2. “Eighty percent of differentiation is mind-set; the rest
is craft”
(Wormeli, 2007)
3. A mistake we often make in education is to plan
the curriculum materials very carefully, arrange
all the instructional materials wall to wall, open
the doors of the school, and then find to our
dismay that they’ve sent us the wrong kids.
4. Characteristics of good instruction
How do we get students to achieve the objectives?
Explicit
Research-based
Engaging
Informed
Ready for the “what ifs”
5. Explicit Instruction
Also known as direct instruction
“I do, we do, you do”
Lesson Plan structure:
Modeling
Guided practice
Independent practice
6. Strategy Instruction
A type of explicit instruction
Provides students with a strategy to completing
academic tasks
Reading
Writing
Math
Studying
Test
taking
Working together
7. Strategy Instruction
Strategy is typically made up of stages of instruction.
Students are taught a strategy to completing tasks
Usually has a mnemonic
Example:
Example: Self-regulated, Strategy Development (SRSD) for
writing
Set writing goals Students are taught
this through a
Self-instruct mnemonic
Self-monitor
Self-reinforce
8. Strategy Instruction
SRSD for Writing
POW + WWW
Pickmy idea
Organize my notes
Write and say more
Who
When
Where
9. Strategy Instruction
Inference Strategy
1. Interact with the questions and the passage
2. Note what you know
3. Find the clues
4. Explore any supporting details
5. Return to the question
10. Model
Always model new activities
What is a good example of an activity that failed in
this classroom because of lack of modeling?
Think out loud as you go through the process.
First, I do this…
I think this is next…
I wonder what would happen if I did this…
I know to do this next because…
I need to check my work…
I did it!
11. Engaging
How do we deliver engaging instruction?
Go back to your pre-assessments: learning preferences,
interests
Show enthusiasm for the topic
Activate prior knowledge
Hook
Use technology
Multiple intelligences
12. Informed
Why? Assessment!!
-informal
Keeps students engaged -formative
Quick and dirty assessment
What?
1. Response cards and choral responding
Gives students time to answer
Refocuses off-task students
Helps when there are “blurters”
13. Active student responding: when to
use…
Choral responding
Short and same answers
Facts
Repetition
Response cards
Short and different or same kind of answer
Opinions OR facts
Different modes
Color cards
Fingers
Head nods
14. What about small groups?
Cooperative learning
Stations/centers
Independent work
Review activities
Practicing new skills (after guided practice)
Flashcards
Games
Computer
Students may not always be working with you but
you will always be working with students
15. What ifs?
Always be prepared for the idea that a student
might not “get it” at first.
What prompting can you provide?
How can you help them get there while still maintaining
the class?
How can you anticipate these issues and provide some
universally-designed instruction to avoid them?
16. Review
To sum up…
Your lessons should:
Be explicit-teach students what they need to do the activity.
Don’t make it a puzzle!
Be engaging-use active student responding, BE FUN!
Be informed-use formative assessment techniques, check for
understanding
Be ready for what if? How can you help the student who
just doesn’t get it?
Notes de l'éditeur
Short and sameShort and differentCHORALChemical formula for water is 2+2 isThe first president of the United states isRESP CARDTell me your favorite bookWhat is one item you recycled this weekend
