Instructional Strategies

For SLO In-Depth Training

Why are Instructional Strategies an important aspect of SLO’s?

To ensure that all students succeed academically, we believe that high-quality instruction must be the

norm and not the exception within schools

and across school districts (Dean, Hubbell, Pitler &

Stone, 2012)

Success for ALL Students:Multi-tiered System of Supports

Tier 1: Core, Instructional Interventions• All Students, All Settings• Preventive, proactive support (e.g.

school-wide behavior support, high quality core instruction, differentiate instruction, universal screening)

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency (e.g. target skill instructions

with progress monitoring)

Tier 3: Intensive, Individualized Interventions • Individual students• Assessment Based• High Intensity• Intense, durable procedures

Dean, Hubbell, Pitler & Stone, 2012

RTI Plan: Tier 1 Core Instruction

Tier 1: High-Quality Core Instruction. The

student receives high-quality core instruction in

the area of academic concern. ‘High quality is

defined as at least 80% of students in the

classroom or grade level performing at or above

grade-wide academic screening benchmarks

through classroom instructional support alone

(Christ, 2008).

What is the role of the classroom teacher in the RTI model?

The classroom teacher is responsible under RTI for

providing high-quality core instruction to effectively

reach the widest possible range of learners.

Additionally, the teacher notes any struggling

students who need additional ‘differentiated’

instructional or behavioral support and provides

that support in the form of a Tier 1 (classroom)

intervention plan (Wright, 2013).

When teachers must present challenging academic material to struggling learners, they can

make the material more accessible and promote faster learning by building assistance

directly into instruction. (Rosenshine, 2008).

Instructional Strategies For Improving Student Achievement

(Marzano, Pickering and Pollock, 2001)

• Setting Objectives and Providing Feedback

• Reinforcing Effort and Providing Recognition

• Cooperative Learning

• Cues, Questions, and Advance Organizers

• Nonlinguistic Representations

• Summarizing and Note Taking

• Assigning Homework and providing Practice

• Identifying Similarities and Differences

• Generating and Testing Hypotheses

Creating the Environment for LearningSetting Objectives Reinforcing EffortCooperative Learning and Providing and Providing

Feedback RecognitionHelping Students

Develop Understanding

Cues, Questions, and Advanced Organizers

Nonlinguistic Representation

Summarizing and Note Taking

Assigning Homework and Providing Practice

Helping StudentsExtend and

Apply Knowledge

Identifying Similarities

And DifferencesGenerating and

Testing Hypotheses

The Framework for Instructional Planning(Dean, Hubbell, Pitler & Stone, 2012)

Creating the Environment for Learning

Setting Objectives and Providing Feedback

Reinforcing Effort and Providing Recognition

Cooperative Learning

Provide assurance to students that they are capable of learning challenging content and skills

Encourage active engagement in learning

Provide opportunities for students to share ideas, develop collaboration skills

Provide students with opportunities to Self monitor and reflect on their own learning

Motivate and focus student learning

Dean, Hubbell, Pitler & Stone, 2012

Helping StudentsDevelop

Understanding

Cues, Questions, and Advanced Organizers

Nonlinguistic Representation

Assigning Homework And Providing

Practice

Use prior knowledge to construct new meaning

Organize information by Recognizing patterns in the Information (e.g. sequencing events, descriptions,analogies)

Storing information by creating a mental image of it.

Dean, Hubbell, Pitler & Stone, 2012

Helping Students

Extend and Apply

Knowledge

Identifying Similarities

And Differences

Generating and Testing

Hypotheses

Move beyond “right answer” thinking to applying learningto real-world contexts.

Devel0ps efficient and flexiblethinking

Dean, Hubbell, Pitler & Stone, 2012

Creating the Environment for LearningInstructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

Setting objectives and providing feedback

• Set and communicate objectives that are specific and flexible.

• Include feedback elements of both positive interdependence and individual accountability.

Reinforcing Effort and Providing Recognition

• Teach students the relationship between effort and achievement.

aligned to performance and behaviors.

Cooperative learning

• Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).

• Combine cooperative learning with other classroom structures.

Helping Students Develop UnderstandingCues, Questions and Advanced Organizers

• Use explicit cues.• Ask inferential and analytical

questions.• Use stories, pictures, and other

introductory materials that set the stage for learning.

• Have students skim materials before the lesson.

• Use graphic organizers.

Nonlinguistic representations • Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

Summarizing and Note Taking • Provide teacher-prepared notes using a variety of formats, and graphic organizers.

• Teach students a variety of summarizing strategies.

• Engage students in reciprocal teaching.

Homework and Practice • Establish and communicate homework policy.

• Design assignments that support academic learning.

• Provide timely feedback.

Helping Students Extend and Apply Knowledge

Identifying Similarities and Differences

• Use the process of comparing, classifying, and using metaphors and analogies.

Generating and testing hypotheses

• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.

• Ask students to explain their hypotheses and their conclusions.

“Instructional planning requires careful thought when the goal is to help all students succeed…With this systematic approach to planning, teachers demonstrate their commitment to teaching and optimize the opportunities they provide for student learning (Dean, Hubbell, Pitler, & Stone, 2012, p.167).