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In-Class Interventions. Sherrard Lewis I3/COMPASS Proj . Dir. Feb. 13, 2012. What is the Goal?. The Reality. Learning Objectives for today:. I can explain one proven strategy to increase student engagement .

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In class interventions

In-Class Interventions

Sherrard Lewis

I3/COMPASS Proj. Dir.

Feb. 13, 2012

Learning objectives for today
Learning Objectives for today:

  • I can explain one proven strategy to increase student engagement.

  • I can explain the classroom structure that supports the 5 learning-centered questions.

  • I can explain an aligned strategy/intervention for my students who did not master the skill after my instruction.

  • I can select an aligned activity for my students who have already mastered the skill.



Ensuring the Literate Engagement of

EVERY Student, EVERY day –

EVERY Lesson!

Literacy it s everyone s responsibility
Literacy: It’s EVERYONE’S Responsibility

  • √ reading, writing AND speaking, listening (THINKING)

  • √ across the grades, content area disciplines

  • √ each discipline has unique critical thinking skillsstudents must master to access the content

In class interventions


is the


We can’t wait for the students to engage themselves….The teacher must find ways to engage the student!

Essential questions
Essential Questions:

What is engagement to you?

What does it look like/sound like?

Think, Ink, Link

  • Think- Process for one minute

  • Ink- Write for one minute (summary, big idea, etc)

  • Link- Discuss with partner

A working definition
A Working Definition:

  • ENGAGEMENT, at its core, is the observable evidence of a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to instruction.

    Engagement is not optional – it’s how we

    play the “game” of schooling/learning.

    In other words it is.....

    “Visible Evidence”

Goal make thinking visible
Goal: Make Thinking Visible

Wow, in this class I

not only have to think,

I’ve got to explain

my thinking !!

EVERY student explains their

thinking & receives feedback

from peers and the teacher –

multiple times in EVERY lesson

Academic engagement at its core is the quantity quality of student
Academic Engagement at its Coreis the Quantity & Quality of Student:

  • Saying - Oral Language

  • Writing- Written Language

  • Doing - pointing, touching, demonstrating, etc.

    ** NEVER more than 2-10 Rule **

    Never more than 2-10 minutes without processing time…..

An engagement bottom line
An Engagement Bottom Line:

How Well We Structure =

How Engaged They Are

Motto of the highly engaged classroom
Motto of the Highly EngagedClassroom...

If it’s worth doing,

then I am going to ensure

that ALL students are

“doing the doing”...

Think ink link
Think, Ink, Link

Think- Process for one minute

Ink- Write for one minute (summary, big idea, etc) about how you will use this strategy in your classroom within the next 5 school days

Link- Discuss with partner

Basic structure
Basic Structure

  • Provide foundational instruction (explain vocabulary, give context, connect to prior learning, etc.) – 25 min. broken up with engagement activities every 2-10 minutes.

  • Quick/formatively assess understanding – 3-5 questions that quickly & thoroughly probe a student’s mastery

  • Split students into those who

    #4 Didn’t get it (today’s lesson contains their “n”)

    • Those who didn’t get it learn from you in a different, concrete way to correct misunderstandings, receive feedback and clarify information (Interventions)

      #5 Already have it

    • Those who already have it work on an engaging task that allows them to be curious about applying the information you are facilitating (Blended Learning)

In class interventions
What are you asking them to be CURIOUS about? What learning are you asking them to play with and explore?

Quick assessments
Quick assessments are you asking them to play with and explore?

  • 3-5 thorough teacher-created questions





  • The goal is for the teacher to have confidence that the questions accurately assess understanding while still taking little time. This is typically NOT graded. Purpose: adjust instruction

What do we do if they didn t learn it
What do we do if they are you asking them to play with and explore?didn’t learn it?

4 what will we do if they didn t learn it
#4 – What will we do if they didn’t learn it? are you asking them to play with and explore?

  • Informational Text

  • Page protector

  • Vis-à-vis pens

  • Text

  • Chunking, ranking, paraphrasing/summarizing

5 what will we do if they already know it
#5 - What will we do if they are you asking them to play with and explore?already know it?



Final thoughts
Final thoughts: are you asking them to play with and explore?

  • Depending on the skill for the lesson/unit, I may/may not be AIG, EC, ELL, etc. My ability and potential changes with every new learning target.

  • NO ONE is interesting for more than 10 minutes…what other delivery methods can you use?

  • Your students should be tired (physically or mentally) when the day is done, not YOU!

Teaching in the 21 st century
Teaching in the 21 are you asking them to play with and explore?st Century

  • The Master doesn't talk, he acts. When his work is done, the people say, "Amazing: we did it, all by ourselves!“

    • Lao-tzu