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Using Content Enhancement Routines Using Content Enhancement Routines to Increase Performance of All Students to Increase Performance of All Students
in Subject Matter Classes in Subject Matter Classes
Don DeshlerDon Deshler
University of KansasUniversity of Kansas
Center for Research on LearningCenter for Research on Learning
August 9, 2006August 9, 2006
Portland, OregonPortland, Oregon
Linking today to yesterday!
Then ask….Five important questions about literacy supports!
2.What is in place across a school staff to ensure that students will get the “critical” content in spite of their literacy skills?
A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC)
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
A Continuum of Literacy Instruction
Level 1: Enhance content instruction (mastery of critical content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave strategies within and across classes using large group instructional methods)
Level 3: Intensive strategy instruction (mastery of specific strategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entry level literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language underpinnings of curriculum content and learning strategies)
Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)
The Performance GapThe Performance Gap
Years in School
SkillsDemands
/
A little exercise to remind us…….
Anyone interested in te__________ is concerned about c__________. It’s hard to imagine te__________ sch__________without them. Although they can be bothersome, we t__________ them. When things go wrong, we sometimes blame the __________, instead of accepting responsibility for the consequences ourselves.
Separating the trees from the __________.
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Thinking about the curriculum:
Knowledge
Thinking About the Curriculum... Knowledge
Course Critical Content
Knowledge
Course
Unit
Thinking About the Curriculum...
A Unit
ALL
MOST
SOME
“If it weren’t for students impeding our progress to the end of the term, we could certainly be sure of covering thematerial. The question, however, is notwhether we as teachers can get to the end of the text or the end of the term, but whether our students are with uson that journey.” Pat Cross
Content Enhancement
A way of teaching academically diverse classes in A way of teaching academically diverse classes in which……which……
• Integrity of the content is maintainedIntegrity of the content is maintained• Both group and individual needs are valued and Both group and individual needs are valued and
metmet• Critical features of the content are selected and Critical features of the content are selected and
transformed to promote growth for all students, transformed to promote growth for all students, andand
• Instruction is carried out in a partnership with Instruction is carried out in a partnership with studentsstudents
The goal of Content Enhancement is.…The goal of Content Enhancement is.…
Barrier-freeBarrier-free
educationeducation
Content Enhancement Teaching Routines
Planning & Organizing
Course OrganizerUnit Organizer
Lesson Organizer
Exploring Text, Topics, & Details
Framing RoutineSurvey Routine
Clarifying RoutineOrder Routine
Teaching Concepts
Concept Mastery RoutineConcept Anchoring Routine
Concept Comparison Routine
Increasing Performance
Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine
Careful Planning around Critical Content is Essential!
Selecting the critical questions.
Mapping content structures.
Analyzing learning difficulty based on:
Reaching enhancement decisions by selecting powerful...
Teaching strategically through explicit...
Evaluating enhancementsRevaluate outcomes
Quantity ComplexityInterest BackgroundRelevance OrganizationAbstractness
Teaching Devices
Teaching Routines
Not harder, but …
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
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F-T
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TQ
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ST
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UN
ITR
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SH
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UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
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F-T
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TQ
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UN
ITR
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UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
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8
1/22
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
1/22 Cooperative groups - over pp. 201-210
1/28 Quiz
1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" projectdue
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
is about...
Sectionalism
pp. 201-236
Areas of the U.S.
Differences between the areas
Events in the U.S.
Leaders across the U.S.
was based on
emerged because of became greater with
was influenced by
descriptive
cause/effect
compare/contrast
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?
What examples of sectionalism exist in the world today?
ORGANIZATIONKNOWLEDGESTRUCTURE GUIDING
QUESTIONS
CONCEPT DIAGRAM
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Examples: Nonexamples:EXPLORE EXAMPLES
CONCEPT DIAGRAM
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Examples: Nonexamples:EXPLORE EXAMPLES
Civil War
armed conflict
United States war between the States
Northern Ireland
1990’s crisis in the Balkans
American Revolutionary War
World War I
World War II
“Desert Storm” in Kuwait
A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power.
