1. Instructional Intervention Teams Level 1 Training Beliefs, Behaviors and the Basic Skills of Collaborative problem- solving Part 2 July 2011

2. 2 Level of ImpactEvidenceTraining Method AwarenessArticulate a general conceptStand and deliver Conceptual understandingClearly articulate a conceptModeling/ Demonstration Skill acquisitionUse skills in structured settingPractice in simulated situation with feedback Application of skillsFlexibly use skillsReal cases with coaching Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

3. Participants will:  gain an understanding of the problem- solving process and how teams function,  increase awareness about the influence of culture,  be introduced to the stages of problem- solving, and  explore and practice communication skills. Objectives

5. Review of Day One - History and Goals - Influence of Culture - IIT Beliefs and Process - Instructional Triangle - Communication Skills

6. Questions and Feedback

8. Key Communication Skills »Paraphrasing »Perception Checking »Clarifying Questions »Requesting Clarification »Summarizing »Relevant Questions »Offering Information »Active and Attentive Listening Collaborative Skills Use these the most Not as collaborative Use sparingly

9. Paraphrase, perception check, clarify… NO Questions Communication Skills Practice

10. CONTRACTING »Introduction, describes process »Shared understanding and agreement about how to proceed

11. PROBLEM IDENTIFICATION & ANALYSIS »Most important and likely longest stage »All aspects of the triangle considered »Critical questions

12. Critical Questions »What does the student know? »What can the student do? »Are there patterns to the student’s work? »How does the student approach unknowns? »Now, what do I do, as the teacher? Gickling; IC Teams Manual 2002

13. Observable and Measurable »What we can see »What we can measure »Selected information, NOT the only information 13

14. Impact of Instructional Match on Emotions and Learning Match Working Memory Functioning Optimally Student Looks Happy, Attentive Student Learning Mismatch Working Memory Overloaded Student Looks Frustrated, Unhappy, Inattentive Student not Learning

15. The problem is the mismatch When 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.

16. Prior Knowledge!* »Sight word knowledge »Vocabulary knowledge »Math facts »Experiences with particular content »Culture »Comprehension strategies/skills * Dorchy, Segers, & Buehl, 1999

17. »What percentage of words does an adult need to read and understand in order to comprehend 5th grade text?

18. The Houssin Verker Once when I was a tomble, my blubs and I were waiting in mok to get tink a big houssin verker. Finally, there was only one botzo in front of us at the winckle oont. This botzo made a big serton on me. There were fluntee or tonty suppa krot, including the qaster set of zefs I had ever snety. I guess they were from a snoho or a wump. Joppel by their verox, many of the frugs seemed very poor. We thought it would probably be the first houssin verker they had ever snety. The krot were very well grawed and yort to vertinot, but you could tell that they couldn’t wait to snet the preery. As the krot and their learsels waited in mok, they were frakle shump about the horace, his yoders, and all of the zearing quinks they would snet at the verker.

19. Underlying Principles for Instructional Match Gravois & Gickling (2005) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory AgeCapacity 30 500 7000 90000 1100000 13000000 150000000 IQ 120= 25XIQ 100= 35XIQ 80= 55X Repetition

20. Working Memory Activity »Divide your table in half. »Half the table reads the NYTimes article. »Half the table reads the Marzano article.

21. Problem Identification Scripts »Look for Communication Skills »Look for comments that could contribute to “Upward or Downward Spirals” »Look for tasks of stage that have been addressed »Are all aspects of the triangle explored?

22. LUNCH BREAK

24. STRATEGY/INTERVENTION DESIGN »Strategy/activity to help student reach goal »Details »At least part classroom based, even if more is needed

25. INTERVENTION IMPLEMENTATION & EVALUATION »Putting the plan into action »Determining the effectiveness of the implemented plan

26. Resources for Intervention Design »IIT Wiki: http://hcpss-iit.hcpss.wikispaces.net »Interventioncentral.org »Intranet »Document Repository »Staff »Other

27. Accessing Resources Reading Writing Math Behavior

28. Where have we gone?! Questions