Assessment of Knowledge of
Four-Level Procedure for Remediation
Task 1. Your turn to design error correction procedures. Write out the procedures along with a brief explanation of what you are doing in each step. Just follow the examplesfrom class and in “Four-level Procedure for Remediation.”
Error Correction. Conjugating French Verbs
Here is the conjugation of parler—to speak.
First person singular (I). jeparle
Second person singular (You). tuparles
Third person singular (He/she).Il/elleparle
First person plural (We)nousparlons
Second person plural (You)vousparlez
Third person plural (They)ils/ellesparlent
You are reviewing/testing your students on conjugating regular present tense verbs. You say the pronoun---“First person singular” or “Third person plural”---and students say the whole thing in French.
You say, “First person singular.” You hear one student say “Tu parle.” and another student say “Je parlez.”
Write out the procedure:What YouExplanation
do and what students do
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Error Correction. Arithmetic
You are reviewing simple addition. You have examples spread out at random on the board. You point and tap next to each one and say, for example, “4 plus 3.” Students say the answer as a group.
When you point to 5 + 3, two children make an error. Nellie says “Nine.” Kelly says “Seven.”
Write out the procedure:What YouExplanation
do and what students do
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Task 2. Your turn to design part firming procedures. Write out the procedures along with a brief explanation of what you are doing in each step. Just follow the example from class and in “Four-Level Procedure for Remediation.”
Part firming: Multiplication
Remember this part error, from “Four-Level Procedure for Remediation.”
The problem is 205
x 12
Several students make this error so far.
1
2 0 5
x 1 2
2 0
What’s the error? [Follow this closely.] The students multiplied 2 and 1 (= 2) and wrote 2 in the tens column. The students should have multiplied 2 and 0 (= 0); added 1 (10) to the product of 2 and 0 (= 1); and written 1 in the tens column.
1
2 0 5
x 1 2
1 0
So, you need to firm the rule (multiply 2 and 0; do not multiply 2 x the number you carried = 1). The part would be the set of steps with the numbers in red, below. Why? Because they are all connected. When you multiply 2 and 5 (and carry 1) it affects what you do next (multiply 2 and 0 and add the 1).
1
2 05
x 1 2
410
2 0 5
24 6 0
Hints.
1.Make sure to correct the error. Model how to multiply the two numbers properly (2 and 0), and state the rule.
2.When you start over, where do you start?
3.After you firm the part, what is the next part? [The next steps?]
Write out the procedure:What YouExplanation
do and what students do
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Task 3. Reteaching. Your task is to develop a plan for reteaching in a class where the achievement of some or all students is low. This low achievement may be the result of weaknesses in curriculum and instruction IN that class, or it may be the result ofweaknesses in curriculum and instruction in earlier years, which has left students without needed pre-skills for their current class.
Depending on circumstances, your class will choose one of two options. The first is for students to observe in a class, and then develop a plan for reteaching (from several students to the whole class). The second is for students themselves to make up a scenario of low achievement, and then develop a reteaching plan. The first option will require more time and may be difficult to arrange. It will have to be the instructor’s decision which option to use.
Option 1. In class.
1.Observe a class in a school.
2.With the teacher’s help, identify students who seem to be struggling.
3.Think of how you might identify specific knowledge that needs to be retaught.
4.Examine curriculum materials. Do these have weaknesses that may account for the students’ difficulties? If so, suggest improvements.
5.Examine instruction and the classroom environment. Are there weaknesses that may account for the students’ difficulties? If so, suggest improvements.
6.Use the table “Procedure for Reteaching,” on page 19 of “Four-level Procedure for Remediation,” and the table “Planning a Procedure for Teaching” (below) to develop a plan for reteaching, including objectives in a logical sequence, special emphasis of features of curriculum, instructional methods, and classroom environment (e.g., reinforcement).
Draw on materials used earlier in the course---“Assessing and Improving Curriculum Materials,” “Delivering Instruction: Procedures for Teaching,” and “Delivering Instruction: Assessing and Improving Instruction and the Classroom Environment.”
Planning a Procedure for Reteaching
1.Find out exactly what the weaknesses and gaps are. What kinds of errors are students making?
2.Identify what you will reteach. Arrange the items in a logical sequence.
3.Examine curriculum materials that are used. Identify weaknesses. Correct them or get better materials.
4.Examine instructional procedures that are used, and the classroom environment. Identify weaknesses. Correct them.
5.Using your observations (in number 1 above), and prior knowledge of students, identify any special learning conditions students may need. For example,
a. Prompts to look at or listen to a specific thing.
b. Repeated presentations of models or information.
c. Extra practice until students are firm.
d. Explicitly teaching rules.
e. Adding small tests/checks to ensure that students learn every bit of information.
7.Determine whether the whole class needs reteaching or a small group.
8.Select a time and place for reteaching.
9.Select a learnable amount to work on during reteaching lessons.
10.Make sure to use the General Procedure for Teaching. Add details that increase the chances that students learn this time.
11.Keep track of progress on the objectives that you identified in number 2, above.
Option 2. Scenario.
Develop a scenario (using the table, “Procedure for Reteaching” in “Four-level Procedure for Remediation”)that makes the case that certain students in a class need reteaching. For example, state specific weaknesses in some area; identify skills to reteach; state weaknesses in curriculum materials; etc.
Then develop a plan for reteaching, using the table below, and materials used earlier in the course---“Assessing and Improving Curriculum Materials,” “Delivering Instruction: Procedures for Teaching,” and “Delivering Instruction:
Assessing and Improving Instruction and the Classroom Environment.”
Planning a Procedure for Reteaching
1.Find out exactly what the weaknesses and gaps are. What kinds of errors are students making?
2.Identify what you will reteach. Arrange the items in a logical sequence.
3.Examine curriculum materials that are used. Identify weaknesses. Correct them or get better materials.
4.Examine instructional procedures that are used, and the classroom environment. Identify weaknesses. Correct them.
5.Using your observations (in number 1 above), and prior knowledge of students, identify any special learning conditions students may need. For example,
a. Prompts to look at or listen to a specific thing.
b. Repeated presentations of models or information.
c. Extra practice until students are firm.
d. Explicitly teaching rules.
e. Adding small tests/checks to ensure that students learn every bit of information.
7.Determine whether the whole class needs reteaching or a small group.
8.Select a time and place for reteaching.
9.Select a learnable amount to work on during reteaching lessons.
10.Make sure to use the General Procedure for Teaching. Add details that increase the chances that students learn this time.
11.Keep track of progress on the objectives that you identified in number 2, above.
Task 4. Tutoring. Using the document “Four-level Procedure for Remediation,” and the documents entitled “What are the components of an effective reading tutoring program” and “Examples of researcher-developed reading tutoring programs,” plan a month long tutoring program, using the table below, for firming up students’ knowledge of letter-sound correspondence, sounding out words, simple addition or subtraction, or vocabulary words.
Tutoring Plan
1.Properly selected objectives. State these in a logical sequence.
2.Tested and well-designed materials. [Optional, if you know of programs on the area you selected.]
3.Special time and place.
4.Expectation of success. Encouragement.
5.Learnable amount taught each lesson. Give examples of what might be introduced in each of several lessons.
6.Firming background knowledge before presenting new material. How would you do this?
7.Explicit instruction using model, lead, and test to present new information. Write out a procedure for one objective.
8.Correcting errors. Write an example.
9.Using additional prompts as needed. Write examples.
10.Reinforcing with timely and specific praise. Write examples.
11.Moving at a perky pace.
12.Staying focused on the objectives.
13.Collecting performance data and charting it. Give examples.
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