Elements of Instruction

1. Elements of Instruction projectDATA Instruction Module

2. Agenda • Project map • Triangle activity: EasyCBM and AIMSweb • Procedures for increasing goals • Instructional survey results • Effective instructional practices • Effect sizes • Mathematicians Workshop Series (January, Milgram) • Intervention tracker sharing • Entering intervention lines • Closing activities

3. projectDATA Map

4. Triangle Activity • Log into EasyCBM • In a separate window or tab, log into AIMSweb • www.aimsweb.com • Progress Monitoring tab • View individual student reports, or create class set (pdf) • Take out triangles from fall benchmarking activity • In a different color, identify the students that scored according to the categories on the triangle (next slide) • Answer the questions on the provided worksheet, using: • Data from fall • Current EasyCBM scores • AIMSweb data and norms

5. Computation Application Triangle Activity < 10th Percentile < 20/50 correct ~10/25 correct per subtest 11th – 30th Percentile 21-26/50 correct >30th Percentile 27+/50 correct ~14/25 correct per subtest

6. Enter Username Student Login: Teacher Username Enter Password easyCBM Login • http://data.or.easycbm.com/

7. Home Tab

8. Reports Tab Click on Individuals, then select student name to view student progress/score. Click on test for report; scroll down to see student roster with scores for each test.

9. Group Activity • What did you notice about your class results? • If you assessed more than one class, how did your classes compare? • How do your classes compare to district information (if available)? • How does student performance on the screener compare to performance on progress monitoring measures? Are students performing in the same range when compared to peers? • How can you use this information for instructional planning and delivery?

10. Increasing Student Goals • Recall that student goals should demonstrate high expectations AND be attainable • Look at AIMSweb progress monitoring page • Are there students in your class list that are “above target”? • Consider increasing the goal for these students based using new rates of progress: • Set revised goal according to norms, OR • Set revised goal according to student’s rate of improvement (ROI), on progress graph

11. Increasing Student Goals • To change the student’s goal… • Go to progress monitoring page (blue tab) • Click on student score • Click on ‘Show All Sessions’ at top of page • Find last week with a score entered • Click on the ‘G’ next to the score • Enter the correct digits for the new goal • Save the increased goal • If you prefer us to change student goals, email Elisa or Nancy, or send a note with your progress monitoring probes

12. Break

13. Effective Instructional Practices

14. Identifying Effective, Research-based Practices Effect sizes express the size differences between intervention and control groups in standard deviations 0 1 strength of the effect

15. Research on Effective Practices for Teaching Math • Explicit, teacher directed instruction • large effect size • Student think alouds • large effect size • Visual and graphic depictions of problems • moderate effect size • Peer-assisted learning • moderate effect size • Formative assessment • small to moderate effect size Gersten, Baker, & Chard, 2006

16. Research on Effective Practices for Teaching Math • Direct instruction • Problem-based learning • Manipulatives, models, and multiple representations • Cooperative learning • Communication and study skills • Technology-aided instruction Haas, 2005

17. Research on Effective Practices for Teaching Math Haas (2005)

18. Summary of Effective Practices

19. Instructional Survey Results Instructional Element Importance Preparation

20. Concrete-Representational-Abstract • Concrete strategies help build students’ conceptual knowledge: • Use of 3-dimensional objects and experiences (e.g., manipulatives, “acting out” problems) • Representational strategies support generalizability of skill: • Use of 2-dimensional pictures, drawings, or diagrams • Abstract strategies help students build fluency: • Solving problems without manipulatives or pictorial representations

21. Concrete-Representational-Abstract • Things to consider when applying C-R-A in your classroom: • Prerequisite knowledge • Appropriate structures for teaching • Compare/contrast structure • Example/Nonexample structure • Step-by-Step Process structure • Precision in oral language • Various modes of representation • Integrating written symbols • Integrating real world applications • May be necessary to move between C-R-A out of sequence (e.g., to reemphasize a concept)

22. Connections to MWS • Milgram (2009) identified the need to use concrete strategies to support students’ conceptual knowledge • Use concrete strategies with smaller numbers • Be explicit about transition to larger numbers and more abstract strategies • Milgram also discussed the need to use precise definitions to prevent errors and misunderstanding of mathematical concepts

23. Using Research to Inform Instruction • Formative feedback to students • Set up math probe graphs • Have students plot and graph data weekly • Use graphs for teaching math standards: • Collecting and displaying data • Data analysis and predictions • Formative feedback to teachers • Monitor student graphs and student performance during probes • Intervene based on data: • Error analysis: can’t do or won’t do? • Note types of problems missed • Review or reteach

24. Application to Instruction • Take some notes on your handout: • How can you integrate CRA strategy into your instruction? • What will it look like? • How will you measure its impact? • Use strategy between now and next inservice--be prepared to share how it worked

25. Intervention Tracker • Take out intervention tracker • Share with a partner: • How are you using the intervention tracker to document interventions for students? • What does your assessment data tell you about the interventions you have been using? • Will you make any adaptations to the interventions you are using? What will you do differently?

26. Intervention Lines • To insert an intervention line for a student… • Go to progress monitoring page (blue tab) • Click on student score • Click on ‘Show All Sessions’ at top of page • Find week intervention began • Click on the ‘I’ next to the date • Enter the name of the intervention • Save the intervention • Don’t forget to log out when done! • If you prefer us to enter intervention lines for you, email Elisa or Nancy, or send a note with your progress monitoring probes

27. Closing Activities • Questions? • Mathematicians Workshop Series • Hung-Hsi Wu, February 20-21 • Media Services, next to Knight Library on Kincaid St. • Next meeting • March 12 • Evaluation