Maximizing Academic Learning Time

Direct Interactive Instruction

Jason Willoughbyjwilloughby@actionlearningsystems.com

Omar Ezzeldineoezzeldine@actionlearningsystems.com

Liz Steinhartlsteinhart@actionlearningsytems.com

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High Performing Districts/Schools Believe:

All students can learn

Success breeds success

We control the conditions of success

What Conditions DO WE Control?

The Focus Principle

Focus on what ALL students should know and be able to do successfully. The focus of a school

includes clearly defined performance standards across the disciplines and through the grade

levels.

The Alignment Principle

Align all programs, practices, procedures, and policies to what we want ALL students to know

and be able to do.

The Expectations Principle

Expectations are high for ALL stakeholders (students, teachers, administrators, staff, and

parents). What we expect, align, and allocate time to is “what we will get.”

The Opportunity Principle

Opportunity for ALL stakeholders (students, teachers, administrators, staff, and parents) at their

highest potential is ensured by schools and districts that provide increased time, duration,

frequency, and access to research-based strategies known to increase achievement.

Academic Learning Time

Direct Interactive Instruction

Demonstration Lesson Direct Interactive Instruction

Observations

Standards and Measurable Objectives

Lesson Structure and Sequence

Student Engagement, Feedback, and Correctives

Proactive Classroom Management

Standards and Measurable Objectives

Standard: A standard is a basis of comparison, a reference point against which things can be evaluated, the ideal in terms of which something can be judged, a widely and regularly used, public “expectation” that communicates and provides direction to a wide audience. Standards-level assessment tends to be summative and long-term.

Objective: An objective is a specific, measurable, observable student behavior, the description of a performance you want learners to be able to exhibit before you consider them competent, the intended result at the end of a lesson, a unit, a course, or a year of instruction. Objectives-level assessment tends to be formative and short-term.

Standard = Objective 1 + Objective 2 + Objective 3 = Standard Mastery

Three Essential Features of a Standard or Objective

Lesson Structure and Sequence

Standard(s) and Lesson Objective(s)o Explicitly introduced and clarified

Connecting To Prior Knowledgeo Students making the connection to new learning

Input and Modelo “I do, and you watch”

Structured Practiceo “We do it together”

Guided Practiceo “You do it, and I support”

Independent Practiceo “You do it”

Standard(s) and Lesson Objective(s)o Revisited and reflected upon

Student Engagement: Multiple Levels of Communication

Student Engagement: the multiple levels of communication and the various ways that teachers and students interact

T TS TS TS S T = Teacher G = Small Group C = Class S = Student

Lesson Structure and Engagement Opportunities

Lesson Structure Engagement Opportunities

Standard(s) and Lesson Objective(s)

Connecting to Prior Knowledge

Input and Model

Structured Practice

Guided Practice

Independent Practice

Standard(s) and Lesson Objective(s)

Student Engagement: Structured Student Interaction

Teacher provides prompt/question. Teacher tells students how long they have to

think about the question. Students think about the topic. Teacher provides sentence frames. Teacher tells students how long they have to talk

to their partners about the question. Students talk to their partners about the topic. Teacher monitors student interaction. Teacher calls on students to share with class. Students share with class in complete

sentences.

Correctives and Feedback

Pre-Correctives

A caution light to avoid making a mistake on new learning.

Teacher analyzes the content and competence of the lesson and identifies potential student errors/ misunderstandings.

Correctives

When a student gives a response that is incorrect or not entirely correct

Teacher conducts an error analysis There are FOUR overarching types of errors that students

can make:o Motor Erroro Memory Erroro Discrimination Erroro Process Error

Systematic way of correcting the student so that he/she knows the correct response and why he/she made the error to begin with

Corrective should be immediate, explicit, unambiguous, and targeted to the student(s)

Explicit Feedback

Direct and explicit feedback given to student to reinforce or redirect student learning

Context-directed feedback to guide process

Content-directed feedback to guide learning objectives

Proactive Classroom Management

The momentum of the instruction is forward moving and fast-paced, leaving little opportunity for behavioral interruptions.

The teacher has a high degree of “withitness.”

The teacher uses a variety of strategies to limit behavior issues.

Minimal “downtime” with smooth transitions.

Classroom management is positive, preventative, and embedded within the instruction.

Proactive Classroom Management: Strategies for Implementation

Strategy Description Evidence

Walk and Talk Proximity to students is achieved by frequently and randomly moving around the room

Change-Ups Constant changing of response modes, input mode, grouping structure, pacing, tone of voice, questioning, etc.

Name Dropping Incorporating the use of names into the instruction when giving examples or directions

Alerting Alerting and telling students where they are currently in their learning process and where they are going

Direct Interactive Instruction

Achievement-Focused Coaching

Organized Abandonment

What do we STOP doing?

What do we KEEP doing?

What do we START doing?

Next Steps