1. CAVITATIONAL MODELING Maximizing direct instruction…

2. What is cavitational modeling? Imagine the following scenarios: - a boat propeller starts to spin; What is the effect on the water around it? - hot molten rock starts to cool; What happens to the air and gases that are moving within the rock as it starts to cool?

3. Direct Instruction Direct Instruction is one way to teach. The strength of direct instruction lies in its potential to provide students with a clear model of how to do what is required.

4. During Direct Instruction… The teacher models how to do the required task. Strategies such as “think alouds” and visualization help students gain an expert perspective on the task.

5. However, all modeling is not equally effective… Variables that influence the quality of the modeling include: - the pace of the modeling -interest created by the style of modeling -expectations for student achievement resulting from the modeling, including recognition that students are extremely capable when challenged and when they feel themselves learning -the combination of learning styles addressed through the approach to modeling that is chosen -the amount of incidental teaching imbedded in the modeling

6. What is cavitational modeling? Modeling of any task that is: - brisk and dramatic; the modeling is done with energy and speed - standards based; learning expectations are clear - requires noticeable extensions of previous learning; at least three grade levels above usual expectations for a task - approaches learning from multiple learning styles, especially verbal, auditory, visual, and kinesthetic - imbeds frequent and meaningful incidental teaching as the modeling progresses so that a new idea is learned for each 3 to 5 minutes of modeling ( maximum spread of time between learning “chunks”)

7. uses precise, technical language includes cyclical review of advancements in the focal skill(s) uses frameworks and graphics where appropriate organization of ideas precedes tasks uses visual scaffolding incorporates proportional practice time that moves from scaffolded practice to independent practice is literacy connected includes compacted incidental teaching creates an immediate need to know by bridging to complex tasks is constantly being assessed as students work to complete tasks ( not assessment after the task) phases of instruction expand to match progress ( i.e., students’ achievement determines when the next task, or next level of new learning in relation to the current task, will be introduced)