Maximizing Academic Learning Time Direct Interactive Instruction

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Maximizing Academic Learning TimeDirect
Interactive Instruction
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Jason Willoughbyjwilloughby_at_actionlearningsyste
ms.comOmar Ezzeldineoezzeldine_at_actionlearningsy
stems.comLiz Steinhartlsteinhart_at_actionlearning
sytems.com

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Keep Connected with ALS

• www.actionlearningsystems.com
• www.facebook.com/ActionLearning1
• Twitter _at_Student_Success

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High Performing Districts/Schools Believe

• All students can learn
• Success breeds success
• We control the conditions of success

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What Conditions DO WE Control?
The Focus Principle Focus on what ALL students
should know and be able to do successfully. The
focus of a school includes clearly defined
performance standards across the disciplines and
through the grade levels. The Alignment
Principle Align all programs, practices,
procedures, and policies to what we want ALL
students to know and be able to do. The
Expectations Principle Expectations are high for
ALL stakeholders (students, teachers,
administrators, staff, and parents). What we
expect, align, and allocate time to is what we
will get. The Opportunity Principle Opportunity
for ALL stakeholders (students, teachers,
administrators, staff, and parents) at their
highest potential is ensured by schools and
districts that provide increased time, duration,
frequency, and access to research-based
strategies known to increase achievement.
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Academic Learning Time
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Direct Interactive Instruction
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Demonstration Lesson Direct Interactive
Instruction
Observations
Standards and Measurable Objectives
Lesson Structure and Sequence
Student Engagement, Feedback, and Correctives
Proactive Classroom Management
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Standards and Measurable Objectives

• Standard A standard is a basis of comparison,
  a reference point against which things can be
  evaluated, the ideal in terms of which something
  can be judged, a widely and regularly used,
  public expectation that communicates and
  provides direction to a wide audience.
  Standards-level assessment tends to be summative
  and long-term.
• Objective An objective is a specific,
  measurable, observable student behavior, the
  description of a performance you want learners to
  be able to exhibit before you consider them
  competent, the intended result at the end of a
  lesson, a unit, a course, or a year of
  instruction. Objectives-level assessment tends to
  be formative and short-term.

Standard Objective 1 Objective 2 Objective 3 Standard Mastery
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Three Essential Features of a Standard or
Objective
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Lesson Structure and Sequence

• Standard(s) and Lesson Objective(s)
• Explicitly introduced and clarified
• Connecting To Prior Knowledge
• Students making the connection to new learning
• Input and Model
• I do, and you watch
• Structured Practice
• We do it together
• Guided Practice
• You do it, and I support
• Independent Practice
• You do it
• Standard(s) and Lesson Objective(s)
• Revisited and reflected upon

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Student Engagement Multiple Levels of
Communication
Student Engagement the multiple levels of
communication and the various ways that teachers
and students interact T TS TS TS S
T Teacher G Small Group C Class S Student
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Lesson Structure and Engagement Opportunities
Lesson Structure Engagement Opportunities
Standard(s) and Lesson Objective(s)
Connecting to Prior Knowledge
Input and Model
Structured Practice
Guided Practice
Independent Practice
Standard(s) and Lesson Objective(s)
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Student Engagement Structured Student
Interaction

• Teacher provides prompt/question.
• Teacher tells students how long they have to
  think about the question.
• Students think about the topic.
• Teacher provides sentence frames.
• Teacher tells students how long they have to talk
  to their partners about the question.
• Students talk to their partners about the topic.
• Teacher monitors student interaction.
• Teacher calls on students to share with class.
• Students share with class in complete sentences.

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Correctives and Feedback
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Pre-Correctives

• A caution light to avoid making a mistake on new
  learning.
• Teacher analyzes the content and competence of
  the lesson and identifies potential student
  errors/ misunderstandings.

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Correctives

• When a student gives a response that is incorrect
  or not entirely correct
• Teacher conducts an error analysis
• There are FOUR overarching types of errors that
  students can make
• Motor Error
• Memory Error
• Discrimination Error
• Process Error
• Systematic way of correcting the student so that
  he/she knows the correct response and why he/she
  made the error to begin with
• Corrective should be immediate, explicit,
  unambiguous, and targeted to the student(s)

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Explicit Feedback

• Direct and explicit feedback given to student to
  reinforce or redirect student learning
• Context-directed feedback to guide process
• Content-directed feedback to guide learning
  objectives

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Proactive Classroom Management

• The momentum of the instruction is forward moving
  and fast-paced, leaving little opportunity for
  behavioral interruptions.
• The teacher has a high degree of withitness.
• The teacher uses a variety of strategies to limit
  behavior issues.
• Minimal downtime with smooth transitions.
• Classroom management is positive, preventative,
  and embedded within the instruction.

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Proactive Classroom Management Strategies for
Implementation
Strategy Description Evidence
Walk and Talk Proximity to students is achieved by frequently and randomly moving around the room
Change-Ups Constant changing of response modes, input mode, grouping structure, pacing, tone of voice, questioning, etc.
Name Dropping Incorporating the use of names into the instruction when giving examples or directions
Alerting Alerting and telling students where they are currently in their learning process and where they are going



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Direct Interactive Instruction
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Achievement-Focused Coaching
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Organized Abandonment

• What do we STOP doing?
• What do we KEEP doing?
• What do we START doing?

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Next Steps