Teacher Collaboration for Successful Small Group Instruction Targeted Instruction Teacher Collaboration for Successful Small Group Instruction

Objective Provide strategies to help teachers AND students support, emphasize, and enhance applied learning. Ensure all children, including English language learners, are engaged in mathematics at their appropriate developmental level.

What is applied learning? Activities that engage the learner directly in the phenomena being studied and are associated with structured reflection on the connection between the phenomena and theoretical concepts (Kendall, 1990, 181). Let’s take a look at this in laymen’s terms…

What is applied learning? Activities that engage the learner directly (Auditory, Visual, Kinesthetic, Tactile) in the new concepts being studied and are associated with structured scaffolding to help make the connection between the background knowledge and the new concepts.

What is student involvement? “The amount of physical and psychological energy that the student devotes to the academic experience” (Astin, 1984).

Student Involvement What does physical energy look like in a classroom? What does psychological energy look like in a classroom? What are different teaching practices that harness the energies in a productive manner? With these great ideas of teaching practices, if you use them on a weekly basis while following up, look at what happens to the retention level of the students. (next slide)

Learning and Behavior Change Curve The dashed line curve on the chart shows how information retention increases with spaced repetition of information at one-week intervals over a period of nine weeks. It is this increasing retention that sustains the motivation and reason for behavior change (the dotted line curve). In the Wellness Program, the 10 sessions spaced one week apart create the necessary reinforcement of the information necessary to get significant creation of healthier behaviors regarding sleep, exercise and nutrition. The individual coaching sessions continue that reinforcement and strengthen the new behaviors, while minimizing the reversion to the old, less healthy behaviors. What would this look like for a student who has weekly instruction and follow ups. TALK ABOUT AA meetings..

Case Study 10 minute read

Case Study Questions What do you agree with most? What do you disagree with most? What new information did you learn? What information could you take from this article?

Break

Addressing Questions How does one foster cooperative behavior among students? Open Discussion (Data Pad) for answers.

Addressing Questions How are groups formed? Ongoing Assessment Program

Ongoing Assessment Program

Addressing Questions How are students held accountable and graded? This is not free time. To hold them accountable is to check work. Open Discussion

Addressing Questions How frequently do group activities occur? 30 minutes everyday (targeted instruction time) Remember, the same students do not have to be addressed everyday. Give them a break…

Addressing Questions What types of mathematical activities are most appropriate for small group learning? Open Discussion. How to keep them physically and psychologically involved.

Addressing Questions What resource materials for group work are available to the teachers? AIM, Exploring Math, EDM games, Building Blocks, online games can be used by partners, Manipulatives…,

Addressing Questions What do students and teachers perceive as the strengths and limitations of cooperative learning in mathematics? Open Discussion

Addressing Questions How does a teacher begin group work in mathematics? Start small. Plan well. Read Article.

References Applied Learning as a Best Practice Model. A Strategy for Higher Education Student Success. Website: http://www.umbc.edu/ oir/cpp/Applied%20Learning%20as%20a%20Best%20Practice_Ppt %20Presentation.pdf