1. What the Research Says About Intentional Instruction wiki contribution by Kathryn L. Dusel EDU 740 Module 6

2. What is Intentional Instruction?  Systematic  Focused  Framework instead of script-teacher determines importance  The teacher matters!  Transfers responsibility from the teacher to the student

3. Establish Purpose

4. A Clearly Established Purpose Improves Student Learning! Have a written objective for each lesson The established purpose should have two components ▫Content—the day’s work towards the standard ▫Language—builds students’ skills in reading, writing, speaking, and listening Three categories of language purpose statements: ▫Vocabulary ▫Structure ▫Function

5. Model Thinking

6. Modeling: Provides Students with Access to Expert Thinking! Tips for Modeling: Must be intentional Identify cognitive moves that are helpful in completing the task Do not simply explain or demonstrate what you did when thinking aloud Instead, highlight the process you used to reach understanding Provide an approximation of the thinking involved Modeling can occur in four areas Comprehension Word Solving Text Structure Text Features Provide students with thinking behind the cognitive strategy ex. I can predict ___________ because the author told me__________

7. Guide Students’ Thinking Through Questions, Prompts, and Cues

8. Guiding Students’ Thinking Allows for Differentiated Instruction Instead of correcting students and telling them what they have misunderstood, use questions, prompts and cues to address errors Guiding instruction is not about cataloging errors! ▫Instead, it is intention, systematic, direct instruction that results in greater student learning!

9. Provide Productive, Meaningful Group Tasks and Allow Students to Practice Language and Consolidate Understanding

10. Providing Productive, Meaningful Group Tasks Takes the Focus off of Instruction and Puts it on Demonstrating Learning! During Productive Group Work: Students use academic language Students consolidate their understanding Make sure the task is meaningful and that there is accountability! ▫Each student must produce something and interact while producing the product

11. Assign Independent Tasks That Require Students to Apply What They Have Learned

12. Assigning Independent Tasks releases responsibility to the students! Students should complete independent tasks at multiple points during the lesson These tasks should be completed in the classroom so the teacher and peers can notice mistakes Examples of independent tasks: ▫Wide reading ▫Journal writing ▫Formative assessments ▫Individual projects

13. Roots of Intentional Instruction Borne out of three theories: Together, an instructional framework is created: Gradual release of responsibility in reading Direct Explanation Literacy as a social practice Provides students with: Expert modeling Procedural and conditional knowledge Contexts for applying skills Concepts in the company of peers and the teacher

14. Guided Instruction Using appropriate questions and prompts

15. Flowchart for Guided Instruction

16. Types of Questions to check for understanding Elicitation questions: focus on factual knowledge Elaboration questions: ask for more information Clarification questions: draw out a reason Divergent questions: challenge students to synthesize two or more knowledge bases Inventive questions: require students to speculate and offer opinions Heuristic questions: require informal problem solving skills

17. Other Types of Prompts Cognitive and Metacognitive Background Knowledge Process or Procedural Heuristic Reflective

18. Cues to Shift Attention Teachers can cue students to notice what is important: Visual Cues (highlighting, underlining) Verbal Cues (pauses, changes in intonation and rate of speech) Gestural Cues (pointing) Physical Cues (placing hand over student’s, touching student’s arm) Positional Cues (rearranging magnetic alphabet tiles) Environmental Cues (word walls, alphabet strips)

19. Modeling is Important! The goal is to release cognitive responsibility The teacher must: Indentify what she will do Provide an explanation accompanied by a think- aloud about her decisions Make a plan for the student to try it Monitor the use of the plan Begin cycle again with a new question