Effective and Efficient Which aspects of your instruction do you feel are most effective most efficient How do you make them so Do you know the research that supports your effective instructional practices ID: 223903
Download Presentation The PPT/PDF document "What I learned from Lightning" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
What I learned from Lightning
Effective and EfficientSlide2
Which aspects of your instruction do you feel are most effective, most efficient?
How
do you make them so? Do you know the research that supports your effective instructional practices?
Discussion OneSlide3
Lightning was a third-grade student. His oral
reading was choppy, halting, and
boring. His low reading rate (55 words per minute, WPM) was hampering both his reading achievement and Lightning’s sense of himself as a reader. He did not enjoy reading, had no favorite books, and his progress was slow even in small-group configurations
. Lightning had
begun the year on the Developmental Reading Assessment (DRA, Beaver, 1991) Level 18, approximately one year below grade level. After six weeks of guided reading intervention, he showed no assessed growth. His DRA level remained the same.
Case StudySlide4
The Method of Repeated Readings (Samuels, 1979)Slide5
Visually Representing RR
18-24 in 8 WeeksSlide6
In which instructional aspect could you or teachers you have observed be more effective or efficient?
What
seems to hinder the effectiveness of this instruction?
Discussion TwoSlide7
Despite his improvement in reading speed (
approx
70 WPM), it was noted that Lightning’s expression did not consistently match the meaning of the story. Though he was excited about his progress, he still not enjoy reading.
Case StudySlide8
AutomaticityRate
Prosody
Speaking of Prosody: Fluency’s Unattended Bedfellow (
Dowhower
, 1991)Slide9
NIM
Stimulates more of the brain.
Also, consider the nature of the task…
The Neurological Impress Method (
Heckelman
, 1969)Slide10
The Limbic SystemSlide11
Lightning’s progress with repeated readings was remarkable.
He does need to read text more
prosodically. As a reading professional, you have to make a choice.
Case StudySlide12
CMSE (
if you feel the Education World needs more acronyms) is a NIM and RR Hybrid
This stacked intervention using NIM and repeated reading was used for another eight weeks. Lightening’s DRA level increased from a 24 to a 30, only slightly behind the third grade expectation.
Lightning
read the DRA-level 30 text with very good comprehension, 99% accuracy, at 99 WPM, and great expression—a score of 4 according to the rubric.After the completion of the study, 2 weeks later, he read a 34 and was excited from the program.
10 Weeks: 24-34.
Chase-Me-Show-Me
(see Mohr, Dixon, & Young, 2012)Slide13
Compare the advantages and disadvantages these
two modes of
reading and the hybrid. Consider the role of the teacher and the students. What tends to interfere with using these modes efficiently and effectively in a classroom? Video
Discussion ThreeSlide14
Lightening clutched his new
Diary of a Wimpy Kid
book and said, “Now, don’t forget about your chubby little buddy, Mr. Young!”
Case StudySlide15
Appropriate AssessmentsAnalysis of Assessments
Research-Based Instruction
Evaluation of InstructionTeacher and StudentModification of Instruction
Stacked Instruction
Learning from LighteningSlide16
How are effectiveness, efficiency, and engagement related to literacy achievement?
How
can teachers increase student engagement in addition to their own effectiveness and efficiency? Tell us about a time when you were very engaged in a reading or writing task. What characterized this experience that teachers could replicate in their instruction?
Discussion FourSlide17
In small groups, make a list of things teachers do to manage students and to teach students. Compare these listed items and the time given to them. How could a teacher save even 20-30 minutes a day in order to have more time for rich instruction?
Task