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Maximizing Academic Learning Time Direct Interactive Instruction
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Maximizing Academic Learning Time
Direct Interactive Instruction
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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
