3. Small groups for

targeted skillstargeted skills

1. All lessons1. All lessons

in CRP plus:in CRP plus:

2. Pre2. Pre--teachingteaching& reteaching& reteaching

3. Targeted3. Targeted

skill matlsskill matls

1. 2. 901. 2. 90--120 min. reading block120 min. reading block

including preincluding pre--teaching andteaching and

reteachingreteaching oror 90 min. reading90 min. reading

block plus 15block plus 15--30 min. extra for30 min. extra for

preteaching & reteachingpreteaching & reteaching

3. 303. 30--45 min. daily until skills45 min. daily until skills

are masteredare mastered

Small groupSmall group -- StudentsStudents

who need an Interventionwho need an Intervention

Core Program (ICP) toCore Program (ICP) to

reach grade levelreach grade level

1. Two levels1. Two levels

of the ICP inof the ICP in

one yearone year

1. 90 min. plus 601. 90 min. plus 60--90 min.90 min.


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Grade 2 - 1st Semester 2006-2007

Differentiated Instruction Plan for ReadingInstructional GroupInstructional Group

Level & NumberLevel & Number

Programs &Programs &MaterialsMaterials

Content coverageContent coverage

(Complete)(Complete)

TimesTimes Instructor & RoomInstructor & Room

(Walk to Read)(Walk to Read)

AssessmentsAssessments

At Grade LevelAt Grade Level

(22)(22)

ComprehensiveComprehensiveReading ProgramReading Program

CRP EnrichmentCRP Enrichment& Challenge& Challenge

MatlsMatls

Themes 1Themes 1--44

Matls for Themes 1Matls for Themes 1--44

MM--F 9:00F 9:00--10:4510:45(Reading Block)(Reading Block)

15 minutes15 minutesduring Readingduring Reading

BlockBlock

Ms. VegasMs. Vegas -- Rm. 23Rm. 23 Theme TestsTheme Tests

Enrichment &Enrichment &Challenge TestsChallenge Tests

Standardized PMStandardized PM --3 times/year3 times/year

Somewhat BelowSomewhat BelowGrade levelGrade level

(24)(24)

Small GroupsSmall Groups

A (13) & B (11)A (13) & B (11)

ComprehensiveComprehensiveReading ProgramReading Program

CRP for preCRP for pre--

teaching andteaching andreteachingreteaching

Phonics ProgramPhonics Program

for targeted skillsfor targeted skills

Fluency ProgramFluency Program

Themes 1Themes 1--44

Selected decoding,Selected decoding,

vocab, and compvocab, and compskills in Themes 1skills in Themes 1--44

Gr. AGr. A -- Level 1ALevel 1AGr. BGr. B -- Level 1BLevel 1B

Gr. AGr. A -- Level 1.2Level 1.2--2.22.2

Gr. BGr. B -- Level 1.5Level 1.5--2.52.5

MM--F 9:00F 9:00--10:4510:45(Reading Block)(Reading Block)

15 minutes15 minutes

during Readingduring ReadingBlockBlock

MM--F 1:30F 1:30--2:002:00

MM--F 1:30F 1:30--2:002:00

Mr. JensenMr. Jensen -- Rm. 24Rm. 24

Group AGroup A -- Ms. SanchezMs. Sanchez-- Title I Rm.Title I Rm.

Group BGroup B -- Mr. JensenMr. Jensen --

Rm. 24Rm. 24

Theme TestsTheme Tests

Theme TestsTheme Tests

Phonics Prog. TestsPhonics Prog. Tests

Fluency Prog. TestsFluency Prog. Tests

Standardized PMStandardized PM --1 times/month1 times/month

Well Below GradeWell Below Grade

LevelLevel(19)(19)

Group CGroup C -- (10)(10)

GroupDGroupD -- (9)(9)

Intervention CoreIntervention Core

ProgramProgram -- Level KLevel K

Intervention CoreIntervention CoreProgramProgram -- LevelsLevels

K & 1K & 1

Level KLevel K -- Lessons 1Lessons 1--

120120

Level KLevel K -- Lessons 61Lessons 61--

120120

Level 1Level 1 -- Lessons 1Lessons 1--6060

MM--F 9:00F 9:00--10:4510:45

(Reading Block)(Reading Block)

+ M+ M--F 1:00F 1:00--2:002:00

MM--F 9:00F 9:00--10:4510:45

(Reading Block)(Reading Block)

+ M+ M--F 1:00F 1:00--2:002:00

Group CGroup C -- Ms. WentzMs. Wentz --

SpEd Rm.SpEd Rm.

GroupDGroupD -- Ms. KingMs. King --

Rm. 25Rm. 25

ICP Weekly testsICP Weekly tests

ICP Weekly testsICP Weekly tests

Standardized PMStandardized PM --1 times/week1 times/week


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David Howe 2006

Planning

Monitoring





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Intensity of Instruction vs. Unit of TimeIntensity of Instruction vs. Unit of Time

MICROlevel MACROlevel

David Howe 2006

Per Hour:

number of

Piis

PerDay:

number of

Piis

Per Year:

number ofnew skills

mastered

2005-2006

Per Minute:

number of

Piis


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1.1. Content coverageContent coverage

2. In2. In--program assessmentsprogram assessments

3. Standardized progress monitoring3. Standardized progress monitoring

4. State grade level outcome test4. State grade level outcome test

5. Classroom observations5. Classroom observations

Monitoring for Sufficient Intensity of Instruction

David Howe 2006


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David Howe 2006

Planning

Monitoring





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4. Systematic instruction4. Systematic instruction


6. Immediate error correction6. Immediate error correction

How Effective Instruction Looks & Sounds

David Howe 2006

Intensity of Instruction Observation Form


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A.A. B.B. C.C. D.D. E.E. F. (C x E)F. (C x E) G.G. H.H.

ActivityActivity TimeTime

(min.)(min.)

GroupGroup

correctcorrect

responsesresponses

GroupGroup

ErrorsErrors

No. ofNo. of

studentsstudents

in groupin group

Piis ofPiis of

groupgroup

membersmembers

IndividualIndividual

correctcorrect

responsesresponses

(Piis)(Piis)

IndividualIndividual

errorserrors

Total >Total >

Intensity of Instruction Observation Form

+ = Correct response - = Incorrect response C = Correction

Teacher _____________________ Date ________________

T t l Piis = T t l + T t l G = _____ Piis P r Mi t = T t l Piis / T t l i t s = _____

Gr # OTRs = T t l C + T t l D = _____ Gr % Acc r cy = T t l C / Gr # OTRs = _____

I iv. # OTRs = T t l G + T t l H = _____ I iv. % Acc r cy = T t l G / I iv. # OTRs = _____


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Kindergarten Instruction


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1st

Grade Instruction


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Thank you!

Dave Howe - [email protected]

(541) 346-6216

Documents

Effective Teaching Strategy