1. What would you guess is the single, most powerful kind of instruction for typical achieving students? Teaching to students’ learning styles? Multiple Intelligences? Direct Instruction? Cooperative Learning? Differentiating Instruction? Strategic Instruction? Discovery Learning? Problem-based Learning? HINT: The answer is NOT what you might initially guess! Actually, it’s NONE of these

2. What would you guess is the single, most powerful kind of instruction for typical achieving students? Answer: THERE IS NO DEFINITATIVE RESEARCH THAT SHOWS ONE APPROACH IS BETTER THAN THE ANOTHER (anyone who says that one approach is better than another is advocating a politically-based position, not an empirically-based position)

3. What would you guess is the single, most powerful kind of instruction for typical achieving students? RESEARCH DEFINITIVELY SHOWS WHAT DOES MAKE A DIFFERENCE IS… 1.Amount of student engagement 2.Quality of interactions between teacher and student 3. Frequency of correct responses

4. Any of these instructional models will get the job done if implemented in such a way that results in … 1.High levels of engagement focusing on what students are supposed to be learning 2.Teacher/student interactions that focus on intentional learning 3. High levels correct responses & clear/explicit feedback So what about this stuff…? Learning styles Multiple Intelligences Direct Instruction Cooperative Learning Differentiating Instruction Strategic Instruction Discovery Learning Problem-based Learning

5. So what about students with learning problems? Are there differences in instructional models? Does it matter how they are taught? ABSOLUTELY!! Meta-analysis of all LD intervention research unquestionably shows students with LD require … Direct, explicit, intentional instruction Extensive & intensive Frequent, correct responses Developmentally appropriate Strategy–use oriented (Lee Swanson)

6. IMPLICATIONS … The typical model for teaching skills … Kid tries it (supposed to discover or construct a way to do it!) Kid bombs it So then teacher tries to teach it Teacher assigns it NEVER, EVER WORKS!

7. IMPLICATIONS … The populists model for teaching content … Kid is supposed to discover & “construct” own understanding of it Kid bombs it So then teacher tries correct erroneous understanding Teacher assigns it NEVER, EVER WORKS! LIKEWISE …

8. Incorrect responses = Incorrect learning Anita Archer said it best … Correct responses = Correct learning The more incorrect responses the student makes, the more difficult it is to learn & remember the correct answer IMPLICATIONS Too much student-guessing = too many erroneous answers

9. Incorrect responses = Incorrect learning Anita Archer said it best … Correct responses = Correct learning Typical homework assignments require students to practice skills not yet sufficiently taught RESULT:Students often practice incorrect responses, experience frustration & failure Then we blame it on the student’s lack of ability or poor effort! The problem was that the nature of the homework practice activity was not matched with the student’s current level of learning for that task. Homework that involves practicing skills should be reserved for practicing easy-stuff to build fluency

10. Incorrect responses = Incorrect learning Anita Archer said it best … Correct responses = Correct learning IMPLICATIONS: STRUCTURE FOR SUCCESS ALL independent work should be relatively EASY for students to complete independently with a high level of correct responses. Purpose of independent work is NOT to target acquisition of a skill, but rather proficiency in using it.

11. “Judy, put your finger on number four …” Tell the answer … Teacher: Judy, four times two equals six. What does four times two equal? Student: “Six” then ask the question! Low-cognitive verbal responses also help maintain attention … Low-cognitive physical responses help maintain attention …

12. 3x9=27 1. Ask the whole class the question. 2. Signal (tap) and get whole-class (unison) response Teacher: “Class, what’s 3 x9?” Class: “27” Thus closed-questions can be posed to whole group for a unison response Pause for “think-time” CLOSED-questions seek only 1- or 2- word responses

13. 3x9=27 Should the teacher call on volunteers or non-volunteers? Best to have a 50/50 mix … seemingly random Make sure distribution is equal across all students Don’t call on more boys than girls Don’t call on more of one ethnic group than another Be sure not to overlook the quiet, invisible students!

14. 3x9=27 1. Ask the whole class the question. 2. Call on ONE student, not whole class The answer to OPEN-questions might be different for each different student, so you don’t want them all speaking at once! Pause for “think-time” “Why do you think the election was unfair?” OPEN-questions seek multi-word, elaborated responses

15. 3x9=27 OPEN-questions seek multi-word, elaborated responses Student: “Well, they moved the capital to Montgomery because … you know … there’s a river. “ Take a look at this map. Notice the rivers, and where Tuscaloosa is located. Why do you think they moved the state capital from Tuscaloosa to Montgomery? Precise & concise elaborations 2 kinds of elaborative responses: Student : “Well, Montgomery is closer to the middle of the state, so it would be easier for people from all over the state to visit the capital. Also, Tuscaloosa had a river next to it, but was too shallow and rocky for boats to go on. Montgomery had a river that boats from Mobile could go on to get to the capital.” Fuzzy elaborations (contain imprecise, erroneous, loosely connected information)

16. Precise & concise elaborations = Fuzzy elaborations = * Lack of knowledge * Erronenous and superficial understanding of what is known * Lack of language skills to express what is known AND / OR NOTE: Some students with LD may have a sophisticated understanding of the information, but lack language skills to express it! * Acquired knowledge * Sophisticated, relational understanding of what is known * Effect language skills to express what is known AND

17. Doesn’t get it! Gets it! Ability to elaborate one’s relational understanding Superficial, Erroneous, Incomplete Sophisticated, Accurate, Complete One’s understanding of an idea will fall somewhere on a continuum

18. Doesn’t get it! Gets it! Ability to elaborate one’s relational understanding Superficial, Erroneous, Incomplete Sophisticated, Accurate, Complete Can recognize inappropriate applications or iterations of idea Can’t recognize inappropriate applications of idea Makes many connections to other ideas Can’t explain connections between this idea and others Has sufficient knowledge of relevant facts Knowledge of important facts is incomplete or erroneous Can identify different manifestations of idea Can’t identify different manifestations of idea Can explain how idea is affected by various phenomena Can’t explain how different phenomena affect idea Can explain impact of idea on the world Can’t explain impact of idea on world Makes effective comparisons with other ideas Can’t contrast idea with others Can’t summarize or explain idea in own words Can summarize or explain gist of idea in own words