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Instructional Intervention
Teams Level 1 Training
Beliefs, Behaviors and the Basic Skills
of Collaborative problem-solving Part 2
July 2011
2
Level of Impact Evidence Training Method
Awareness Articulate a general concept Stand and deliver
Conceptual understanding Clearly articulate a concept Modeling/Demonstration
Skill acquisition Use skills in structured setting
Practice in simulated situation with feedback
Application of skills Flexibly use skills Real cases with coaching
Model For Adult LearningJoyce & Showers, 1980,1992Rosenfield & Gravois,1996
Participants will:Participants will:gain an understanding of the problem-gain an understanding of the problem-
solving process and how teams function,solving process and how teams function,increase awareness about the influence of increase awareness about the influence of
culture, culture, be introduced to the stages of problem-be introduced to the stages of problem-
solving, andsolving, andexplore and practice communication skills.explore and practice communication skills.
Objectives
Review of Day One
- History and Goals
- Influence of Culture
- IIT Beliefs and Process
- Instructional Triangle
- Communication Skills
Questions and Feedback
Key Communication Skills
» ParaphrasingParaphrasing» Perception CheckingPerception Checking» Clarifying QuestionsClarifying Questions» Requesting ClarificationRequesting Clarification» SummarizingSummarizing» Relevant QuestionsRelevant Questions» Offering InformationOffering Information» Active and Attentive ListeningActive and Attentive Listening
Collaborative SkillsUse these the most
Not as collaborativeUse sparingly
Paraphrase, perception check,
clarify… NO Questions
Communication Skills
Practice
CONTRACTING» Introduction, describes Introduction, describes
processprocess
» Shared understanding and Shared understanding and agreement about how to agreement about how to proceedproceed
PROBLEM IDENTIFICATION & ANALYSIS
» Most important and likely Most important and likely longest stagelongest stage
» All aspects of the triangle All aspects of the triangle consideredconsidered
» Critical questionsCritical questions
Critical Questions» What does the student know?What does the student know?» What can the student do?What can the student do?» Are there patterns to the student’s Are there patterns to the student’s
work?work?» How does the student approach How does the student approach
unknowns?unknowns?» Now, what do I do, as the Now, what do I do, as the
teacher?teacher?
Gickling; IC Teams Manual 2002
Observable and Measurable
» What we can see» What we can measure» Selected information, NOT the only
information
1313
Impact of Instructional Match on Emotions and Learning
Match
Working Memory Functioning Optimally
Student Looks Happy, Attentive
Student Learning
Mismatch
Working MemoryOverloaded
Student Looks Frustrated, Unhappy, Inattentive
Student not Learning
The problem is the mismatchThe problem is the mismatchWhen a gap exists between what the student knows and is able to
do and what the learning environment demands, we have an instructional mismatch and need to intervene to make a
match.
Prior Knowledge!*
» Sight word knowledgeSight word knowledge» Vocabulary knowledgeVocabulary knowledge» Math factsMath facts» Experiences with particular contentExperiences with particular content» CultureCulture» Comprehension strategies/skillsComprehension strategies/skills
* Dorchy, Segers, & Buehl, 1999
»What percentage of What percentage of words does an adult words does an adult
need to read and need to read and understand in order to understand in order to comprehend 5th grade comprehend 5th grade
text?text?
The Houssin VerkerThe Houssin Verker
Once when I was a tomble, my blubs and I Once when I was a tomble, my blubs and I were waiting in mok to get tink a big were waiting in mok to get tink a big
houssin verker. Finally, there was only one houssin verker. Finally, there was only one botzo in front of us at the winckle oont. botzo in front of us at the winckle oont.
This botzo made a big serton on me. There This botzo made a big serton on me. There were fluntee or tonty suppa krot, including were fluntee or tonty suppa krot, including
the qaster set of zefs I had ever snety. I the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. guess they were from a snoho or a wump. Joppel by their verox, many of the frugs Joppel by their verox, many of the frugs seemed very poor. We thought it would seemed very poor. We thought it would
probably be the first houssin verker they probably be the first houssin verker they had ever snetyhad ever snety. The krot were very well . The krot were very well
grawed and yort to vertinot, but you could grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the tell that they couldn’t wait to snet the
preery. As the krot and their learsels waited preery. As the krot and their learsels waited in mok, they were frakle shump about the in mok, they were frakle shump about the horace, his yoders, and all of the zearing horace, his yoders, and all of the zearing
quinks they would snet at the verker.quinks they would snet at the verker.
Underlying Principles for Instructional Match
Gravois & Gickling (2005)
Comprehension93%-97% Knowns
Drill & Practice70% to 85% Knowns
Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000
IQ 120= 25X IQ 100= 35X IQ 80= 55X
Repetition
Working Memory Activity
» Divide your table in half.Divide your table in half.
» Half the table reads the NYTimes Half the table reads the NYTimes article.article.
» Half the table reads the Marzano Half the table reads the Marzano article.article.
Problem Identification Scripts
» Look for Communication SkillsLook for Communication Skills» Look for comments that could Look for comments that could
contribute to “Upward or contribute to “Upward or Downward Spirals”Downward Spirals”
» Look for tasks of stage that have Look for tasks of stage that have been addressedbeen addressed
» Are all aspects of the triangle Are all aspects of the triangle explored?explored?
LUNCH BREAK
STRATEGY/INTERVENTION DESIGN
» Strategy/activity to help student Strategy/activity to help student reach goalreach goal
» Details Details » At least part classroom based, even At least part classroom based, even
if more is neededif more is needed
INTERVENTION IMPLEMENTATION &
EVALUATION
» Putting the plan into actionPutting the plan into action
» Determining the effectiveness Determining the effectiveness of the implemented planof the implemented plan
Resources for Intervention Design
» IIT Wiki: http://hcpss-iit.hcpss.wikispaces.netIIT Wiki: http://hcpss-iit.hcpss.wikispaces.net
» Interventioncentral.orgInterventioncentral.org» IntranetIntranet» Document RepositoryDocument Repository» Staff Staff » OtherOther
Accessing Resources
ReadingWritingMath
Behavior
Where have we gone?!Questions