The Role of Diagnosis and remediation in Tier 1:
- Included in Tier 1 instruction because there may be a need to reteach some skills or concepts multiple times for the benefit of all students
-The need to reteach is informed by regular formative assessment
-Diagnosis at Tier 1 involves identifying problems in the learning process and adjusting instruction for the entire class
-differentiated instruction is a direct application of diagnosis at Tier 1
Core Instruction - evidence based practices selected by the district and school to teach ALL students the common core state standards and social behavior standards
- Math
-Process: concrete, representational, abstract
-Explicit Instructions: I do it, we do it, Y'all do it, You do it
-Engagement: ALL students saying, writing, doing
-High probability of success for most students
Learning is not a spectator sport!
Student Engagement
-to attract and maintain a learner's interest and active involvement in all lesson content and related tasks, with clearly articulated evidence checks of concrete, productive Response to Instruction
-All Students EVERY LESSON
-We cannot close the achievement gap unless we dramatically increase engagement or student response to instruction
90% of Engagement comes down to the quantitiy and quality of student
-Saying - Oral Language
-Writing - Written language
-Doing - pointing, touching, demonstrating etc.
At Elementary Level, Most Students that struggle in Math have difficulty with:
- Included in Tier 1 instruction because there may be a need to reteach some skills or concepts multiple times for the benefit of all students
-The need to reteach is informed by regular formative assessment
-Diagnosis at Tier 1 involves identifying problems in the learning process and adjusting instruction for the entire class
-differentiated instruction is a direct application of diagnosis at Tier 1
Core Instruction - evidence based practices selected by the district and school to teach ALL students the common core state standards and social behavior standards
- Math
-Process: concrete, representational, abstract
-Explicit Instructions: I do it, we do it, Y'all do it, You do it
-Engagement: ALL students saying, writing, doing
-High probability of success for most students
Learning is not a spectator sport!
Student Engagement
-to attract and maintain a learner's interest and active involvement in all lesson content and related tasks, with clearly articulated evidence checks of concrete, productive Response to Instruction
-All Students EVERY LESSON
-We cannot close the achievement gap unless we dramatically increase engagement or student response to instruction
90% of Engagement comes down to the quantitiy and quality of student
-Saying - Oral Language
-Writing - Written language
-Doing - pointing, touching, demonstrating etc.
At Elementary Level, Most Students that struggle in Math have difficulty with:
- Solving Problems
- Visually representing problems
- Processing problem information
- Memory
- Self-Monitoring
- Fluency of math facts
Instruction
- How do I teach.....
- Quality of instruction - reflects quality of curriculum, lesson prep, and teaching skill
- Appropriate level - lesson is neither too easy or too difficult
- Effective Pacing - time is used efficiently, the pace is "perky"
- Incentive - student are engage and motivated to learn
- consequences should inconvenience the child/student....not you
- The best way to "fix" behavioral problems is through reward NOT punishment
- Relationships with students can affect behavior.....if you care, they care
Instructional Strategies for Building Skill Accuracy
Instructional Strategies for Building Skill Application
- Explicit Teaching (I do it, we do it, y'all do it....)
- Teacher modeling, guided practice, independent practice
- Teacher Feedback
- Specific positive confirmations (Correct, great job, Thank you...)
- Corrective feedback on errors (Let's talk about that mistake....)
- Cover, copy, compare
- math example - give math problem to students to work on, students work on the problem on their own and then cover up their work. The class does the problem together, and then the student compares what he/she did compared to what was done as a class.
Explicit Instruction
- Precise and consistent language
- clear, accurate, and unambiguous teaching
- I do it, we do it, y'all do it, you do it
- Why is it important?
- so when students move on to other classes/grades the vocabulary is consistent....math is a good example of this....
- Teachers need to select only the most generalizable, useful, and explicit strategies
- High achieving countries all implement connections problems as connections problems
- U.S. implements connection problems as a set of procedures
What NOT to teach.....
- Future learning
- ex: When subtracting, the larger number ALWAYS goes on top. ....is this ALWAYS true"
- make sure you are teaching in a way that can be built upon in future classes, other teachers can build on what students have been taught.
- Accurate conceptual understanding
- ex: When subtracting, borrow a 1 from the tens place......does this develop a correct understanding of this concept?
Error Correction Procedures
- Error correction is a key feature of effective instruction
- Error corrective feedback is crucial to the accuracy and efficiency of student learning
- If errors are identified and corrected immediately in the learning sequence, students will master the concept/skill more quickly and with less frustration
- teach students to find their own errors
- Cover, Copy, Compare is a great way to have students catch their mistakes.
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| Practice, Practice, Practice Have students track their own progress so they can see improvement teaching students songs to help remember math facts....etc... |
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| An example of a song to teach skip counting |
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| To go from fluency to automaticity it requires Practice, Practice, Practice...consistent practice |
Instructional Strategies for Building Skill Application
- Word Problem Solving
- Use questioning strategies that require learners to go deeper
- Peer tutoring
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