U.S. Civil War
Northern Ireland
citizens
one nation
ethnic
many nations
social rights
Desert Storm in Kuwait
Groups of citizensWithin a single nationAbout distribution of power
economic
religious
ethnic
War between nations
social
political
PRIORKNOWLEDGE
Hierarchical
CATEGORIZATION ANALYSIS
of characteristicsDISCRIMINATING
EVALUATION
Comparison Table
1 Concept 1 Concept
2 Overall Concept
3 Characteristics 3 Characteristics
4 Like Characteristics
9 Extensions
Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics
COMPARING
5 Like Categories
7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics
8 Summary
Comparison Table
1 Concept 1 Concept
2 Overall Concept
3 Characteristics 3 Characteristics
4 Like Characteristics
9 Extensions
Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics
COMPARING
5 Like Categories
7 Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics
8 Summary
Economic Causes of Sectionalism in the U.S. in 1860
Economic conditions in the NorthEconomic conditions in the South
Good portsGood natural resourcesImmigrants in labor forceProfit from industriesGood land transportationGood credit with other countries
Good portsGood natural resourcesSlaves in labor forceProfit from growing cottonPoor land transportationGood credit with other countries
Study the economic conditions of the West in 1860, and create a list of characteristics to be compared to the North & South.
Good portsGood natural resources
Good credit with other countries
Quality of portsQuality of natural resourcesQuality of credit
Immigrants in labor forceProfit from industriesGood land transportation
Slaves in labor forceProfit from growing cottonPoor land transportation
Primary source of laborSource of profitsQuality of land transportation
Economic conditions in the North and South in 1860 were alike because both had good natural resources, ports, and credit. Their primary sources of labor and profits were different, as was the quality of their land transportation.
CATEGORIZATIONStrategic thinking prompts
FACTS
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
ANALYSIS of similar characteristics to
create an analogy
exploration
of PRIOR KNOWLEDGESYNTHESIS
Name:_____________________ Lesson/Topic:_____________________ Date:_____________ Unit:___________________
Cause and Effect Table
Question:
4 5
7
Describe Beginning Situation:
Conclusion:
Key Words:
Cause(s) Effect(s)
21
© 2004 Bulgren KU-CRL/IEI
6 End Result(s)
Sequence3
Why did the Civil War in America happen?
Secede - to withdraw Civil - related to citizens
1776 1861 1864
The U. S. Constitution gave rights to both the states and the federal government. Some Southerners believed that any state could refuse to obey an act of Congress it considered unconstitutional.
Different interpretations of the Constitution led to disagreements between North and South. Disagreements were:
1.) Social (slavery)
2.) Economic (tariffs to protect industries )
3.) Political (extent of states’ rights versus federal rights)
Eleven Southern states decided to secede from the Union and form the Confederate States of America.
However, the federal government believed the South could not leave the Union.
Both sides were willing to fight for their beliefs.
The American Civil War wasfought between
the North and
South.
Complex issues and interpretations led to the American Civil War.
Federal - government in which most power belongs to a central authority but states have some powers.
Explanation ofCAUSATIONSEQUENCE VOCABULARY
Question Exploration Guide
Bulgren KU-CRL 2/01
Date:
TitleCriticalQuestion #:
Name: Text Reference Course
LessonUnit
How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6
1 What is the Critical Question?
What is the main Idea answer?4
2 What are the Key Terms and explanations?
3 What are the Supporting Questions and answers?
1
How did differences in the geographical sections of the U.S. in 1860 set the stage for the American Civil War?
Geography?Civil War ?Sections of the U.S. in 1860s?
The study of the earth, its features and distribution of lifeA war between people of the same countryNorth, South and West
Different land features: The North had hills and shores; the South had rich soil for growing cotton; and the West had large expanses of land.
Different products & workers: North used low-paid workers in factories. South used slaves to produce cotton & tobacco on plantations. West used families on farms & ranches to produce crops & meat.
Different ideas: People had different ideas about taxation of products & right of workers.
What were the geographical differences of the sections?
What differences did land features cause?
What resulted from different products & workers?
Geographic differences can lead to different ways of living. This can lead to ideas so different that groups will go to war. Compare the differences
caused by geography in the U.S. in 1860 to today.
Describe a conflict in your community or state related to geography.
APPLICATIONand
GENERALIZATION
VOCABULARY
QUESTIONGENERATION
main ideaSUMMARIZATION
Question Exploration Guide: Generalization Results
67
50
6360
56
6460
63
7881
83
88
69
85
9397
0
10
20
30
40
50
60
70
80
90
100
LD LA NA HA LD LA NA HA
Percentage Correct
Comparison group Experimental group
Prejudice Lesson Impetuous Behavior Lesson
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What is the Framing Routine?
