SYSTEMATIC INSTRUCTION IN MATHEMATICS Part I—Scaffolding Instruction 2010 Region 3 Education Service Center / Texas A&M University

Objectives 2010 Region 3 Education Service Center / Texas A&M University 2 By the end of this training, you will be able to define systematic instruction describe major approaches used in systematic instruction explain how to apply scaffolded instruction in teaching math relate the benefits of using scaffolded instruction

Evidence-Based Instruction 2010 Region 3 Education Service Center / Texas A&M University 3 Systematic instruction is the most substantiated evidence-based instruction (Collins, Kleinert, and Land, 2006) Systematic instruction is effective in teaching various math skills to students with moderate and severe disabilities (Browder et al., 2008)

Research Studies 2010 Region 3 Education Service Center / Texas A&M University 4 Systematic instruction has been used to teach frequency tally and graphing (Ackerman and Shapiro, 1984) addition (McEvoy and Brady, 1988) one-to-one correspondence (Lagomarcino and Rusch, 1989) use of a calculator and graphing (Lovett and Haring, 1989) use of a number line and matching numbers (Copeland et al., 2002)

Research Example 2010 Region 3 Education Service Center / Texas A&M University 5 Teaching students with moderate disabilities to count money by using the sequential prompting strategy (Colyer and Collins, 1996): 1.Show the flash card ($3.75) 2.State the price as a cashier (“It is three seventy- five”) 3.Tell the student what to do (“Give me three dollars and one more”) 4.Model, and have the student follow

What Is Systematic Instruction? 2010 Region 3 Education Service Center / Texas A&M University 6 Systematic instruction refers to a well-planned sequence for instruction. It is designed before the activities and lessons are developed, and it is based on student characteristics. It involves a variety of instructional methods, including scaffolded instruction, system of prompts, and reinforcement.

Scaffolding Instruction 2010 Region 3 Education Service Center / Texas A&M University 7 Scaffolding instruction is “the systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning.” (Dickson, Chard, and Simmons, 1993, p. 12)

Zone of Proximal Development Zone of proximal development (ZPD) is “…the area between what the child can accomplish unaided and the level the same child can accomplish with assistance.” (Beed, Hawkins, and Roller, 1991) Scaffolding provides the support as needed and leads to independent task performance. (Graves and Braaten, 1996) Region 3 Education Service Center / Texas A&M University

Scaffolding Instruction “The goal of scaffolding is to support students until they can apply the new skills and strategies independently.” (Larkin, 2001) Region 3 Education Service Center / Texas A&M University

Scaffolding Instruction for Mathematics 2010 Region 3 Education Service Center / Texas A&M University 10 “The purpose of scaffolding instruction is to provide students who have learning problems a teacher supported transition from primarily seeing and hearing the teacher demonstrate and model a particular math concept/skill to performing the skill independently.” (

Procedures 2010 Region 3 Education Service Center / Texas A&M University 11 Teacher initially describes/models the concepts/skills several times. Teacher models the skill with the students’ input (for example, with questions and answers). Teacher gradually fades directions as students demonstrate increased levels of competency in performing the skill. Teacher monitors students to perform the skill with few or no prompts.

Scaffolding Instruction Procedures 2010 Region 3 Education Service Center / Texas A&M University 12 (Beed et al., 1991) Teacher modeling Modeling with student input Cueing specific elements Activity #1 Cueing specific strategies Providing general cues

Teacher Modeling 11 22 33 44 55 11 22 33 44 5 Region 3 Education Service Center / Texas A&M University

Modeling with Student Input      Region 3 Education Service Center / Texas A&M University

Cueing Specific Elements           Region 3 Education Service Center / Texas A&M University

16 Providing general cuesCueing specific strategiesCueing specific elementsModeling with student inputTeacher modeling (Beed et al., 1991) Handout #1 Activity #2

Video 2010 Education Service Center Region III / Texas A&M University 17  Watch the video and reflect on how the teacher implemented the Scaffolding Instruction. Click to play the video

Closure Take out your Change of Practice Plan. Think about what you learned in this module and relate it to your classroom. Write down some ideas of what you want to start to use in your classroom Region 3 Education Service Center / Texas A&M University 18