1. SPED 562: C 3 and 4 Assessment and Managing Instruction Witzel

2. Itinerary Chapter 3 – Stages of learning – Monitoring learning – Monitoring instruction Chapter 4 – Instructional Options – Teaching self-determinism – Lesson design

3. Stages of Learning Mercer & Mercer 1.Acquisition 2.Proficiency 3.Maintenance 4.Generalization 5.Adaptation Are these the only stages that exist in theory?

4. Two Approaches to Developing Progress Monitoring Measures (Fuchs, 2004) Curriculum Sampling – Systematically sample items from the annual curriculum on each measure Robust Indicator – Identify a global behavior that either encompasses many skills taught in the annual curriculum or is predictive of proficiency in the annual curriculum 4

5. Regular Education Special Education Slope =.97 (SD =.14) Motivational Contract Explicit Instruction Strategy Instruction Extra Fact Practice # CORRECT DIGITS 0 20 40 60 80 100 120 SepOctNovDecJanFebMarAprMay 140 G Bobbae’s Math Performance 5© Witzel, 2008

6. From Monitoring Basic Skills Progress: Basic Math Computation (2nd ed.) (1998) 6

7. 7 General Education Intervention Education Slope =.97 (SD =.14) PALS CBI Practice CRA with fractions and facts # ITEMS CORRECT 0 20 40 60 80 100 120 OctNovDecJanFebMarApr 140 G Caroline’s Math Performance

8. © Witzel, 20088 Grading procedures (see handout) Multi fact comboCarry in Carry out Add carry Line up add Add facts Answer Mike√√√√√√√√ Tarek√X√√√√√X Miguel√√√√√√√√ Manuel√√XX√√√X Jose√√√√√√√√ Pam√√√√√X√X Michele√√√√√√√√ Brandon √√√√√√√√ Stan√√√√√X√X

9. Monitoring Instruction Repeated testing may become tedious and not informative More importantly, it may not provide the teacher with a clear look at students’ understanding. Thus, it is important to use assessment in a manner that drives instruction. Use multiple forms of assessment and adjust accordingly. Monitor and track your adjustments accordingly.

10. 10 Self-determinism Include students in the decision process. Let them investigate career options and math requirements. Students should lead IEPs rather than teams away from the student. During math class, what should we have students look for everyday?

11. 11 Explicit Instruction Explicit instruction consistently resulted in large effects both for learning single skills as well as multiple related skills in complex problem solving. These findings must be tempered by the fact that the measures on which the effect sizes were calculated were all researcher-developed. Gersten, Baker, & Chard (in-press) © Witzel, 2008

12. © Witzel, 200612 Connected Teaching Steps Best Practices consistent in math research literature: – Advance Organizer – Model – Guided Practice – Independent Practice – Feedback – Maintenance and Generalization Observe these steps in http://etv.jmu.edu/mathvids/

13. © Witzel, 200613 Suggested lesson format 1.Warm-up (maintenance) 2.Statement of relevance 3.Describe / Model 4.Guided Practice 5.Independent Practice (process feedback) 6.Word Problem (generalization) 7.***Fluency Probe (product feedback)

14. Witzel, 2009 Warm-ups Mixed reviews are meant to help students maintain previous skills. This process can be a quick drill oriented piece, but it is most useful with word problems that students understand. Bob went to the movies and lost his wallet. How much money did he lose? He bought two $8 tickets and three $1.50 sodas. He started with two $20 bills. It is best to try to tie the mixed review to the newly introduced concept. 14

15. Witzel, 2009 State the Relevance Find a reason why these concepts are important to students immediately. Why should we learn reducing expressions? Why should we learn inverse operations (solving for single variables)? If we do not know why we are teaching a concept, should we teach it at all? 15

16. Witzel, 2009 Let’s try some examples First some modeling “I do it” Then well work together on some “We do it” Then you try some on your own “You do it” 16

17. Models of Information Transfer Cecil Mercer “I do it” “We do it” “You do it” Matt McGue The 5 steps to Apprenticeship 1.“I do, you watch, we talk” 2.“I do, you help, we talk” 3.“You do, I help, we talk” 4.“You do, I watch, we talk” 5.“You do, someone else watches” Witzel, 200917

18. “I do it” “We do it” “You do it” What are the explicit steps to: 1.Changing floors using an elevator 2.Checking out at a grocery store 3.Greeting a new neighbor 4.Confronting your boss with a problem How does this process apply to math? Witzel, 200918

19. Witzel, 2009 Feedback and Generalization Appropriate feedback When should homework involve multiple independent practice problems? When should homework involve math problems that explain the application in their own lives? 19

20. Summation What ideas stood out here? Name other ways to assess student learning and teacher’s instruction. How can constructivism be confused with explicit instruction?