27J Instructional Model

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Information about 27J Instructional Model

Published on July 24, 2009

Author: IsobelTX

Source: slideshare.net

“ We can, whenever and wherever we choose, successfully teach all students whose schooling is of interest to us. We already know more than we need in order to do this. Whether we do it must finally depend on how we feel about the fact that we haven’t so far.” Ron Edmonds, “Effective Schools for the Urban Poor,” Educational Leadership , October 1979, p.23

Today’s Objective To describe and explain an instructional model that aligns all the work we do in Student Achievement, and that will be the ONLY instructional model that we follow. (but if anybody asks, this is our RtI model) 27J Instructional Model

To describe and explain an instructional model that aligns all the work we do in Student Achievement, and that will be the ONLY instructional model that we follow.

(but if anybody asks, this is our RtI model)

27J Instructional Model

27J Instructional Model

 

27J Instructional Model 4 3 2 1

Tier 1 The high quality instruction found in the regular classroom Clearly defined learning objectives Instruction appropriate to meet those targets Student engagement Assessment for learning that gives students feedback in timely and meaningful ways 27J Instructional Model

The high quality instruction found in the regular classroom

Clearly defined learning objectives

Instruction appropriate to meet those targets

Student engagement

Assessment for learning that gives students feedback in timely and meaningful ways

Tier 2 Scaffolding of instruction for individuals or groups of students that can be accomplished in the regular classroom, and that will benefit more students than the target group 27J Instructional Model

Scaffolding of instruction for individuals or groups of students that can be accomplished in the regular classroom, and that will benefit more students than the target group

Tier 3 Instruction of such time, focus, and intensity that it is delivered in a setting other than the regular classroom, or in the regular classroom with additional staffing 27J Instructional Model

Instruction of such time, focus, and intensity that it is delivered in a setting other than the regular classroom, or in the regular classroom with additional staffing

Tier 4 Individual programming for students with exceptional needs 27J Instructional Model

Individual programming for students with exceptional needs

Collaboration 27J Instructional Model CST (individual student) PLC (programmatic) 4 3 2 1

Leadership Assure that District programs are being implemented in reading, writing, and math. Assure that the District materials are used to implement programs. Assure that alignment and coherence of the reading and math programs are in place. Assure that interventions are in place for struggling students. Assure that data from assessments are being used to determine groupings and strategies. 27J Instructional Model

Assure that District programs are being implemented in reading, writing, and math.

Assure that the District materials are used to implement programs.

Assure that alignment and coherence of the reading and math programs are in place.

Assure that interventions are in place for struggling students.

Assure that data from assessments are being used to determine groupings and strategies.

Leadership, cont. Assure that the program is taught for the identified amount of time. Assure that support is provided to teachers to implement programs. Assure that clear coherent strategies are in place to accomplish expected student performance in reading, writing, and math. Assure that professional development is embedded for teachers. Assure that assistance in meeting the assurances will be sought as needed. 27J Instructional Model

Assure that the program is taught for the identified amount of time.

Assure that support is provided to teachers to implement programs.

Assure that clear coherent strategies are in place to accomplish expected student performance in reading, writing, and math.

Assure that professional development is embedded for teachers.

Assure that assistance in meeting the assurances will be sought as needed.

The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself , and has a repertoire of alternative moves or strategies from which to draw at any given point. Sadler, 1989

The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly similar to that held by the teacher, is able to monitor continuously the quality of what is being produced during the act of production itself , and has a repertoire of alternative moves or strategies from which to draw at any given point.

Sadler, 1989

In response to a given piece of feedback, students have to be able to say to themselves: I know what this means I know what to do next I’m OK I will keep trying

In response to a given piece of feedback, students have to be able to say to themselves:

I know what this means

I know what to do next

I’m OK

I will keep trying

DuFour’s 4 questions What do you want them to know? What evidence will you use to determine what they know? What are you going to do when they don’t know it? What will you do if they already know it?

What do you want them to know?

What evidence will you use to determine what they know?

What are you going to do when they don’t know it?

What will you do if they already know it?

Assessment for Learning… Where are you now? Where do you want to be? How do you close the gap?

Where are you now?

Where do you want to be?

How do you close the gap?

To Tacit knowledge Explicit knowledge From Tacit knowledge Socialization Sympathized knowledge Externalization Conceptual knowledge Explicit knowledge Internalization Operational knowledge Combination Systemic knowledge

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