Effective Instructional Practices

1. Effective Instructional Practices Blended not Balanced

2. Explicit Instruction Definitions National Math Panel : By the term explicit instruction, the Panel means that teachers provide clear models for solving a problem type using an array of examples, that students receive extensive practice in use of newly learned strategies and skills, that students are provided with opportunities to think aloud. 3 Tier Reading: Dr. Joe Torgesen explains that explicit instruction is instruction that does not leave anything to chance, and it does not make assumptions about skills and knowledge that children acquire on their own.

3. Reading’s Sequential Components • of Explicit Instruction: • Direct Explanation • Teacher names and defines the skill or strategy to be learned. This definition should include explaining why the skill or strategy is important and when it is used in reading. • Teacher Modeling • Teacher overtly demonstrates a skill or strategy that a student will learn. Through modeling, instruction becomes less elusive and more concrete for students. Explicit instruction provides a greater likelihood that students will demonstrate mastery. • Guided Practice • Teacher provides students with support and guidance as they practice the skill or strategy independently or in small groups. Prompts, specific corrective feedback, and praise related to the new skill or strategy are provided. Teacher support gradually fades as the student takes responsibility for using the skill or strategy independently. • Independent Practice • Students are provided with multiple opportunities to apply the newly acquired skill or strategy on their own. Through independent practice, students continue to review and practice the skills and strategies learned. • Progress Monitoring

4. The Delivery of • Explicit Instruction • Explicit instruction recognizes that learning is a cyclical process. Progress monitoring may indicate that the student has not mastered the new skill or strategy. If this occurs, skills and strategies are re-taught within the appropriate phase of explicit instruction. • Clarify an explanation with additional examples or details. • Model with more intensity and clarity during a small group or one-on-one setting. • Provide additional guided practice opportunities with further teacher support. • Increase teacher monitoring and feedback during independent practice.

5. National Math Panel’s Delivery This finding does not mean that all of a student’s mathematics instruction should be delivered in an explicit fashion. However, the Panel recommends that struggling students receive some explicit mathematics instruction regularly. Some of this time should be dedicated to ensuring that these students possess the foundational skills and conceptual knowledge necessary for understanding the mathematics they are learning at their grade level.

6. Teacher Directedvs. Student Centered Teacher Directed: Instruction in which it is the teacher who is primarily communicating the mathematics to the students directly. Student-Centered: Instruction in which students are primarily doing the teaching. National Math Panel pg 45

7. Blended Approach of Effective Instructional Strategies Teacher Directed Student Centered Cognitive Cooperative learning Demonstration Direct Discovery Explicit Guided Inquiry Guided Practice Independent Practice Individual Exploration Lecturing Modeling

8. Which of these strategies are appropriate for Tier 2?ARE THERE OTHER STRATEGIES FOR TIER 2? Cognitive Cooperative learning Demonstration Direct Discovery Explicit Guided Inquiry Guided Practice Independent Practice Individual Exploration Lecture/ Recitation Modeling National Math Panel pg. 6-xv

9. Direct Instruction for Low-Achieving Students A specific type of explicit instruction that provides teachers with scripts and that calls for frequent interactions between students and teachers, clear feedback to students on the accuracy of their work, and sequencing of problems so that critical differences are highlighted. National Math Panel pg 48

10. Using Real-World Problems An analysis revealed that if mathematical ideas are taught using real-world contexts then students’ performance on asessments involving similar problems is improved. However, performance on assessments of other aspects of mathematics learning, such as computation, simple word problems, and equations solving, is not improved. National Math Panel pg 49

11. Team Assisted IndividualizationTAI TAI has been shown to significantly improve students’ computation skills. This instructional approach involves heterogeneous groups of students helping each other, individualized problems based on student performance on a diagnostic test, and rewards based on both group and individual performance. Effects on conceptual understanding and problem solving were not significant. National Math Panel pg 6-xvi

12. Technology The Panel recommends that high quality computer-assisted instruction drill and practice, implemented with fidelity, be considered as a useful tool in developing students' automaticity, freeing working memory so that attention can be directed to the more complicated aspects of complex tasks. National Math Panel pg 50

13. Tier 3