•A way to help students understand and learn key information and to consider its significance.
•A way to help students focus on the relationships between main ideas and details.
WHEN DO YOU USE THE ROUTINE?
Within the context of regular instructionto help students remember the meaningof or relationships among:
•Vocabulary words•People•Events•Places•Other important terms and ideas
COMPONENTS OF THE ROUTINE
•The Frame
•The Linking Steps
•The Cue-Do-Review Sequence
The Frame is a visual device that:Promotes understanding and recall of a
key topic and associated essential details.
Can be used to take notes about a key topic.
Focuses attention on the importance behind the key topic.
Identifies the main ideas related to the key topic, essential details behind each main idea, and a summary of what’s important to remember about the key topic.
The LINKING STEPS
F ocus on the topicR eveal main ideasA nalyze detailsM ake a Big Idea Statement
E xtend understanding
The LINKING STEPS
F ocus on the topic
The LINKING STEPS
F ocus on the topicR eveal main ideas
The LINKING STEPS
F ocus on the topicR eveal main ideasA nalyze details
Determining if Details are EssentialsImportance
Which details are so important that all students must understand them if they are to understand the main idea?
FrequencyWhich details will be referred to frequently in class?
InterestWhich details are important to know, but may not seem very
Interesting to students and, therefore, require special attention?
PreparationWhich details are foundations for information that will be covered
later in the course and encountered later in life?
ComplexityWhich details are difficult to understand because of their complexity?
The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details
M ake a Big Idea Statement
Determine the “SO WHAT?” importance statement
May be...
*Basic summary
*Topical applications or implications
*Generative, or basic ‘life truth’
The LINKING STEPS
F ocus on the topic
R eveal main ideas
A nalyze details
M ake a Big Idea Statement
E xtend understanding
OPTIONS FOR EXTENDING UNDERSTANDING
Prioritize main ideas and essential details according to importance
Prioritize main ideas according to other criteria (e.g., greatest impact on their lives? most controversial? most misunderstood?)
Speculate - What might have happened under a different set of circumstances?
Forecast what happened next.Connect how main ideas relate to:
each otherpreviously learning
past experiencesthe real world
Brainstorm Activity
The KEW Routine (Know?Expect?Want?)
Fill-in-the-BlanksPerspective
TakingFraming ThemesFraming
SpeechesIn Class Debates
Linear Relationships
Cause & EffectPost-instruction
constructionReading FramesAnticipation GuideOpinion
FormationDecision Making
Vary Your Use of the Routine
The FRAME Routine Key Topic
What hurts me?
Example:
So What? (What does this tell me about my values?)
Costs
What helps me?
Benefits
Cost – Benefit AnalysisGoing to Burger King at lunch time
There are three types of resources, and all resources are limited, so choices must be made.
Key Idea
are …
So What? (What’s important to understand about this?)
Examples Examples Examples
Resources
Category 1 Category 2 Category 3
the are 3 main imaginary lines which circle the earth.
xx
The FrameKey Topic
Geographic Terms is about...
So what? (What’s important to understand about this?)
Main Idea:
equator Main Idea:
Tropic of Cancer Main Idea:
Tropic of Capricorn
Essential detailsEssential details Essential detailsxx xx xx
xx xx xx
xx xx xx
xx xx xx
Intense-Explicit InstructionLEVEL 1
• Cue
• Do
• Review
LEVEL 2• “I do it!” (Learn by watching)• “We do it!” (Learn by sharing)• “Ya’ll do it!” (Learn by
sharing)• “You do it! (Learn by
practicing)
LEVEL 3/4/5• PretestPretest• Describe Describe
– Commitment (student & Commitment (student & teacher)teacher)
– GoalsGoals– High expectationsHigh expectations
• ModelModel• Practice and quality Practice and quality
feedbackfeedback– Controlled and advancedControlled and advanced
• Posttest & reflectPosttest & reflect• Generalize, transfer, applyGeneralize, transfer, apply
Content Literacy “Synergy”
Improved Literacy
CONTENT CLASSES
Level 1. Enhanced Content Instruction
CONTENT CLASSES
Level 2. Embedded Strategy
InstructionLevel 3. Intensive
Strategy Instruction
• strategy classes
• strategic tutoring
Level 4. Intensive Basic Skill Instruction
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
Level 5. Therapeutic Intervention
Foundational language competencies